| 18. Profiling and learning outcomes: the enhancement of a professional training programme in geography
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Hugh Matthews, Mick Healey and Robert Jones
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Introduction
Since 1976, students studying the single honours degree course in Geography at Coventry University have all undertaken a professional training year at the end of level two. At present, this is the only Geography course of its kind within the United Kingdom. A very successful network of links with public and private organisations has been set up and since inception over 1,000 students have been placed in this way. In formal recognition of the work undertaken during the placement year the university has recently implemented a Certificate of Professional Training. Although the placement year in Geography has gained critical acclaim from HMI, the CNAA, employers and the Institute of British Geographers, we believed that the introduction of Certification provided an opportunity to build upon the Division's experience by offering an enhanced training package. In this chapter we describe the design and implementation of a scheme which enabled academic staff, employers and, importantly, students to monitor and critically assess student performance during their work-based experience and to evaluate the nature of the learning outcomes.
Prior to this initiative, assessment of student performance on placement had been largely ad hoc, with visiting tutors (academic staff) consulting with students and employers at regular intervals, usually termly, but without defined guidelines as to what constituted development, achievement and success. We wanted to develop a method of profiling which would generate a clear set of learning outcomes that would be of benefit to all parties. In consequence we set up a project with these principal objectives:
- to develop a method of profiling (learning, teaching and assessment) relevant to a professional training programme in Geography.
- to identify learning outcomes for a professional training programme in Geography, in consultation with employers, students and academic staff.
- to encourage the notion of a learning partnership between employers, students and academic staff.
- to formalise these arrangements through a mutually acceptable learning contract.
In the remainder of the chapter we discuss the stages of the project, the nature of the learning contract, and the processes through which student progress is assessed, and we offer a brief evaluation of the efficacy of the outcomes. Our prime intention is to offer an example of how to assess student performance whilst undertaking professional training in a work-based context.
Enhancing a work-based training programme: project design
Programmes of professional training are a prominent feature of many courses in higher education. Only relatively recently have representatives of industry, government and education recognised the potential of work-based learning for the development of Transferable Skills (Baker, 1989; Creelman, 1991). In consequence, the Department of Employment launched an initiative in conjunction with the CNAA to promote, encourage and monitor examples of good practice with regard to the formulation of methods of assessment which were sensitive to the student learning experience whilst undertaking professional training away from the classroom. The value of profiling schemes of this kind have since been fully set out by the Department of Employment (Fenwick et al, 1992). In keeping with these guidelines we wanted to develop a method of profiling which outlined what students needed to achieve at the outset of their placement training and which enabled achievement to be assessed. Profiling of this sort requires the different parties involved in the process to identify learning outcomes for the programme of study.
The mode of profiling we decided to explore was the negotiated outcome model, whereby a core of outcomes are pre-defined and the rest are negotiated between the individual student, employer and academic staff. We believed that this model offered the most flexibility and scope, which was especially important given the broad nature of existing placements and was entirely consistent with a developing educational conviction within the Division of Geography of encouraging and promoting learner empowerment.
The project was organised into four stages. To date, only stages 1 to 3 have been fully completed, whilst stage 4 is ongoing.
Stage 1 - Consultation. A sample of employers (12) reflecting different types of placement organisations (ie Human, Physical and Applied Geography; public and private sector, large and small businesses) , students (71, ie those currently undertaking placements) , and academic staff (14) with responsibilities for visiting placement students, were consulted. The goals at this stage were to establish a core of specific learning outcomes which were sensitive to the different types of work-based learning experiences which students encountered, and to devise a system for the effective monitoring and measurement of student performance.
Stage 2 - Piloting. The outcomes of Stage 1 were piloted by means of return visits to the sample of employers and via a postal questionnaire to a further set of placement organisations (12).
Stage 3 - Implementation. The successful completion of Stages 1 and 2 meant that a programme of learning outcomes was incorporated into the degree scheme in July 1994.
Stage 4 - Evaluation. The initial success of the programme will be monitored and evaluated throughout the placement year, 1994-95.
The learning contract
A learning contract specifies what each side (student and employer) will provide for each other and expect from each other. It involves setting general and specific objectives on the part of the student and employer which, when written down, forms a contract of learning. In the context of the professional training programme in Geography a number of characteristics were defined.
- The learning contract will be developed by a process of negotiation, involving the employers, the student and visiting tutor.
- The contract will normally be set within six weeks of the start of the placement.
- Negotiation will take place at the site of employment.
- To assist the process of negotiation a set of core skills and other Transferable Skills will be provided against which student performance may be appraised (Figure 19).
On their part employers should:
- Identify clear line-management structures.
- Provide an induction programme to familiarise students with the workplace.
- Set a plan of work, with defined targets.
- Identify particular job skills and requirements.
- Outline training programmes that students will be required to attend.
- Arrange a series of meetings with the students, preferably at no less than monthly intervals, to monitor student/employer performance.
On their part, students should:
- Discuss whether the tasks and targets outlined by the employer are seen as reasonable given the background information supplied to them at, and subsequent to, the job interview.
- Make clear what they expect to gain from the professional training year, bearing in mind the broad range of core skills (noted in Figure 19).
- Identify any particular training needs, given the nature of the task to be undertaken.
- Identify what they will attempt to provide for the employer (eg commitment, expertise, flexibility).
- Keep a regular diary or log (weekly/monthly) outlining the main tasks and activities which have been undertaken.
On their part, visiting tutors should:
- Assess whether the tasks, job requirements and training programmes outlined by the employer are appropriate for a third-year Geography undergraduate undergoing a one-year period of professional training.
- Consider whether the student is making reasonable observations with respect to their input and to the tasks, job requirement and training programmes being offered.
- Make two on-site visits, the first normally within six weeks of the start of the placement and the second normally within six weeks of the end of the placement. Additional visits would be made if it was felt by any party that the placement was not progressing smoothly.
The outcome of this process of tripartite negotiation is a learning contract. On completion of this process, each party (ie the student, employer and visiting tutor) would sign the learning contract. It was felt important that the learning contract should be a flexible agreement, and in the consequence of any revision the signature of all parties would be required.
Method of assessment
Assessment involves both an evaluation of student skills and a consideration of whether the learning contract has been fulfilled. The set of core skills which we identified and the performance standards and ratings are set out in Figure 19. Three types of skills are recognised: person-related skills; course-related skills; and job-related skills. The process of assessment takes place in a tripartite meeting with the outcome signed by all parties.
Evaluation
At the time of writing, a full evaluation of the success of the scheme is not possible. Nonetheless, we believe that the strategy which has been adopted provides a broad set of educational gains.
Gains for employers
- Employers are incorporated into the learning process.
- Recognition of the value of the training provided.
- Clear understanding of the training/work-based obligations.
Gains for students
- Students are empowered (take charge of their own learning) and are encouraged to become critical active learners.
- Recognition that their experience has a value and that training is worthwhile in providing access to skills which have a currency in the world of employment.
- A clearer understanding from the outset of the expectations of an employment-centred environment.
Gains for visiting tutor/academic staff
- Professional training becomes seen as a structured learning experience with clear links to the academic programme.
- Recognition that the academic programme is relevant to the world of employment.
- Clear guidelines on the process of monitoring and assessment.
In order for such a process to work effectively there are costs which need to be recognised. For example, it is important that there are procedures which ensure that students are properly prepared for their placement period. This should, at least, include information about the employer, the work required and conditions of service, and training on curriculum vitae preparation and interview techniques. Equally, in order to ensure consistency, both in respect to developing learning contracts and assessments, training workshops and guidelines for visiting tutors need to be offered.
Conclusion
Profiling and learning contracts are increasingly becoming important parts of higher education provision. Their inception has gone hand-in-hand with a move towards learner empowerment and the recognition of a holistic learning environment in which Transferable Skills are deemed as worthy as formal academic credentials. In this paper, we have drawn attention to an example of how students and employers can become integrated into the learning process. Inevitably, we anticipate some problems. For example, Smith and Wilson (1992) draw attention to the reluctance by some employers to recognise student "failure". Also, the size of the scheme, with over 90 students undertaking placements, means that, despite comprehensive documentation, it will be difficult to avoid inconsistency. However, the way in which the programme has been welcomed by all parties suggests that we are moving in a positive direction.
Correspondence: Hugh Matthews, Division of Geography, Nene College, Park Campus, Northampton NN2 7AL. Mick Healey, Department of Geography and Geology, Cheltenham and Gloucester College of Higher Education, Francis Close Hall, Swindon Road, Cheltenham GL50 4AZ. Robert Jones, Division of Geography, Coventry University, Priory Street, Coventry CV1 5FB.
Acknowledgements
The authors are grateful to the Association of Sandwich Education and Training (ASET) which provided a grant to support the project.
References
Baker, K (1989) then Secretary of State for Education and Science, Address to the Association of Colleges of Further and Higher Education, February.
Creelman, J (1991) "What Managers can expect from Graduates," Target Management Development Review, 4, 3, 13-15.
Fenwick, A, Assiter, A and Nixon, N (1992) Profiling in Higher Education: Guidelines for the Development and Use of Profiling Schemes. HMSO.
Smith, D and Wilson, H (1992) "The Development and Assessment of Personal Transferable Skills during Work-based Placements," Assessment and Evaluation in Higher Education, 17, 3, 195-208.
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