Effective Measures of Tailored Learning Support for Engineering Work-Based Learners in HE: A Case Study

Autor/inn/en	Doss, T. P.; Allett, N. F.; Woods, G. J.; Poursharif, G.; Knight, G. L.
Titel	Effective Measures of Tailored Learning Support for Engineering Work-Based Learners in HE: A Case Study
Quelle	In: Higher Education Pedagogies, 6 (2021) 1, S.66-78 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Doss, T. P.) ORCID (Allett, N. F.) ORCID (Poursharif, G.) ORCID (Knight, G. L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2375-2696
DOI	10.1080/23752696.2021.1882327
Schlagwörter	Foreign Countries; Universities; College Students; Engineering Education; Work Experience Programs; Apprenticeships; Communication Skills; Mathematics Skills; Academic Achievement; Student Satisfaction; United Kingdom (Birmingham) + Suchen Sie Ihr Suchwort? Ausland; University; Universität; Collegestudent; Ingenieurausbildung; Apprenticeship; Lehre; Kommunikationsstil; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Schulleistung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01