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Making progression happen: priorities for effective collaboration

Making progression happen: priorities for effective collaboration
Making progression happen: priorities for effective collaboration
This paper will describe and analyse how a group of affiliated organisations work together cooperatively, through informal and formal networks, to develop a high standard of work-based learning experiences for students studying health and social care Foundation degrees. Alongside the goal of preparing students for new roles within the workplace, opportunity for progression into Honours degree programmes remains an essential requirement of the qualification, as stated in the ‘Foundation Degree Prospectus’ (DfEE, 2000). The contribution of learning in the workplace to both outcomes will be discussed and tensions between different career aspirations explored. Factors both supporting and undermining learning by students lead to the following contentions:
• Effective inter-organisational and interpersonal relationships are pivotal to a positive student experience of work-based learning
• Organisation of work placements has to be a priority for Foundation degree students given the absence of affiliation with a health or social care professional group
• Progression to professional programmes can be successful if providers of both understand the actual impediments and the opportunities for students.
9780907311270
31-38
University Vocational Awards Council
Wintrup, Julie
9f1df4c7-aae8-4d0e-9176-8e33b7417370
Evered, Helen
4bcbf96e-e10a-4611-963b-70e30b71e585
Wintrup, Julie
9f1df4c7-aae8-4d0e-9176-8e33b7417370
Evered, Helen
4bcbf96e-e10a-4611-963b-70e30b71e585

Wintrup, Julie and Evered, Helen (2008) Making progression happen: priorities for effective collaboration. In Work Based Learning - Excellence in Practice: the Abridged Proceedings of the University Vocational Awards Council Annual Conference. University Vocational Awards Council. pp. 31-38 .

Record type: Conference or Workshop Item (Paper)

Abstract

This paper will describe and analyse how a group of affiliated organisations work together cooperatively, through informal and formal networks, to develop a high standard of work-based learning experiences for students studying health and social care Foundation degrees. Alongside the goal of preparing students for new roles within the workplace, opportunity for progression into Honours degree programmes remains an essential requirement of the qualification, as stated in the ‘Foundation Degree Prospectus’ (DfEE, 2000). The contribution of learning in the workplace to both outcomes will be discussed and tensions between different career aspirations explored. Factors both supporting and undermining learning by students lead to the following contentions:
• Effective inter-organisational and interpersonal relationships are pivotal to a positive student experience of work-based learning
• Organisation of work placements has to be a priority for Foundation degree students given the absence of affiliation with a health or social care professional group
• Progression to professional programmes can be successful if providers of both understand the actual impediments and the opportunities for students.

Full text not available from this repository.

More information

Submitted date: August 2007
Published date: 2008
Venue - Dates: University Vocational Awards Council Annual Conference, 2007-11-01 - 2007-11-01

Identifiers

Local EPrints ID: 65562
URI: https://eprints.soton.ac.uk/id/eprint/65562
ISBN: 9780907311270
PURE UUID: 80642520-2f2c-411b-85dd-7dff8280635f

Catalogue record

Date deposited: 23 Feb 2009
Last modified: 19 Jul 2017 00:33

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Contributors

Author: Julie Wintrup
Author: Helen Evered

University divisions

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