T. P. Doss, N. Allett, G. Woods, G. Poursharif, G. Knight
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Effective measures of tailored learning support for Engineering Work-Based Learners in HE: A Case study
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.
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.