School of Sport, Performing Arts and Leisure Walsall, United Kingdom.

School of Sport, Performing Arts and LeisureWalsall, United Kingdom

The Challenges of Employer EngagementA critical comparison of innovative course

development

Peter Robinson: Course Leader for Work Based Learning

Caroline Wiscombe: Principal Lecturer/Head of Department

Department of Leisure Industries

University of Wolverhampton

[email protected]; [email protected];

Aims of the session

Critical analysis of the term “Employer Engagement”

Critical review of Employer engagement in FD Development in the department

With you to debate workable solutions to the challenges that face HE in achieving successful ‘Employer Engagement’

“Employer Engagement”

DefinitionsImportance of Employer engagementEmployer engagement in practiceIssues in Employer engagementEmployer engagement in FD development

Russell, 2007; DIUS, 2008

Leisure Department, University of Wolverhampton; our FD journey

First FDLessons learnedChallenges for the LI teamFD Professional Licensed Retailing

(Banks and Turner, 2008; Russell, 2007; Robinson, et al, 2007;

Wiscombe, 2005; Lynch, R. 2003 )

Employer engagement

Lessons Learned

Needed employers to commit rather than approve the development

Partnerships in HE or FE would spread delivery load and offer greater accessibility

Block delivery not working; include more distance and e-learning

Needs to be integral part of curriculum development to create ownership and drive for success

A Foundation Degree for the Travel Industry

The challenges from previous developmentEmployer engagementChallenges and the ‘culture shock’The finished productUniversity partnershipsNational development

(Wiscombe, Robinson & Wale 2007)

Conclusions and recommendations

Clarity of systems, cultures and dialogues Study the paradigm to open their networks to a wider employer audience. Business development managers give an additional barrier between the employer and the

academic. Impact of difficulties in one are of dialogue, culture and resulting frustrations The academics focus on their current ‘task in hand’ Developing an internal matrix of university relationships and inviting employers to

contribute to discussions on organisational structures The maintenance of quality is paramount and curriculum must be congruent with ensuring

parity, levelness and progression for all learners. Reduce the frustration of employers in the duplication of offerings and differences in

content and standard. Open dialogue between universities to ensure productive curriculum developments As the FD TOM has illustrated the development of large markets between wide

partnerships of universities enables economies of scale and accessibility. Standardisation in industries of knowledge, skills and abilities can only benefit all

organisations.

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