MIDDLESEX UNIVERSITY LONDON | DUBAI | MAURITIUS A Tale of Two Continents : Cross cultural...

MIDDLESEX UNIVERSITYLONDON | DUBAI | MAURITIUS

A Tale of Two Continents:

Cross cultural perspectives in using experiential learning as

a foundation for negotiated programs

Dr Barbara Workman Principal Learning Development Consultant

Dr. Nan TraversDirector of Collegewide Academic ReviewSUNY Empire State College



Middlesex University, London UK

Dr Barbara Workman, Principal Learning Development

ConsultantInstitute for Work Based Learning

[email protected]


Middlesex University in North London

• One of the largest and best equipped campuses in London

• £100 million+ investment in laboratories, social, sport and library facilities

• £80 million Art, Design and Media Building – the Grove.

• New student social centre and fitness suite

• More than 13,000 studentsSlide 3


Institute For Work Based Learning

• Work Based Learning (WBL) is a Middlesex specialty for 20 years

• 1996 Middlesex was awarded a Queens Prize for “Excellence and Innovation” for pioneering WBL

• 2003 the UK Quality Assurance Agency described WBL at Middlesex as innovative and academically rigorous (www.qaa.ac.uk)

• 2005 the HEFCE awarded Middlesex University a “Centre for Excellence in Teaching and Learning “ in Work Based Learning

• 2007 the Institute of WBL was created within the University

• 2009 – 2012 HEFCE awarded £8m to IWBL for an employer engagement project, working across the University and with external partners

Slide 4


IWBL Current activity

• In 2010/11 about 1400 students on Work Based Learning programmes: about 600 at Honours Degree level, 50% of University’s Doctorate provision

• WBL takes place in all types of organisations: Halifax Community Bank, Rank, Royal Mail, Dell, Ministry of Defence Police, NHS Health Service Trusts, Transport for London

• International Centres in Cyprus, Hong Kong, and Ireland

• Comprehensive range of qualifications – Certificate, Diploma, Hons Degree, Masters, Doctorate

Slide 5


Current use of APEL (PLA)

In UK where used• Entry to HE programmes – in some HEI’s• Awards specific credit against specific

validated programmes• Often a ‘deficit’ or ‘credit exchange’ model –

implies knowledge limitation to be extended by ‘formal’ learning (Butterworth 1992)

• ‘Developmental’ model – offers advanced standing against programme criteria and a resource for further learning ( Bailie 2000)

• Work based programmes attract use of APEL

Slide 6


Bob: the Work Based Learner

Slide 7


Bob’s route to a Masters in WBS (Animal Husbandry)

Slide 8


Current Use of APEL (PLA) in IWBL

In IWBL at MU• Experiential and certificated prior learning at HE level

forms foundation of WBL programme• Learning from experience (work) as ‘Field of study’ versus

‘mode of study’ – recognition and legitimisation of knowledge outside HE

• Up to 2/3 of award allowed at UG & PG• Does not usually involve matching learning outcomes to a

specific programme• Currently assesses general credit – not linked to specific

programmes • Level assessed by WBL level descriptors: 4 - 7 • Volume assessed by use of negotiated work based

project shell modules of 10, 15, 20, 30, 40 & 60 creditsSlide 9


APEL (PLA) contribution to WBL programmes

• Negotiated curriculum content responsive to personal & professional learning needs - developmental

• Offers a new route to knowledge generation• Recognises learning of significance to claimant & their

work• Evidence is significant to demonstrate personal and

academic achievement and learning• Reveals tacit knowledge of claimant - general credit• Assessor recognises and values actual and potential

learning of claimant• Impacts the organisation as releases Human Capital and

Intellectual Property knowledge

19/04/23Slide 10


Implications of Accreditation in WBL• Knowledge creation - Mode 1 & 2 (Gibbons et al 1994)

subject based, linear & traditional versus multi-variant, unsystematic, trans-disciplinary, creative

• Subject discipline - limited by knowledge in HE• Content driven programmes – proscribed by HE/ professional

body limits new knowledge generation• Organisation and HEI impact – empowers learners, (expert)

but challenges academics/ HE, recognises community of practice knowledge

• Professional development – CPD through practice & reflection, capturing knowledge from practice

• Personal development – transformation through reflection

Slide 11


Future Developments

• Developing use of E-APEL tools• Organisational accreditation – recognition of

employer based training as equivalent to HE• Developing more in post 1992 HEI’s• Financial implications for funding model, especially

PG programmes• Stronger in some subject disciplines (e.g. Nursing,

Education, Management) than others• Accreditation at Doctorate level; D Professional

Studies, including recognition of ‘Public Works’ Slide 12


Any questions?

Slide 13

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