Towards an integrated approach to the recognition of professional competence and academic learning

Bravenboer, Darryll; Lester, Stan

doi:10.1108/et-10-2015-0091

Cited by 55 publications

(56 citation statements)

References 15 publications

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“…The peculiarity of training Master's students for work-based educational activity is determined by the fact that the subject of the educational process (production personnel) has hands-on experience in production and industrial relations, as well as personal experience (Bravenboer & Lester, 2016). Alternatively to the traditional educational process involving the development of new professional experience, training of production personnel is meant to transform their previously accumulated experience.…”

Section: Resultsmentioning

confidence: 99%

Teacher Training for Masters Of Engineering: Didactic Analysis

Dorofeev¹,

Bukalova²

2019

ARPHA Proceedings

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Changes in the educational system of the Masters of Engineering degree programsecond cycle technical higher educationare driven by the dynamic development of the post-industrial society. A new management culture based on the set of corporate values is being developed in the field of technical production. A multi-panel study identified a demand of major stakeholders for Masters of Engineering having competencies that reflect their willingness to organize the process of teaching corporate culture to production personnel. This competency type is implemented as a specific work-based educational activity. In this regard, the second cycle of engineering education shows an issue of teacher training for Master's students, which was previously not emphasized. Master's students are required to be trained to teach not only at higher educational institutions but also in a production management environment. This peculiarity determines the innovation of the above educational process component of the Masterэs Degree program. This paper analyzes the didactic specifics of the educational activity aimed at teaching corporate culture to production personnel. The paper also specifies the position of a facilitator that replaces that of an expert teacher and formulates the academic problem of teaching to Master's students of specific didactic tools appropriate for corporate culture development.

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Section: Resultsmentioning

confidence: 99%

Teacher Training for Masters Of Engineering: Didactic Analysis

Dorofeev¹,

Bukalova²

2019

ARPHA Proceedings

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“…Similarly, it acknowledges that professional bodies are best placed to understand what constitutes 'professional competence' in the relevant area of practice. This three-way alignment of employers, HEIs and professional bodies presents the powerful prospect of bridging the perceived divide between the professional competence required by employers and academic qualification (Bravenboer and Lester, 2016). It is also an opportunity to move beyond the traditional separation of work and learning and develop the 'trust' relationships that are required to overcome the barriers to effective employer-university collaboration (Bruneel et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

Why co-design and delivery is “a no brainer” for higher and degree apprenticeship policy

Bravenboer

2016

HESWBL

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An open access repository of Middlesex University research http://eprints.mdx.ac.uk Bravenboer, Darryll (2016) Why co-design and delivery is 'a no brainer' for higher and degree apprenticeship policy. Higher Education, Skills and Work-based Learning, 6 (4 Copyright and moral rights to this work are retained by the author and/or other copyright owners unless otherwise stated. The work is supplied on the understanding that any use for commercial gain is strictly forbidden. A copy may be downloaded for personal, non-commercial, research or study without prior permission and without charge.Works, including theses and research projects, may not be reproduced in any format or medium, or extensive quotations taken from them, or their content changed in any way, without first obtaining permission in writing from the copyright holder(s). They may not be sold or exploited commercially in any format or medium without the prior written permission of the copyright holder(s).Full bibliographic details must be given when referring to, or quoting from full items including the author's name, the title of the work, publication details where relevant (place, publisher, date), pagination, and for theses or dissertations the awarding institution, the degree type awarded, and the date of the award.If you believe that any material held in the repository infringes copyright law, please contact the Repository Team at Middlesex University via the following email address:eprints@mdx.ac.ukThe item will be removed from the repository while any claim is being investigated.See also repository copyright: re-use policy: http://eprints.mdx.ac.uk/policies.html#copy Purpose -The purpose of this paper is to contend that collaboration between employers and universities in the design and delivery of programmes of work-based study is an effective way to align the higher-level skills needs of employers with the aspirations of individuals who wish to gain university qualifications in the workplace. In mapping the fluctuations of UK higher-level skills policy through workforce development to degree apprenticeships it is argued that the facility for employers and universities to co-design and develop degree apprenticeship standards should be extended to the development of Higher Apprenticeships in England.Design/methodology/approach -The paper provides an analysis of a broad range of higher education (HE) skills related UK policy documents to map the fluctuations in policy that underpin the opportunities for employers and universities to collaborate in the design and delivery of HE programmes in England, including degree apprenticeships.Findings -It is noted that the approach to collaborative employer-university development signalled for degree apprenticeships described in policy documents unhelpfully perpetuates the presumed distinction between "academic learning" and "on the job training". However, it is also concluded that despite this, the rationale for co-design and delivery should equally apply to the development of all higher apprenticeships to en...

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“…Apprenticeship schemes, combining higher-level studies alongside the demonstration of professional competency in the workplace, has grown in favour since they were introduced in 2008 (Bravenboer and Lester, 2016). Such programmes provide professional recognition through standards developed in conjunction with employers, whilst also recognizing the value of academic content in the training and development of professionals in the criminal justice system (Dominey and Hill, 2010).…”

Section: An Opportunity For Somementioning

confidence: 99%

The revolving door of reform

Tangen

Briah

2018

Probation Journal

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Reform of probation services in England and Wales has been a frequent feature of its history, though the pace of review, restructuring and modification has increased exponentially in the last 30 years. This paper provides a brief history of changes to the National Probation Service since its inception in the Criminal Justice and Court Services Act 2000 to the recent announcements of the merger of prison and probation services into a new agency, Her Majesty's Prison and Probation Service. Commonalities are identified between the various programmes of reform instigated throughout the last 17 years, drawing on insights from Pollitt. The paper addresses the implications for the future of a public probation service in England and Wales after the National Offender Management Service (NOMS) ceased to exist in April 2017 and Her Majesty's Prison and Probation Service was inaugurated.

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Towards an integrated approach to the recognition of professional competence and academic learning

Cited by 55 publications

References 15 publications

Teacher Training for Masters Of Engineering: Didactic Analysis

Teacher Training for Masters Of Engineering: Didactic Analysis

Why co-design and delivery is “a no brainer” for higher and degree apprenticeship policy

The revolving door of reform

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