Cross‐university collaboration for work‐place learning: a case study

Abstract

Purpose -Research into skills level of the workforce in the West Midlands in England has identified a shortage of graduate skills and that these are needed for the region to regain its competitiveness in the national and international markets of the twenty-first century. The purpose of this paper is to explore the practices that enabled collaboration between higher education organisations to meet the needs of local industries and businesses through work-place learning. Design/methodology/approach -The objectives of the case study are to review the background to the initiative described and the organisation and the activities undertaken. The paper reflects on the factors that enabled the collaboration to be effective and on those that jeopardised the potential success of the group. First, an overview of the case is given, starting with the concept for the project that was the focus of the collaboration. Next the organisation of the partnership is outlined and then the process of the development of the foundation degrees. Factors that impact on the effectiveness of the collaboration are explored drawing on illustrative extracts selected from the data. Findings -Key findings corroborate previous research that posited that success, or failure, of collaboration is due to a number of factors: mutual benefit, a change in product, process or output, stated, emergent and unstated aims, perceived benefits and mutual trust. Originality/value -The paper demonstrates that even where all these factors exist there may be unanticipated events that impact on the success of the project.

Experiences in Running a Professional Course on Digitally-Enabled Production in Collaboration Between Three Swedish Universities

“…The case has elements of design research as the purpose is to develop a novel product (a course), from a need (competence development) to realize the product and fulfil the perceived needs of the stakeholders (course participants and company networks) [38]. During the run of the course, professional course participants and teachers have continuously discussed the course content and format to identify industry knowledge needs and accordingly mutually harmonize course content and format, aspects as stressed by [39].…”

Work-based skills development: a context-engaged approach

“…The report proposed that "Universities and employers need to be innovative, and engaged in promoting different and non-traditional routes into higher skill roles" (UKCES & Universities UK, 2014, p4). Collaborations between education and external organisations are well-established and recognised as mutually beneficial (for example: Bloedon and Stokes, 1994;Felce, 2010b;Foskett, 2004Foskett, , 2005Haas et al, 2002, Lambert 2003. The external view into an organisation, underpinned by established research and practice, that and HEI can provide is likely to provide innovative opportunities to a business to address workforce development needs.…”

“…Collaborations between education and external organisations are well-established and recognised as mutually beneficial (e.g. Bloedon and Stokes, 1994;Felce, 2010b;Foskett, 2004Foskett, , 2005Haas et al, 2002;Lambert 2003). The external view into an organisation, underpinned by established research and practice, that and HEI can provide is likely to provide innovative opportunities to a business to address workforce development needs.…”

Changing policies, their impact on the provision of work‐based learning and the development of an e‐portfolio based pedagogy for WBL

“…However, it is recognised that for work-based learners, particularly those who are likely to be experiencing HE for the first time and who have significant commitments in their employment and personal lives, it is likely to be difficult to engage with this volume of learning. As a result of other projects that the university was involved with (Felce, 2011) a decision was made to make five credit units available; the five credit units can be combined into 20 credit modules, at which point an award of 20 HE credits would be achieved. Where learners completed the smaller five credit units they will be given a certificate of completion but not an award of credit.…”