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.

摘要

自2004年以来，阿斯顿大学一直在为英国能源部门的主要雇主（例如国家电网）提供基于工作的学习（WBL）工程学位。扩大学历的国家措施（例如学徒学位征费）已导致WBL人群的学习背景多样性发生重大变化，因此，学生对HE机构（HEI）中额外学习支持的需求增加。为了应对这些挑战，与阿斯顿大学的学习发展中心合作制定了一项干预策略。我们的方法逐渐在WBL课程中嵌入了针对数学和有效沟通技巧的量身定制的学习支持课程/讲习班。整合这些支持后，学生的敬业度，学业成绩，和利益相关者的满意。此案例研究与HE当前在STEM部门专注于开发WBL计划有关，此处快速建立的灵活方法可作为其他HEI在响应瞬息万变的工作场所提供“在职”教育时的实践模式。