Work-based modules

Improving the Quantity and Quality of Work Experience in Higher Education (University of Wolverhampton)

Traditional mechanisms for providing student work experience at the University of Wolverhampton (e.g., industrial placements, student projects) were operating at full capacity. This project focused on developing structures and support mechanisms to convert part-time and casual student work into a more meaningful work experience. In particular, the project aimed to develop:

• an accredited, level 2, Independent Work Experience module;
• a transferable, computer-based, self-assessment tool;
• a new three-month summer work placement model.

The project was managed by the University's Graduate Link, a central development unit whose strengths lay in its specialist knowledge, links with industry, and partnerships with local business support agencies (for organising placement and employment activity), but with little experience of academic module development (and the University procedures and processes involved). Thus, management of the development of the accredited module proved challenging and had implications for other aspects of the overall project.

Project outcomes include:

• An "Independent Learning in the Work Place" module, available at level 2 (15 credits), has been incorporated into the University's module framework. A computer-based self-assessment tool (Skills Tracker) has also been developed and integrated into the module delivery. Delays in getting the module developed, validated and promoted to students and academic staff, however, meant that during the life of the project, student registrations were below target. Student response to Skills Tracker has been mixed.
• "WorkWise" is a three-month summer work placement model structured around projects identified within organisations. WorkWise was designed to draw on many of the features of other "summer placement" schemes (e.g., STEP) whilst removing some of the restricting/limiting factors perceived in such schemes. Participating organisations do not receive a subsidy but pay the full cost for WorkWise (consisting of the student allowance and an administration fee). Students can use the "Independent Learning in the Work Place" module to gain accreditation for learning derived from their WorkWise placement. Fewer summer placements were successfully organised than planned, partly due to a fall in the number of placements being offered in the West Midlands area and partly due to the timescales involved in liasing with larger organisations.
• In addition to student and employer "Guides", which incorporate case study materials, the launch of a comprehensive University web site has been a significant development for students: "Work" draws together information previously available from different University areas (e.g. Career Development Service, JobShop, Graduate Link).

Lessons learnt from the project include:

• Many of the problems and disruptions incurred during the project could have been minimised with stronger and more senior project leadership. There was a strong case for high profile project "champions" to aid the project in the competitive University environment.
• Academic credit has an overwhelmingly important currency value for students and does provide incentive to undertake work-based modules.

Follow this link for the Final Report

Project Themes:

Graduate Business Start-ups

Key Skills in HE

High Level Lifelong Learning

Guidance for Graduates

Recording Achievement

Labour Market Intelligence

Innovation and Creativity in the Curriculum

Work Experience

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