Towards an integrated approach to the recognition of professional competence and academic learning

Article English OPEN
Bravenboer, Darryll ; Lester, Stan (2016)
  • Publisher: Emerald Group Publishing Limited
  • Related identifiers: doi: 10.1108/ET-10-2015-0091
  • Subject:
    acm: ComputingMilieux_THECOMPUTINGPROFESSION

Purpose – The purpose of this paper is to discuss the benefits of reclaiming the idea of professional competence and challenges fragmented approaches to academic qualification and professional recognition. It is argued that academic programmes that are integrated with the requirements for professional recognition can resolve the potentially unhelpful differentiation between “theory” and “practice” and between “knowledge” and “competence”.\ud \ud Design/methodology/approach – Three contextualised case studies are presented to demonstrate a range of possibilities for developing academic programmes that integrate professional competence in the fields of construction, aviation and management.\ud \ud Findings – It is argued that the examples described provide some evidence that where competence is conceived of as a matter of open on-going professional development, it can be effectively integrated and aligned with the intended outcomes of academic qualifications. Furthermore, that the examples described demonstrate that the idea of professional competence can operate to ground knowledge in practice contexts and ensure that professional values are positioned as a requirement of being qualified.\ud \ud Originality/value – The diversity of the examples provided across three distinct sectors illustrate the potential for wider curriculum development opportunities for higher education practitioners. The need to align professional body recognition with academic qualification for higher and degree apprenticeships may also indicate significant implications for policy in this area. The cases presented provide evidence that academic qualifications can be developed that are at the same time recognised by employers as delivering a professionally competent workforce. This kind of development activity can provide both an incentive for employers to pay for education and training and opening opportunities for career progression for those in work.
  • References (14)
    14 references, page 1 of 2

    Abdel-Wahab, M., Dainty, A., Ison, S., Bowen, P. and Hazelhurst, G. (2008), “Trends of skills and productivity in the UK construction industry”, Engineering, Construction and Architectural Management, Vol. 15 No. 4, pp. 372-382.

    Anderson, A., Bravenboer, D. and Hemsworth, D. (2012), “The role of universities in HA development”, Higher Education, Skills and Work-based Learning, Vol. 2 No. 3, pp. 240-255.

    Banim, M. and Evans, A. (2008), “Creating and managing partnerships with employers: workforce development with public sector and private sector employers”, in Higher Education Academy, Workbased learning - Workforce development: connections, frameworks and processes, York, Higher Education Academy. pp. 56-69.

    Barnett, R. (1994), The Limits of Competence: Knowledge Higher Education and Society, Buckingham, Society for Research into Higher Education and Open University Press.

    Bines, H. (1992), “Issues in Course Design”, in Bines, H. and Watson, D. (Eds.) Developing Professional Education, Buckingham, Open University Press, pp. 11-26.

    Bravenboer, D. W. (2011), “Maximising employer-responsive progression through organisational development”, in Tallantyre. F. and Kettle, J. (Eds.), Learning from Experience in Employer Engagement, York, Higher Education Academy, pp. 34-44.

    Bravenboer, D. W. and Workman, B. (2015), “Flexible Frameworks and Building Blocks”, in Helyer, R.

    (Ed.), Facilitating Work-based Learning, London, Palgrave Macmillan, pp. 52-72.

    Bravenboer, D. W. and Workman, B. (2016), “Developing a Transdisciplinary Work Based Learning Curriculum: a model for recognising learning from work”, in Keppel, l. M., Reushle, S., and Antonio, A.

    (Eds.), Open Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies, Hershey PA, IGI Global, pp. 144-167.

  • Metrics
    No metrics available
Share - Bookmark