Effective measures of tailored learning support for Engineering Work-Based Learners in HE: A Case study

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2021-01-01 DOI:10.1080/23752696.2021.1882327

T. P. Doss, N. Allett, G. Woods, G. Poursharif, G. Knight

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引用次数: 4

Abstract

ABSTRACT Since 2004, Aston University has been delivering work-based learning (WBL) engineering degrees to key UK Energy sector employers, such as National Grid. National measures for widening participation in HE, such as the Degree Apprenticeship Levy, have led to significant changes in learning background diversity of WBL cohorts, consequently increasing student requirement for additional learning-support in HE Institutions (HEIs). To address these challenges, an intervention strategy was formulated in collaboration with Aston University's Learning Development Centre. Our methodology gradually embedded a provision of tailored learning-support sessions/workshops in mathematics and effective communication skills within WBL curricula. Integrating this support has led to marked increases in student engagement,grade-attainment, and stakeholder satisfaction. This case study is pertinent to HE's current STEM sector focus on developing WBL programmes, where the flexible methodologies established here can serve as practical models for other HEIs in the delivery of ‘in-employment’ education, in response to the fast-changing workplace.

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高等教育中工程工作型学习者个性化学习支持的有效措施:个案研究

自2004年以来，阿斯顿大学一直为英国能源部门的主要雇主(如国家电网)提供基于工作的学习(WBL)工程学位。扩大高等教育参与的国家措施，如学位学徒税，导致了WBL群体学习背景多样性的重大变化，从而增加了学生对高等教育机构(HEIs)额外学习支持的需求。为了应对这些挑战，我们与阿斯顿大学学习发展中心合作制定了一项干预策略。我们的方法逐渐在WBL课程中嵌入量身定制的数学和有效沟通技巧学习支持会议/研讨会。整合这种支持导致了学生参与度、成绩成就和利益相关者满意度的显著提高。这个案例研究与高等教育目前的STEM部门重点发展WBL课程有关，在这里建立的灵活方法可以作为其他高等教育机构提供“在职”教育的实用模式，以应对快速变化的工作场所。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.