Abstract
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.
Highlights
The UK engineering sector is facing an annual shortfall of approximately 59,000 engi neering graduates and technicians by 2020 (Neave et al, 2018)
The resulting rapid growth in the number of Degree Apprenticeships (DAs) programmes has increased the diversity of work-based learning (WBL)/DA students, when compared to students enrolling on full-time STEM Higher Education (HE) courses
Starting in 2016/17, we introduced Learning Development Centres (LDC) mathematics support workshops, for Cohorts B and C (Figure 1), as non-mandatory evening sessions
Summary
The UK engineering sector is facing an annual shortfall of approximately 59,000 engi neering graduates and technicians by 2020 (Neave et al, 2018) To address this skills gap, the UK Higher Education (HE) sector introduced WBL engineering programmes (Nixon, Smith, Stafford, & Camm, 2006), in collaboration with employers, to attract nontraditional students, such as mature students and/or those without formal qualifications (Tierney & Slack, 2005). To enable better student transition, more HE Institutions (HEIs) are instigating additional academic support services, that provide students with the devel opment of more generic academic skills, to enable better attainment and enhanced transition (Dalrymple, Kemp, & Smith, 2014; Hultberg, Plos, Hendry, & Kjellgren, 2008) These Learning Development Centres (LDC), are generally on-campus services, providing a range of academic tools such as mentoring/peer-assisted learning, one-toone support, diagnostic tests, technology (e.g. e-learning) and introductory HE courses, such as focusing on socialisation and deep-approach to learning, to support module cohort attainment and provide individualised learning (Hultberg et al, 2008; Lake et al, 2017). With more HEIs adopting WBL/DAs, this case study will provide a valuable insight into the different pedagogical delivery methodologies required for running WBL and DAs
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