Validation of workplace learning in higher education – examples and considerations

Abstract

Changing employment patterns have impacted on the demand for higher level skills. Few new graduates are likely to spend their entire 40-year careers within one company or organisation, with the result that employees are expected to be more flexible, have a broader range of skills and be better able to manage their own career and development. Graduate-level skills and qualifications are seen as increasingly important in the changing workplace, but experience is also highly valued. Knowledge creation and the deployment of new knowledge in the workplace have given rise to the workplace itself being recognised as a valid and valuable site of learning and knowledge production. Brennan (2005) suggests that, if higher education is to continue to make a contribution to the knowledge economy, collaborative learning activities based in and around the workplace should be considered. Effective interactions which support this situated and practice-based learning approach require a reconsideration of the traditional model of higher education transferring knowledge from the master to the student where all learning is assumed to take place within an academic institution in staged periods of time. It moves the perspective of learning to one which takes place throughout life and in a variety of different settings and represents a challenge for higher education institutions in recognising prior learning and planning future learning outside of the traditional context.
This paper focuses on the employer as a partner in the learning design and delivery stages. It places an emphasis on the nature of the relationship between the provider and the employer which is required to support these innovative and responsive learning pathways. The examples considered illustrate the range and extent of partnerships through which courses are developed and they represent just a small portion of the workplace-relevant learning provision of Cork Institute of Technology (CIT). Despite the variety in discipline, level, and credits associated with the examples provided, conclusions emerge which are generally applicable to a broad range of course developments.
This paper considers the workplace itself as a valid centre of learning and outlines the approaches adopted by Cork Institute of Technology in considering informal learning from the workplace in curriculum design, development, delivery and assessment of academic programmes. This goes beyond the recognition of prior and often unplanned learning in an experiential setting, to a more considered design of learning provision which plans for learning outcome acquisition within the practice setting. This is reflected on in terms of recognising both how learning happens and the structures which need to exist to build an effective system for the growth and development of incorporating workplace learning and future needs. It also considers the workplace as the centre of learning and assessment. The relationship with the employers and the importance of the employer in providing the necessary context for the learning as well as the resilience of the learner in a non-traditional context are important elements of success.
The approach adopted by CIT as outlined in this paper provides examples of how the incorporation of flexibility without compromising quality assurance in curriculum design and development can deliver outcomes sensitive to the needs of graduates and the workplace

Full text

Validation of workplace learning in higher education – examples and
considerations
Deirdre Goggin & Dr Irene Sheridan
Cork Institute of Technology
Abstract:
Changing employment patterns have impacted on the demand for higher level skills. Few new
graduates are likely to spend their entire 40-year careers within one company or organisation, with the
result that employees are expected to be more flexible, have a broader range of skills and be better
able to manage their own career and development. Graduate-level skills and qualifications are seen as
increasingly important in the changing workplace, but experience is also highly valued. Knowledge
creation and the deployment of new knowledge in the workplace have given rise to the workplace itself
being recognised as a valid and valuable site of learning and knowledge production. Brennan (2005)
suggests that, if higher education is to continue to make a contribution to the knowledge economy,
collaborative learning activities based in and around the workplace should be considered. Effective
interactions which support this situated and practice-based learning approach require a reconsideration
of the traditional model of higher education transferring knowledge from the master to the student where
all learning is assumed to take place within an academic institution in staged periods of time. It moves
the perspective of learning to one which takes place throughout life and in a variety of different settings
and represents a challenge for higher education institutions in recognising prior learning and planning
future learning outside of the traditional context.
This paper focuses on the employer as a partner in the learning design and delivery stages. It places
an emphasis on the nature of the relationship between the provider and the employer which is required
to support these innovative and responsive learning pathways. The examples considered illustrate the
range and extent of partnerships through which courses are developed and they represent just a small
portion of the workplace-relevant learning provision of Cork Institute of Technology (CIT). Despite the
variety in discipline, level, and credits associated with the examples provided, conclusions emerge
which are generally applicable to a broad range of course developments.
This paper considers the workplace itself as a valid centre of learning and outlines the approaches
adopted by Cork Institute of Technology in considering informal learning from the workplace in
curriculum design, development, delivery and assessment of academic programmes. This goes
beyond the recognition of prior and often unplanned learning in an experiential setting, to a more
considered design of learning provision which plans for learning outcome acquisition within the practice

setting. This is reflected on in terms of recognising both how learning happens and the structures which
need to exist to build an effective system for the growth and development of incorporating workplace
learning and future needs. It also considers the workplace as the centre of learning and assessment.
The relationship with the employers and the importance of the employer in providing the necessary
context for the learning as well as the resilience of the learner in a non-traditional context are important
elements of success.
The approach adopted by CIT as outlined in this paper provides examples of how the incorporation of
flexibility without compromising quality assurance in curriculum design and development can deliver
outcomes sensitive to the needs of graduates and the workplace.
Introduction
Work-based or situated learning has the potential to make a significant contribution to the development
of appropriate work-place skills, robust employability, and enhanced collaboration between education
providers and employers. However, there is a danger that it might be viewed as a cost-effective
response to a vaguely-defined skills gaps and that the complex relationship between the context for the
learning and the content of the learning to be attained might be overlooked in the process. There are
many different structures that identify and support work-based learning and also a range of definitions.
The term can be used to encompass all kinds of non-formal and informal learning which happen
(whether planned or not) in the practice domain as well as structured and planned work-based learning
schemes which include carefully considered learning outcomes, supportive contexts for acquisition of
knowledge skills and competence and quality assured assessment and validation of the learning. In
some contexts the term work-based learning is used predominantly to refer to temporary, paid or
unpaid, opportunities to gain workplace experience for students and learners. In others it refers to
structured apprenticeship schemes with clear on-the-job and off-the-job elements.
Raelin (2008) suggests that there are three main elements of work-based learning:
 Learning is acquired in the midst of action and dedicated to the task
 Knowledge creation and utilisation are collective activities
 Learners demonstrate a learning-to-learn aptitude, which frees them to question underlying
assumptions of practice.
The latter point underlines the reflective element which is common in most considerations of work-
based learning. Connor (2005) recognised the difficulties associated with a clear definition of work-
based learning. For the purposes of this paper, work-based learning is considered as learning which is
planned, assessed and valued in the context of higher education learning outcomes and awards but is
attained through, and at work by employees and with the support of the employer. It is built, therefore,
on a tripartite relationship between the learner, the education provider and the employer and there is a
clear requirement that the employer and the higher education provider enter into a relationship to plan
and support the learning.
While it is widely recognised that learning happens within the workplace there has traditionally been a
reluctance on the part of higher education institutions (HEIs) to recognise this learning or to formally

offer credit for it. In 2008 a study was undertaken of 433 courses in Irish Higher Education Institutions
which were offered outside of the central applications system for school-leavers and predominantly on
a part-time basis to people who were in employment. At that time the responses indicated that
involvement of employers was not common and that, in the main, the courses were designed and
delivered as conventional classroom-type offerings. For instance, 84% were delivered on campus only,
for 58% the need for the course was identified by the higher education institution, and in 51% of cases
the design was by the HEI only (Linehan, 2008). Clearly there was a reluctance on the part of the
academic community to involve employers in course development and design. Long term, sustainable
relationships between higher education providers and employers play a key role in ensuring that work-
based learning can be more fully embraced by the academic community (Linehan & Sheridan, 2009).
The significance of partnership and collaboration between the employer or employer organisations and
the education providers in the context for this new form of learning should be stressed (Mumford and
Roodhouse, 2010). Many current reports and strategy statements point to the potential benefits for
learners, employers and higher education institutions.
Policy Context
There is much anticipation in government and policy circles about the potential efficiencies and
economic benefits that could accrue from work-based learning activities in higher education and
enhanced relationships between education and employers in the formation of the graduate and the
ongoing provision of learning opportunities. In 2011 the Department of Education and Skills in Ireland
published its forward-looking document ‘National Strategy for Higher Education to 2030’ (Department
of Education and Skills, 2011). That document focused on restructuring the higher education system
as a key action in ensuring Ireland’s economic development and the creation of an ‘Innovation Island’.
The difficult economic climate in Ireland brought competitiveness and sustainability of employment and
individual employability into sharp focus. This has, in turn, impacted on how industries and
organisations are engaging with training and development in terms of planning for the future and having
a workforce capable of responding to market changes. It is clear that by working in close partnership
with enterprise, higher education institutions can play a significant role in anticipating and responding
to learning and development needs.
In its statement on education and training the National Competitiveness Council (NCC, 2009) stresses
the role of higher education providers as key drivers of national and regional competitiveness and
growth. The need for providers to respond more flexibly to the learning and development needs of the
business community is a recurring theme. The NCC report notes that the possibility of stable career
roles is growing less likely with individuals experiencing frequent change in roles during their working
lives. This indicates a shorter skills currency window and an increased need for upskilling and reskilling
of the workforce. Increasingly, therefore, the Irish higher education system will be called upon to
facilitate the education and development needs of those already in the workforce, to ensure ongoing
and resilient employability.
In addressing the difficulties anticipated by the HEIs in responding to the educational needs of those in
the workforce, the NCC highlights the need for greater collaboration between education and training

providers, employers and the students themselves to ensure currency and relevance of courses. The
need for workplace based training which is fitted around working hours and is flexible in terms of timing
and commitment to facilitate participation of workers is also underlined.
Ireland National Skills Strategy states as a key objective that
Employers will participate actively in the development of skills and make effective use of skills
in their organisations to improve productivity and competitiveness.
(Department of Education and Skills, 2016a:11)
At the same time the Expert Group on Future Skills Needs reports that:
Ireland’s lifelong learning rate, at 7.2% in quarter 4 2015, is less than half the benchmark set
by the EU under its Education & Training Framework (ET 2020),which aims to have 15% of
adults aged 25-64 engaging in lifelong learning by 2020
Ireland’s workforce lags behind that of most EU countries in the extent to which it engages in
lifelong learning activities, ranking 20th out of 28 countries for participation the employed. In
most other EU countries, lifelong learning participation rates are higher for the employed than
for the population overall, indicating that participation amongst the employed (especially in non
-formal learning) is often a key driver of lifelong learning participation.
(Expert Group on Future Skills Needs, 2016:6)
The Action Plan for Education seeks to build stronger bridges between education and the workplace
and recognises that
While in the past, educationalists may have been wary that the narrow repetitive tasks of the
workplace should not crowd out the broader agenda of education, now, the demands of the
workplace are increasingly focussing on the very characteristics education nurtures – critical
thinking, creativity, innovation, adaptability, collaboration. Learners gain experience from
placement in real world settings, while organisations and enterprises (public and private)
enhance their capacity to innovate and embrace new insights and technologies through
interaction with education.
(Department of Education and Skills, 2016b:39)
From these reports it is clear that there is a recognition that Ireland is well behind target in terms of
participation in lifelong learning and while it is generally anticipated that work-based learning can benefit
many of the stakeholders, it is also recognised that this needs to be built on strong relationships and
that there is a significant role for the employer in supporting the learning. The following section briefly
introduces an exploration of higher education collaborations with industry to develop customised
learning solutions.

Work-based and context-sensitive learning
An in-depth review of current practice in Ireland in the development of company or sector-specific
learning solutions identified a number of exemplars and sought to develop supportive structures for
higher education-workplace partnerships. The courses examined range from level 6 to level 9 on the
Framework of Qualifications and from 10 to 180 credits. Through this exploration, good practice
guidelines were developed for the general stages in customised course development (Sheridan and
Murphy, 2012). These stages which are outlined below are not intended to define a rigid process but
rather to provide a general approach for those involved in course development in response to specific
workplace needs.
Fig. 1 Main Steps in Customised Course Development
The report also identified the following enablers for customised learning development programmes with
industry;
 Existing relationship and good mutual understanding between the higher education institution
and the company.
 Clear points of contact and commitment to the vision and the process from both sides
 Clear decision structures in each organisation with regard to the development of a customised
programme so that changes are clearly and easily implemented
 Identifiable learning need to motivate both in developing an appropriate solution.
 Flexible approaches to learning and assessment
 Availability of funding
 Existing exemplars which show the potential of HEI employer engagements
These considerations form the backdrop to most higher education interactions with industry partners.
There is a particular need to recognise that the provision of flexible and customised learning
arrangements is not a simple service interaction but that a commitment of resources and realistic
expectations are required by both parties. Much is said about the cultural differences between higher
education and industry and the lack of a common language (Mumford & Roodhouse, 2010) but in real
terms there are many practical examples of open and positive collaborations which demonstrate that
Learning Needs
Analysis
Partnership
Formation
Outline
negotiation
Course
development and
accreditation
Detailed
negotiation
Learner
recruitment and
profiling
Learning
agreements and
learning planning
Learning and
assessment stages
Monitoring and
evaluation
Identification of
new opportunities

these differences can be overcome. There may well be tensions between the competing priorities of
academia and business but a balance can be struck between them. These priorities can be respected
through strategic partnerships to develop customised learning pathways that are sensitive both to the
learner profile and existing skill set (through recognition of prior learning) and are informed by the
unfolding organisational needs and the workplace as a setting for the planned acquisition of knowledge,
skill and competence.
A feature of courses which include elements of work-based learning is that some of the learning
outcomes are achieved through and at work. This challenges higher education systems by separating
the acquisition of the learning from the traditional setting and requires additional consideration at the
assessment of the learning. It requires some reflection of the competences that can be gained and the
competence frameworks which might be used to validate them. The particular difficulty associated with
the assessment of work-based learning resulted in it being viewed as a discrete element of a particular
programme and often considered on a ‘pass/fail’ basis or not subject to assessment (Mumford &
Roodhouse, 2010; Murphy & Sheridan, 2013). However, Basit et al. (2015) emphasise the need to take
a strategic approach to work-based learning and to consider it an integral part of higher education rather
than a peripheral activity. In considering how learning that is gained in practice settings is to be
assessed and graded, attention needs to be paid to the design of the course or modules. How the
learning outcomes of individual course elements and the overall programme outcomes have been
written and whether this is sensitive to the variety of contexts in which the learning might be achieved
will be important. From an academic quality perspective all parties including the learner and the
employer need to be confident that the assessment and validation processes are such as to assure the
quality and level of the learning and that the learning is appropriate to attain credit on the national
qualifications framework.
Role of the employer
Planned work-based learning for employees places an onus on the employer in relation to the provision
of appropriate supports and scaffolds for the learning. Greenwood (2011) considers this responsibility
on behalf of the employer as a key investment which has significant business benefits. Johnson (2001)
includes learning contracts and work place mentors in his definition of work-based learning and explores
the barriers from the perspectives of learners, the university and the employer. Johnson identifies the
potential issues relation to confidentiality of workplace information and data that may arise and the need
for the employer to be directly involved in aspects of the supervision and the assessment of the work,
the learning, and the application of the learning within the workplace.
To better support learning and development in the work-placement process in third level courses it is
recognised that employers should work closely with higher education institutions in developing tri-partite
placement agreements to support the learning, develop appropriate job specifications, provide supports
for the work-place learning, exploit opportunities to enhance networking and collaboration with higher
education and be proactive in communication processes (Sheridan, Linehan, 2011). The University of
South Wales has developed a framework document for learning through employment which details
issues facing employers. In responding to these issues they provide a toolkit which addresses some of

the concerns that employers report, including resource commitment, commercially sensitive
information, mentoring and supporting learners, ethical issues and academic language and structures
including levels and credits (CELT, 2014). Employer involvement in the process is described as
extending to:
 Involvement in strategic discussion around skills, training and qualification needs in specific
sectors
 Participation in curriculum working groups as subject matter experts
 Designing and delivering elements of a programme
 Offering work-based projects, placements or data sets and case studies
 Assessment of work and learning
While the relationship with the employer is seen as critical by most authors, Lester and Costley (2010)
point out some inherent dangers where work-based learning partnerships are developed without a
clearly thought-out and negotiated structure to underpin the process. This stresses the importance of
advance planning and mutual understanding and trust in building the context for the relationship which
will support and scaffold the learning. These relationships are central to the examples summarised
below.
Cork Institute of Technology’s response to customised learning needs
In responding to the needs of the workplace in a considered way CIT has adopted a flexible approach
informed by existing relationship with the employer organisation and the needs of the learners.
Increased negotiation with workplaces to keep pace with enterprise changes and challenges which will
have an impact on graduate skill requirements in the future is also a factor of which HEIs have to be
mindful, however the challenge is in striking the balance between education and industry priorities.
These priorities can be achieved through strategic partnerships to develop customised learning
pathways that are sensitive both to the learner profile and existing skill set and are informed by the
unfolding organisational needs.
Recognition of prior learning which ensures that the learning pathway builds on existing formal and
experiential knowledge forms an important element of the approach. Work-based learning which can
plan for the acquisition of requisite knowledge, skills and competence within the practice domain is part
of the evolutions processes for customised courses. Programme development encompasses both full
award and short special purpose learning at levels from six to nine on the National Framework of
Qualifications. Examples of programmes developed in this partnership mode extend across the
institution and span disciplines and departments.
The engagement between CIT and Irish Naval Service began over twenty years ago. The Naval service
itself has a strong tradition of non-formal learning in the workplace which has traditionally been
considered exclusively for the purposes of workforce and rank progression with no formal academic
credit. In 2008, the Irish Naval Service sought to re-examine their approach to training and development
which included consideration of how their learning structures and learning outcomes could map to the
Irish National Framework of Qualifications to facilitate academic progression, providing a basis for

personnel to have qualifications which were recognised outside of the defence forces. Building on the
existing strong relationship CIT and the Irish Naval Service (INS) collaborated on the inclusion of a
stream within the BSc (Hons) in Nautical Science specifically for INS personnel. The content of four
modules integrated and built upon the pre-existing non formal training from the workplace. The
partnership structure included the development of a workplace mentor network within the learning
organisation to act as a support to the learner in completing the modules. This mentor network exists
where ever the employee is stationed either on land or at sea. The assessment is jointly conducted by
workplace senior officers and academic staff which further demonstrates the level of collaboration in
this engagement (Goggin et al. 2014a).
In 2011, Cork Institute of Technology launched two online programmes, the BSc and MSc in Cloud
Computing in response to the growing need for skills in cloud and associated technologies in
collaboration with EMC and a number of other companies specialising in related technologies. The
consultative development process integrated the emerging workplace competences, informal and non-
formal learning into the content and learning outcomes of the programme. A major part of the
development of the course was the recognition that subject matter expertise resided within the
workplace domain and that currency and relevance of the learning would depend on close collaboration
between the academic and practitioner experts. Participation in the programme was also facilitated
through advanced entry via a recognition of prior learning (RPL) route for those with appropriate prior
learning but without the prerequisite formal academic qualifications. The partnership for these
programmes extends to the delivery of elements of the programmes by industry subject matter experts
as appropriate and the embedding of the context for the learning within the workplace domain (Goggin,
et al. 2014b).
IRUPA (Irish Rugby Union Players Association) and Munster Rugby aim to promote and protect the
welfare of their members by endeavouring to safeguard their futures both on and off the pitch. With this
in mind, IRUPA worked with CIT School of Business to develop an enterprise and business focused
course for players. The partnership resulted in the development of a Special Purpose Award entitled
‘Certificate in Enterprise Potential’. The course provides participants with the skills to understand how
an enterprise operates and explores the steps involved in turning an idea into a business opportunity.
The content and structure of the course was designed specifically around the needs of the players and
the development process ensured that the course was flexible enough to work around the players’
availability and scheduling constraints. This course allows participants to develop their own individual
skills and to understand their own strengths. A key element of the course is the network of both
entrepreneurs and business support contacts facilitated through the integration of elements of the
learning with the on-campus incubation centre and the entrepreneurial and business community.
An analysis of the skills needs of the US multinationals in Ireland conducted in 2012 by the American
Chamber of Commerce identified a structural gap in the pathway of Science, Technology, Engineering,
and Mathematics (STEM) graduates out of education and into a career. Ensuring that graduates are
supported in making this transition protects the State’s investment in educational outcomes and ensures
that an appropriate talent pool is available to attract mobile foreign direct investment. Combining the

knowledge that the graduate from the higher education process can gain significant and valuable
learning within their first year in a workplace setting with the reality that many of the work opportunities
created are for graduates with a combination of knowledge and experience, a programme was
developed to provide a framework for higher education graduates to gain a recognised and validated
award through a structured work-based learning internship within a partner organisation. This was a
broader project with national reach and the partners in the process included:
· Higher Education Authority
· American Chamber of Commerce
· Department of Education & Skills
· Department of Social Protection
· Higher Education Institutions
· American Multinational Corporations
Over the course of a year a programme structure was agreed which resulted in the proposal to launch
a national programme which would be implemented through partnerships between industry and higher
education institutions. In order to develop an informed view of the existing graduate development
activities, supports and employer expectations, a series of interviews with participating employer
companies was undertaken. This research found that employers place a significant emphasis on the
development of key workplace skills in their newly hired graduates. While the structure and the duration
of the various programmes differ widely, all respondents considered that the learning experiences in
the first six to twelve months after graduation are of significant importance.
All companies surveyed expressed the desire for graduates to achieve transferable soft skills such as:
· The ability to communicate, to build networks and ask questions;
· The ability to navigate their way around the company and an awareness of the roles and
responsibilities of employees and project teams;
· A professional attitude;
· The ability to ‘impress from a distance’ was mentioned by one company as being an
important soft skill. In this instance graduates worked with overseas client on a continual
basis, so, being able to impress that client through their non-face-to-face dealings was an
important criterion;
One employer participant stated that their programmes hoped to help graduates ‘take risks, make
mistakes and know when to ask questions’. It was clear from the collaboration on the project that policy
makers, employers and academics all considered the learning that new graduates gain in the workplace
setting is vital to their formation and future career. The programme sought to analyse and support that
learning and to apply appropriate credit to it at a postgraduate level. CIT worked with a number of
industry partners to offer this programme to graduates and while a cohort of graduates successfully
completed the course, the Postgraduate Certificate in Professional Practice which was developed
through this collaboration did not gain the success or scale that had been anticipated (Fallon, et al.
2016). However, the process of the development of this and other work-based learning opportunities

underscored the importance of the role of the employer in supporting work-based learning and the
importance of the planning and development stages to support work-based learning.
Conclusion
The interaction of higher education institutions with enterprises and communities offers significant
potential for scientific, social and civic innovation as well as for job-creation and economic development.
There has been an evolution in thinking which has seen a progression from the concept of knowledge-
transfer from higher education institutions to the idea of knowledge-exchange or knowledge co-creation.
Partnership and reciprocity are central to these interactions, recognising that learning happens, and
knowledge is both created and applied, outside of academia. Recognising the workplace as a valid and
valuable centre for learning presents some challenges for higher education institutions. Identifying,
recognising and assessing prior experiential learning presents a real challenge as the evidence of
learning is provided out of the normal context within which the learning takes place and it separates the
attainment of the learning outcomes from the assessment of the learning. Equally work-based learning
requires the higher education institution to plan for the attainment of learning outcomes outside of the
more traditional learning environment and relies heavily on the employer to provide the context for the
learning and on the learner as part of the negotiated learning process.
The process of negotiation of learning pathways within the workplace has been very useful in assisting
the development of enhanced mutual understanding between the academic and the practice setting
and has laid the groundwork for further collaboration in many of the cases summarised here.
Experience in this process has led to the development of some guidelines and frameworks which
contribute to the planning stages and ensure that all partners to the tripartite arrangements have realistic
expectations and understand their responsibilities within the process.
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