Effective measures of tailored learning support for Engineering Work-Based Learners in HE: A Case study

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 fastchanging workplace.

Degree apprenticeships in the UK higher education institutions – are they viable?: Integrative literature review

“…, 2021), and maximise peer-learning contribution. Consequently, authors argue for extra apprentice development, study skills access (Higgs, 2022), diagnosing additional needs (Catterall, 2019) and integrated support for “in employment education’’ (Doss et al. , 2021).…”

“…Furthermore, the opportunity to capture diverse job experience backgrounds (Oti et al, 2021), and maximise peer-learning contribution. Consequently, authors argue for extra apprentice development, study skills access (Higgs, 2022), diagnosing additional needs (Catterall, 2019) and integrated support for "in employment education'' (Doss et al, 2021). There is tension of providing quality apprenticeship learning and provider costs to embed.…”

“…Apprenticeship literature reflects the prominence of positive behaviours in line with the standard and confidence as a professional. This improvement in self-confidence, and self-efficacy meets the government agenda by transforming apprentices who identify as "'non-learners'' (Doss et al, 2021) into confident professionals who meet professional competencies. Through good curriculum design for non-traditional students, there is potential to build students' confidence by navigating their education.…”

The impact of disruptive events on built environment degree apprenticeship delivery – a case study of COVID-19

“…These include the Enhanced Construction Manpower Training Scheme of Hong Kong (Chung et al, 2019), degree apprentice courses in the UK (Saville et al, 2020), World Skills Programme South Africa (Construction Industry Development Board, 2017), European alliance for Apprentice in Europe (European Commission, 2013) and co-op degree courses in North America (Ingram et al, 2013). These programmes are designed to support work-based learning, which has been proven to bring a number of benefits such as improved academic performance, satisfaction and employability (Hegarty and Johnson, 2008;Doss et al, 2021, Mohamed, et al2017. Apprenticeships also provide an effective platform for training young people for work in the construction sector, with the Enhanced Construction Manpower Training Scheme of Hong Kong (Ho, 2016) and CITB funded programmes in the UK (Abdel-Wahab, 2012) being two great examples.…”

Reflections throughout the COVID-19 Lockdown: What Do I Need for Successful Learning of Engineering?

“…We find the traditional engineering degrees, such as architecture, and civil, agricultural, and industrial engineering, first taught at the cusp of the 20th century as the industrial revolution consolidated its hold on society. Mechanization moved on and the needs of society have also changed over the last century leading to the organization of engineering degrees that are advancing learning in new scientific areas such as Computer Engineering, Telecommunications Engineering, and Industrial Organization Engineering Degrees [ 1 ]. Such variable subject matter, from conventional to innovative sciences, has meant that engineering education is taught in many different ways and that no one model can ever guarantee that future engineers will learn and perform their future professional work to the best of their abilities [ 2 ].…”