Capability and Quality in Higher Education

✍ Scribed by John Stephenson (editor), Mantz Yorke (editor)

• Publisher: Routledge
• Year: 1998
• Tongue: English
• Leaves: 254
• Series: Teaching and Learning in Higher Education
• Category: Library

✦ Synopsis

The new focus in learning is on developing the individual's capability. This work looks at this in the context of improving skills, lifelong learning and welfare-to-work. It debates the issues within the setting of institutional strategies, work-based learning, skills development and assessment.

✦ Table of Contents

Cover
Half Title
Title Page
Copyright Page
Table of Contents
Foreword
Preface
Glossary
About the authors
Part 1: The Context
Chapter 1. The Concept of Capability and its Importance in Higher Education
The quality of purpose
The concept of capability
Capability and competence?
Dependent or independent capability
Implications for delivering capability in higher education
The wider context
Capability and employment
Growing use of capability approaches in higher education
Learner responsibility and quality
Conclusion
References
Part 2: Building the Capability Curriculum: Some Reports from the Field
Introduction
Chapter 2. Embedding Capability in the Curriculum: Case Study from the BA and BSc Combined Honours Course at Nene University College Northampton
Editors’ introduction
Introduction
Defining capability through structured curriculum development
Learning outcomes
Transferable skills
Generic criteria for degree classification
Student profiling
Securing agreement and effecting change
Transferable skills: the development process
Profiling: the development process
Conclusion
Chapter 3. An Institutional Strategy for Transferable Skills and Employability
Editors’ introduction
Institutional context and steer
Forming the model: problems
Career and personal development
Learning a living: a model for integrating careers education
The Career and Personal Development Learning Programme in Science (CDPLP)
Summary
References
Chapter 4. The New Capability Curriculum at the University of North London
Editors’ introduction
Introduction
The reasons for change
The capable graduate
The capabilities
The capability curriculum
How it started
Structuring change
Capability integration
Preparing for change
The student experience
Student opportunities and support
Changing subject delivery
Into the future
References
Chapter 5. Promoting Capability Through the Assessment of Key Skills: Some Lessons from the World of Vocational Qualifications
Editors’ introduction
Introduction
Current features of key skills assessment
New features of assessment of key skills
Implications of changes for the development of capability
References
Chapter 6. Reconciling Quality and Standards with Diversity
Editors’ introduction
Introduction
Context
A capability mission
From mission to policy and procedures
Faculty diversity of interpretation
Supporting projects
Learning outcomes taxonomies
The taxonomies in practice
A variety of uses
Some issues
Conclusion
References
Chapter 7. Can Higher Education Deliver Capability?
Editors’ introduction
Introduction
The background to the Programme
The tripartite relationship
Programme focus
Some examples
Programme structure
Programme criteria
Capability and personal growth
Clashes of culture
Challenges and gains
References
Chapter 8. Work-based Learning for Learning Organizations
Editors’ introduction
Integrating learning and management structures
The need for a learner-managed model
A model for work-based learning
Some of our experiences
Leadership
Different situations require different emphases
Industrial issues
Employer confidence in the process
Time commitment
Support for learning
Capability and competencies
Accreditation
Learner readiness
Benefits to individuals and organizations
The future
Possible obstacles
References
Chapter 9. Accrediting Sandwich Training: the City and Guilds Licentiateship
Editors’ introduction
Background
Organization
Quality assurance
Evaluation
Issues for the future
Reference
Chapter 10. Guiding the Student to the Centre of the Stakeholder Curriculum: Independent and Work-based Learning at Middlesex University
Editors’ introduction
Independent learning at Middlesex – the basic concept
Work-based learning studies at Middlesex – the basic concept
The role of accreditation in work-based learning studies
Common features, and challenges, of ILE and WBL
Conclusions: the future
References
Chapter 11. The Partnership Framework at the University of Glamorgan
Editors’ introduction
The Strategy for Work-based Learning
The Partnership Framework
Accreditation of learning
An example of partnership: the ‘Meister Programme’
Programme objectives
Programme content and delivery
References
Chapter 12. The Career Management Initiative at Buckinghamshire Chilterns University College
Editors’ introduction
The origins and features of the Career Management Initiative
From self-audit and review to selection: the four stage model
The role of transferable/generic/key skills
Innovation strategy: the experience of the pilot in applied social sciences and humanities (ASSH)
Outcomes of the ASSH pilot and its evaluation
Greater career awareness
Increased levels of confidence
Developing key skills
Extending and embedding the CMI: some lessons for the future
Timing and spread of workshops
The involvement and commitment of staff and students
Embedding and extending
To credit-rate or not?
A Transcript of Personal Development
Concluding discussion
References
Chapter 13. Using Staff Development as an Agent of Change
Editors’ introduction
Introduction
Developing institutional capability
The ‘Sharing Excellence’ project
Planning
Project management
Support
Strategy
Evaluation
Reward
Conclusion
References
Chapter 14. Training and Enterprise Councils and Capability
Editors’ introduction
Background
Role of the TEC in education
TECS and the development of capability in HE institutions
1. Employability skills
Examples of TEC help with student employability skills
2. Access
Examples of TEC help with access
3. Guidance and learner autonomy
Examples of TEC help with guidance and learner autonomy
Part 3: Autonomy and Quality
Introduction
Chapter 15. Supporting Student Autonomy in Learning
Editors’ introduction
Responsibility for what?
Student anxieties and the taking of risk
Exposure of deeper motivations
Autonomous learners feel at risk
Outside their experience and expectations
Locus of control
Strategies for developing independent capability
Belief in the value of ‘taking it on’
Supportive and enabling course structures
Tutor support for learner responsibility
Support from students
A focus on learning
Conclusion
References
Chapter 16. Students Supporting Students: An Overview
Editors’ introduction
Introduction
Advantages of student peer support schemes
A range of schemes
Training student peer supporters
What skills do peer tutors need?
Some examples of training and support activities
Rewards
Conclusion
References
Chapter 17. Supporting Learner-managed Progression
Editors’ introduction
The case for self-managed progression
Attributes for successful self-managed progression
Laying the foundations of self-managed progression
The role of ‘expert’ guidance in self-managed progression
References
Chapter 18. Qualities of Learning Contracts
Editors’ introduction
Introduction
Using learning contracts and negotiated learning
Some concerns about learning contracts
What constitutes a good learning contract?
What is not negotiable?
Assessment criteria
Institutional and staff expectations
Factors related to level
Advice to staff on the effective use of learning contracts
Roles
Student readiness
Review and renegotiation
Tutorial and other support
Relate to students’ longer-term needs and progression
Assessment and feedback
Some staffing issues
Conclusion
Acknowledgement
References
Chapter 19. Assessing Capability
Editors’ introduction
Conclusion
References
Notes
Part 4: The Way Ahead
Chapter 20. Creating the Conditions for the Development of Capability
Editors’ introduction
An ideal capability curriculum?
The Capability Envelope
Exploration Stage
Progress Review Stage
Demonstration Stage
The Capability Envelope and specialist content
Implications of information technology (IT) and the Capability Envelope
The Capability Envelope and staffing resources
Supply side or demand side accounting?
A supply side basis for costing staff
Other considerations
The Capability Envelope and modular structures
Partial Capability Envelope on a modular scheme
The Capability Envelope and vocational qualifications
The Capability Envelope and work-based learning
The Capability Envelope and the development of skills
A Capability Continuum
Some challenges for the stakeholders
Students
Teachers
Curriculum designers
Institutional managers
Professional and statutory bodies
Quality and standards
Employers
Government and government agencies
References
Notes
Index