PERSONAL AND PROFESSIONAL DEVELOPMENT THROUGH WORK BASED LEARNING

SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3N906889
Module Leader Marty Wright
School School for Work Based Education
Subject SCWBE
Trimesters
  • A (September start)
  • B (January start)
  • C (May start)

Pre-Requisite Knowledge

The learner must be employed in a full-time, part-time or voluntary capacity.

Summary of Content

This work based learning module will support the student in developing a critical understanding of the main theories of Work Based Learning and Knowledge Management. Students will be required to produce two summative assessments demonstrating that they understand the nature and potential applications of these approaches for organisational development.

Syllabus

During this module the student will cover the following syllabus: -425b7 The pedagogy of work based learning -425b7 Policy and practice on work based learning -425b7 Knowledge management -425b7 Learning and organisational development.

Learning Outcomes

On successful completion of the module the student should be able to:1. Critically evaluate the main learning theories in relation to work based learning2. Critically analyse the key ideas underpinning current policy and practice in relation to organisational and work based learning 3. Assess the concept of knowledge management and its contribution to organisational development4. Analyse your own organisation in relation to its approach to learning and generate a strategy based on knowledge management and/or work based learning approaches.

Teaching / Learning Strategy

This module is designed to be relevant to your workplace. The module teaching materials will be made available through Blackboard, the GCU on-line learning environment. It is hoped students will participate in discussions on-line. In addition tutorial telephone support will be available and if possible, although this is less likely because of distance, face to face tutorial support. Formative assessment will be used not only to encourage knowledge of the subject are but also to help develop transferable skills. Summative assessments will provide evidence of the learning achieved throughout the module. Summative assessments are compulsory. An overall mark of 40% must be achieved in the module.

Indicative Reading

Boud, D and Solomon, N (2001) Work-based Learning: A New Higher Education? Buckingham: Society for Research into Higher Education and Open University Press Brennan, L. (2005) Integrating Work-based Learning into Higher Education - A Guide to Good Practice. Bolton: University Vocational Awards Council. Gallacher, J, Reeve, F university 'partnerships': a key problem for work-based learning programmes? Journal of Education and Work Volume <http://www.informaworld.com/smpp/title~db=all~content=t713430545~tab=issueslist~branches=18>18, Issue 2 June 2005 Gallacher and Reeve (2002) Integrating Work-based Learning into Higher Education: A Guide to Good Practice, UVAC Keep, E. (2000) Learning organisations, lifelong learning and the mystery of the vanishing employers, Global Internet Colloquium on Lifelong Learning, Open University The Scottish Government (2007) Skills for Scotland: A lifelong skills strategy Reeve, F., Cartwright, M. and Edwards, R. (2002) Supporting Lifelong Learning: Organizing Learning, Routledge and The Open University Press, London, Reeve, F and Gallacher, J (2003) Are employer-university 'partnerships' problematic within work-based learning programmes, paper presented at Experiential, Community, Workbased: Researching Learning Outside the Academy, Glasgow Caledonian University and the University of Stirling Rhodes, G. And Shiel, G. (2007) 'Meeting the needs of the workplace and the learner through work-based learning', Journal of Workplace Learning 19 (3): 173-187. Siebert, S. and Mills, V. (2007) 'The quest for autonomy: A Foucauldian perspective on work based research', Journal of Research in Post-Compulsory Education, vol. 12, no 3 October, pp. 309-317. Winter, R. (2001) A challenge to assessment and quality assurance in higher education, in: D Boud & N. Solomon (Eds) Work-based learning: a new higher education? (Buckingham, Open University Press/SRHE). Online Resources Department for Education and Skills (January 2003) The future of higher education, London HSMO [http://www.dcsf.gov.uk/hegateway/uploads/White%20Pape.pdf - accessed December 2009] Her Majesty's Stationery Office (December 2003) Lambert Review of Business-University Collaboration: Final Report, London HMSO [http://www.hm-treasury.gov.uk/d/lambert_review_final_450.pdf - accessed December 2009] Quality Assurance Agency Scotland (2008) Emerging models of Work Based Learning, [<http://www.sacca.ac.uk/documents/Workbased_learning_in_SHE.pdf-> accessed June 2010]

Transferrable Skills

- Written communication skills - Personal and interpersonal skills - Information gathering skills - Problem solving - Critical thinking and reflection - Assessment and evaluation skills - Negotiation, time management and forward planning skills.

Module Structure

Activity Total Hours
Assessment (PT) 40.00
Independent Learning (PT) 72.00
Seminars (PT) 24.00
Private Study 64.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 n/a 100.00 40% Assignments cover all learning outcomes.