Work Based and Integrative Studies (WBIS) BA/BSc (Hons)

• Skills audit and personal review.
• Assumptions analysis and reflective practice.
• Psychological aspects of adult development and learning.
• Needs analysis: identification of needs and the interface with personal and material resources.
• The nature of evidence for a purpose, e.g. c.v., portfolio, record of achievement.
• Experiential learning and work-related learning.
• Academic credit and curriculum development for negotiated learning purposes.
• Negotiation for work based learning: learning agreements, pathways, assessment.
• Planning a claim for the accreditation of prior learning (where appropriate).

This module involves engagement with two linked processes: an initial, in-depth personal review and self audit, and then the subsequent identification of appropriate personal and professional development opportunities. The self review element of the module is designed to help participants uncover skills, abilities, knowledge, beliefs, values and assumptions that are held as a prelude to a consideration of future possibilities for development. This will most typically lead to the negotiation of an approved studies pathway of learning, tailored to meet the needs of the participant (and, if appropriate, the needs of their employing organisation). This is a process is likely to involve the identification of past learning relevant to the proposed programme of study, for which an APL claim may be made.

Importantly, the module also aims to develop the skills and capabilities associated with reflective processes and to encourage the vision necessary for action planning. These are attributes that are transferable to future personal and professional development and are critical in the context of lifelong learning. This module will be essential for most individually negotiated programmes of study in that it provides a context for self-audit, confirms the level of study to which an individual will proceed, and identifies the pathway to be followed.

AIMS

• To allow participants the opportunity to engage in an exercise of self review, for professional and/or personal reasons.
• To engender enthusiasm for life-long learning, encouraging the development of a reflective approach to experience.
• To enable students to value their experience in terms of self-worth and in relation to currencies in the world of work and academia.
• To develop appropriate goal setting, planning and negotiation skills.
• To allow students to plan a negotiated pathway of learning, addressing their priorities for personal and professional development.
• To encourage awareness of commitment and focus for a course of action, and an awareness of the consequences of that commitment.

• Personal development analysis tools e.g. Hermann, Myers - Briggs, Belbin, Rotter
• Skills of reflection and critical reflection, including critical incident analysis
• Theories and models associated with teams and team working, group dynamics, assertiveness, problem solving, feedback
• Work cultures and values, issues of autonomy
• The distinctive nature of experiential learning
• Planning for work-based learning: formulation of a negotiated experiential learning proposal.

The module provides an intellectual toolkit for work-based learners and aims to ensure that students possess the skills of planning and reflective practice applicable for negotiated experiential learning at work and for understanding the workplace as a site for learning and professional development more generally. It builds on the skills and processes delivered through Self Review and Negotiation of Learning, and introduces students to considerations of work culture and ethos. The module is intended to increase students’ awareness of issues to consider when learning through work, and to prepare them to take an active part in negotiating experiential and work-based projects, together with associated learning agreements. It introduces a range of approaches, techniques and audit tools designed to enhance understanding of the self, and of others, in the workplace. 

Aims

• To develop students’ awareness of approaches to work-based learning and to appropriate tools and methodologies.
• To provide the theoretical underpinning that informs practice, and reflection on practice, in the workplace.
• To provide further opportunities for students to assess their own potential and to develop a greater understanding of themselves and others

Details of the content including the subject area, the rationale and specific aims of the study are specified in the Negotiated Experiential Learning Agreement

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon.

Aims:

• To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
• To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
• To facilitate innovative and strategic development within the workplace for the benefit of the employing organisation and employee.
• To enable students to enhance their workplace capability through applying - and reflecting on – the knowledge and skills gained through more theoretical study in the context of practical situations.
• To engender in students a sympathetic understanding of the characteristics and methods of operation of the reflective practitioner.

Details of the content including the subject area, the rationale and specific aims of the study are specified in the Negotiated Experiential Learning Agreement

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon. Aims:

• To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
• To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
• To facilitate innovative and strategic development within the workplace for the benefit of the employing organisation and employee.
• To enable students to enhance their workplace capability through applying - and reflecting on – the knowledge and skills gained through more theoretical study in the context of practical situations.
• To engender in students a sympathetic understanding of the characteristics and methods of operation of the reflective practitioner.

Details of the content including the subject area, the rationale and specific aims of the study are specified in the Negotiated Experiential Learning Agreement

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon.

Aims:

• To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
• To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
• To facilitate innovative and strategic development within the workplace for the benefit of the employing organisation and employee.
• To enable students to enhance their workplace capability through applying - and reflecting on – the knowledge and skills gained through more theoretical study in the context of practical situations.
• To engender in students a sympathetic understanding of the characteristics and methods of operation of the reflective practitioner.

Details of the content including the subject area, the rationale and specific aims of the study are specified in the Negotiated Experiential Learning Agreement

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon.

Aims:

• To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
• To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
• To facilitate innovative and strategic development within the workplace for the benefit of the employing organisation and employee.
• To enable students to enhance their workplace capability through applying - and reflecting on – the knowledge and skills gained through more theoretical study in the context of practical situations.
• To engender in students a sympathetic understanding of the characteristics and methods of operation of the reflective practitioner.

Details of the content including the subject area, the rationale and specific aims of the study are specified in the Negotiated Experiential Learning Agreement

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon.

Aims:

• To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
• To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
• To facilitate innovative and strategic development within the workplace for the benefit of the employing organisation and employee.
• To enable students to enhance their workplace capability through applying - and reflecting on – the knowledge and skills gained through more theoretical study in the context of practical situations.
• To engender in students a sympathetic understanding of the characteristics and methods of operation of the reflective practitioner.

Details of the content including the subject area, the rationale and specific aims of the study are specified in the Negotiated Experiential Learning Agreement

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon.

 Aims:

• To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
• To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
• To facilitate innovative and strategic development within the workplace for the benefit of the employing organisation and employee.
• To enable students to enhance their workplace capability through applying - and reflecting on – the knowledge and skills gained through more theoretical study in the context of practical situations.
• To engender in students a sympathetic understanding of the characteristics and methods of operation of the reflective practitioner.

Details of the content including the subject area, the rationale and specific aims of the study are specified in the Negotiated Experiential Learning Agreement. 

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon.

Aims:

• To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
• To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
• To facilitate innovative and strategic development within the workplace for the benefit of the employing organisation and employee.
• To enable students to enhance their workplace capability through applying - and reflecting on - the knowledge and skills gained through more theoretical study in the context of practical situations.
• To engender in students a sympathetic understanding of the characteristics and methods of
• operation of the reflective practitioner.

Details of the content including the subject area, the rationale and specific aims of the study are specified in the Negotiated Experiential Learning Agreement. 

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon.

Aims:

• To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
• To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
• To facilitate innovative and strategic development within the workplace for the benefit of the employing organisation and employee.
• To enable students to enhance their workplace capability through applying - and reflecting on - the knowledge and skills gained through more theoretical study in the context of practical situations.
• To engender in students a sympathetic understanding of the characteristics and methods of
• operation of the reflective practitioner.

• Self-management and development.
• Critical reflection and the model of the reflective practitioner.
• Lifelong Learning and the learning society.
• Self-assessment.
• Integration of learning – work and subject knowledge.
• Personal transformation.
• Making sense of experience – models of experiential learning
• Learning organisations.
• Planning for future learning and development.
• Disseminating learning - through writing, professional networks, roles of leadership
• Career planning

The module is designed to encourage students to reflect upon their pathway of learning on the WBIS programme as a whole, contextualising learning and personal development. Students are encouraged to consider progress and identify themes arising from studying on the WBIS programme, and to consider future personal and professional development opportunities in the light of their learning experiences on the programme. 

AIMS

• To help students deconstruct and contextualise their learning experience on the WBIS programme, together with its impact on the workplace.
• To provide a context in which students can reflect on their ability to manage their own learning and to devise plans for their future learning.
• To engender in individual students a culture of Lifelong Learning.

This module will cover the following areas:

Academic skills and capabilities expected for successful work based/ related learning at this level.

Strategies to support and develop academic performance in reading, writing, critical reflection, referencing.

University and external resources relevant to academic performance

Learning style preferences

Characteristics which support or hinder organisational learning

Planning for work-based and work-related study

Approaches for self-assessment of learning

The module is designed to assist students embarking on their programme of study to help them develop skills, techniques, confidence and independence for academic study both at this level and throughout their programme. It is of benefit both to students who are returning to formal education after a break from academic work, to those who have studied more recently but not in academic work related learning, and to those who wish to develop their appreciation of organisational learning. It is relevant for people working in a range of organisations, with diverse programme aims.

A repertoire of tools, resources and theory will be introduced, which students might draw on to support and develop their academic performance in work based and work related learning.

Consideration of organisational learning will help students consider the impact of the organisation on their own and colleagues’ learning.

Details of the content including the subject area, the rationale and specific aims of the study are specified in the Negotiated Experiential Learning Agreement. 

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon.

Aims:

• To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
• To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
• To facilitate innovative and strategic development within the workplace for the benefit of the employing organisation and employee.
• To enable students to enhance their workplace capability through applying - and reflecting on - the knowledge and skills gained through more theoretical study in the context of practical situations.
• To engender in students a sympathetic understanding of the characteristics and methods of
• operation of the reflective practitioner.

• Skills audit and personal review.
• Assumptions analysis and reflective practice.
• Psychological aspects of adult development and learning.
• Needs analysis: identification of needs and the interface with personal and material resources.
• The nature of evidence for a purpose, e.g. c.v., portfolio, record of achievement.
• Experiential learning and work-related learning.
• Academic credit and curriculum development for negotiated learning purposes.
• Negotiation for work based learning: learning agreements, pathways, assessment.
• Planning a claim for prior learning (where appropriate).

This module involves engagement with two linked processes: an initial, in-depth personal review and self audit, and then the subsequent identification of appropriate personal and professional development opportunities. The self review element of the module is designed to help participants uncover skills, abilities, knowledge, beliefs, values and assumptions that are held as a prelude to a consideration of future possibilities for development. This will most typically lead to the negotiation of an approved studies pathway of learning tailored to meet the needs of the participant (and, if appropriate, the needs of their employing organisation). This is a process which is likely to involve the identification of past learning relevant to the proposed programme of study, and for which an APL claim may be made. 

Importantly, the module also aims to develop the skills and capabilities associated with reflective processes and to encourage the vision necessary for action planning. These are attributes that are transferable to future personal and professional development and are critical in the context of lifelong learning.This module will be essential for most individually negotiated programmes of study in that it provides a context for self-audit, confirms the level of study to which an individual will proceed, and identifies the pathway to be followed.  

AIMS

• To allow participants the opportunity to engage in an exercise of self review, for professional and/or personal reasons.
• To engender enthusiasm for life-long learning, encouraging the development of a reflective approach to experience.
• To enable students to value their experience in terms of self-worth and in relation to currencies in the world of work and academia.
• To develop appropriate goal setting, planning and negotiation skills.
• To allow students to plan a negotiated pathway of learning, addressing their priorities for personal and professional development.
• To encourage awareness of commitment and focus for a course of action, and an awareness of the consequences of that commitment.

• Personal development analysis tools e.g. Hermann, Myers - Briggs, Belbin, Rotter
• Skills of reflection and critical reflection, including critical incident analysis
• Theories and models associated with teams and team working, group dynamics, assertiveness, problem solving, feedback
• Work cultures and values, issues of autonomy
• The distinctive nature of experiential learning
• Planning for work-based learning: formulation of a negotiated experiential learning proposal.

The module provides an intellectual toolkit for work-based learners and aims to ensure that students possess the skills of planning and reflective practice applicable for negotiated experiential learning at work and for understanding the workplace as a site for learning and professional development more generally. It builds on the skills and processes delivered through Self Review and Negotiation of Learning, and introduces students to considerations of work culture and ethos. The module is intended to increase students’ awareness of issues to consider when learning through work, and to prepare them to take an active part in negotiating experiential and work-based projects, together with associated learning agreements. It introduces a range of approaches, techniques and audit tools designed to enhance understanding of the self, and of others, in the workplace. 

Aims

• To develop students’ awareness of approaches to work-based learning and to appropriate tools and methodologies.
• To provide the theoretical underpinning that informs practice, and reflection on practice, in the workplace.
• To provide further opportunities for students to assess their own potential and to develop a greater understanding of themselves and others

Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon. 

AIMS    

• To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
• To facilitate innovative and strategic development within the work place for the mutual benefit of employer and employee.
• To enable students to apply - and reflect on - the knowledge and skills gained through theoretical study in a practical situation.
• To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.

Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon. 

AIMS    

• To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
• To facilitate innovative and strategic development within the work place for the mutual benefit of employer and employee.
• To enable students to apply - and reflect on - the knowledge and skills gained through theoretical study in a practical situation.
• To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.

Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon. 

AIMS    

• To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
• To facilitate innovative and strategic development within the work place for the mutual benefit of employer and employee.
• To enable students to apply - and reflect on - the knowledge and skills gained through theoretical study in a practical situation.
• To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.

Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon. 

AIMS    

• To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
• To facilitate innovative and strategic development within the work place for the mutual benefit of employer and employee.
• To enable students to apply - and reflect on - the knowledge and skills gained through theoretical study in a practical situation.
• To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.

Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon. 

AIMS    

• To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
• To facilitate innovative and strategic development within the work place for the mutual benefit of employer and employee.
• To enable students to apply - and reflect on - the knowledge and skills gained through theoretical study in a practical situation.
• To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.

Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon. 

AIMS    

• To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
• To facilitate innovative and strategic development within the work place for the mutual benefit of employer and employee.
• To enable students to apply - and reflect on - the knowledge and skills gained through theoretical study in a practical situation.
• To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.

Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon. 

AIMS    

• To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
• To facilitate innovative and strategic development within the work place for the mutual benefit of employer and employee.
• To enable students to apply - and reflect on - the knowledge and skills gained through theoretical study in a practical situation.
• To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.

Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon. 

AIMS    

• To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
• To facilitate innovative and strategic development within the work place for the mutual benefit of employer and employee.
• To enable students to apply - and reflect on - the knowledge and skills gained through theoretical study in a practical situation.
• To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.

Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon. 

AIMS    

• To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
• To facilitate innovative and strategic development within the work place for the mutual benefit of employer and employee.
• To enable students to apply - and reflect on - the knowledge and skills gained through theoretical study in a practical situation.
• To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.

Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon. 

AIMS    

• To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
• To facilitate innovative and strategic development within the work place for the mutual benefit of employer and employee.
• To enable students to apply - and reflect on - the knowledge and skills gained through theoretical study in a practical situation.
• To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.

Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon. 

AIMS    

• To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
• To facilitate innovative and strategic development within the work place for the mutual benefit of employer and employee.
• To enable students to apply - and reflect on - the knowledge and skills gained through theoretical study in a practical situation.
• To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.

• Self-management and development.
• Critical reflection and the model of the reflective practitioner.
• Lifelong Learning and the learning society.
• Self-assessment.
• Integration of learning – work and subject knowledge.
• Personal transformation.
• Making sense of experience – models of experiential learning
• Learning organisations.
• Planning for future learning and development.
• Disseminating learning - through writing, professional networks, roles of leadership
• Career planning

The module is designed to encourage students to reflect upon their pathway of learning on the WBIS programme as a whole, contextualising learning and personal development. Students are encouraged to consider progress and identify themes arising from their study on WBIS and to consider future personal and professional development opportunities in the light of their learning experiences on the programme. 

AIMS

• To help students deconstruct and contextualise their learning experience on the WBIS programme, together with its impact on the workplace.
• To provide a context in which students can reflect on their ability to manage their own learning and to devise plans for their future learning.
• To engender in individual students a culture of Lifelong Learning.

This module will cover the following areas:

Academic skills and capabilities expected for successful work based/ related learning at this level.

Strategies to support and develop academic performance in reading, writing, critical reflection, referencing.

University and external resources relevant to academic performance

Learning style preferences

Characteristics which support or hinder organisational learning

Planning for work-based and work-related study

Approaches for self-assessment of learning

The module is designed to assist students progressing through their programme of study to help them strengthen existing, and acquire further, academic skills and techniques for academic study both at this level and throughout their programme.  This should lead to growth in confidence and independence for study.  It is of benefit both to students whose return to formal education was after a break from academic work, to those who have studied more recently but not in academic work related learning, and to those who wish to develop their appreciation of organisational learning. It is relevant for people working in a range of organisations, with diverse programme aims.

A repertoire of tools, resources and theory will be introduced, which students might draw on to support and develop their academic performance in work based and work related learning.

Consideration of organisational learning will help students consider the impact of the organisation on their own and colleagues’ learning.

• Skills audit and personal review.
• Assumptions analysis and reflective practice.
• Psychological aspects of adult development and learning.
• Needs analysis: identification of needs and the interface with personal and material resources.
• The nature of evidence for a purpose, e.g. c.v., portfolio, record of achievement.
• Experiential learning and work-related learning.
• Academic credit and curriculum development for negotiated learning purposes.
• Negotiation for work based learning: learning agreements, pathways, assessment.
• Planning a claim for prior learning (where appropriate).

This module involves engagement with two linked processes: an initial, in-depth personal review and self audit, and then the subsequent identification of appropriate personal and professional development opportunities. The self review element of the module is designed to help participants uncover skills, abilities, knowledge, beliefs, values and assumptions that are held as a prelude to a consideration of future possibilities for development. This will most typically lead to the negotiation of an approved studies pathway of learning tailored to meet the needs of the participant (and, if appropriate, the needs of their employing organisation). This is a process which is likely to involve the identification of past learning relevant to the proposed programme of study, and for which an APL claim may be made. 

Importantly, the module also aims to develop the skills and capabilities associated with reflective processes and to encourage the vision necessary for action planning. These are attributes that are transferable to future personal and professional development and are critical in the context of lifelong learning.  This module will be essential for most individually negotiated programmes of study in that it provides a context for self-audit, confirms the level of study to which an individual will proceed, and identifies the pathway to be followed.  

AIMS

• To allow participants the opportunity to engage in an exercise of self review, for professional and/or personal reasons.
• To engender enthusiasm for life-long learning, encouraging the development of a reflective approach to experience.
• To enable students to value their experience in terms of self-worth and in relation to currencies in the world of work and academia.
• To develop appropriate goal setting, planning and negotiation skills.
• To allow students to plan a negotiated pathway of learning, addressing their priorities for personal and professional development.
• To encourage awareness of commitment and focus for a course of action, and an awareness of the consequences of that commitment.

• Personal development analysis tools e.g. Hermann, Myers - Briggs, Belbin, Rotter
• Skills of reflection and critical reflection, including critical incident analysis
• Theories and models associated with teams and team working, group dynamics, assertiveness, problem solving, feedback
• Work cultures and values, issues of autonomy
• The distinctive nature of experiential learning
• Planning for work-based learning: formulation of a negotiated experiential learning proposal.

The module provides an intellectual toolkit for work-based learners and aims to ensure that students possess the skills of planning and reflective practice applicable to negotiated experiential learning at work and for understanding the workplace as a site for learning and professional development more generally. It builds on the skills and processes delivered through Self Review and Negotiation of Learning, and introduces students to considerations of work culture and ethos. The module is intended to increase students’ awareness of issues to consider when learning through work, and to prepare them to take an active part in negotiating experiential and work-based projects, together with associated learning agreements. It introduces a range of approaches, techniques and audit tools designed to enhance understanding of the self, and of others, in the workplace. 

Aims

• To develop students’ awareness of approaches to work-based learning and to appropriate tools and methodologies.
• To provide the theoretical underpinning that informs practice, and reflection on practice, in the workplace.
• To provide further opportunities for students to assess their own potential and to develop a greater understanding of themselves and others

Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon. 

AIMS    

• To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
• To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
• To facilitate innovative and strategic development within the work place for the benefit of the employing organisation and employee.
• To enable students to enhance their workplace capability through applying - and reflecting on - the knowledge and skills gained through more theoretical study in the context of practical situations.
• To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.

Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon. 

AIMS    

• To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
• To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
• To facilitate innovative and strategic development within the work place for the benefit of the employing organisation and employee.
• To enable students to enhance their workplace capability through applying - and reflecting on - the knowledge and skills gained through more theoretical study in the context of practical situations.
• To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.

Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon. 

AIMS    

• To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
• To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
• To facilitate innovative and strategic development within the work place for the benefit of the employing organisation and employee.
• To enable students to enhance their workplace capability through applying - and reflecting on - the knowledge and skills gained through more theoretical study in the context of practical situations.
• To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.

Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon. 

AIMS    

• To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
• To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
• To facilitate innovative and strategic development within the work place for the benefit of the employing organisation and employee.
• To enable students to enhance their workplace capability through applying - and reflecting on - the knowledge and skills gained through more theoretical study in the context of practical situations.
• To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.

Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon. 

AIMS    

• To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
• To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
• To facilitate innovative and strategic development within the work place for the benefit of the employing organisation and employee.
• To enable students to enhance their workplace capability through applying - and reflecting on - the knowledge and skills gained through more theoretical study in the context of practical situations.
• To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.

Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon. 

AIMS    

• To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
• To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
• To facilitate innovative and strategic development within the work place for the benefit of the employing organisation and employee.
• To enable students to enhance their workplace capability through applying - and reflecting on - the knowledge and skills gained through more theoretical study in the context of practical situations.
• To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.

Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon. 

AIMS    

• To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
• To provide an opportunity for the achievement and accreditation of experiential learning in the work context, within the work place for the benefit of the employing organisation and employee.
• To enable students to enhance their workplace capability through applying - and reflecting on - the knowledge and skills gained through more theoretical study in the context of practical situations.
• To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
• To facilitate innovative and strategic development.

Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon. 

AIMS    

• To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
• To provide an opportunity for the achievement and accreditation of experiential learning in the work context, within the work place for the benefit of the employing organisation and employee.
• To enable students to enhance their workplace capability through applying - and reflecting on - the knowledge and skills gained through more theoretical study in the context of practical situations.
• To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
• To facilitate innovative and strategic development.

Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon. 

AIMS    

• To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
• To provide an opportunity for the achievement and accreditation of experiential learning in the work context, within the work place for the benefit of the employing organisation and employee.
• To enable students to enhance their workplace capability through applying - and reflecting on - the knowledge and skills gained through more theoretical study in the context of practical situations.
• To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
• To facilitate innovative and strategic development.

Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon. 

AIMS    

• To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
• To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
• To facilitate innovative and strategic development within the work place for the benefit of the employing organisation and employee.
• To enable students to enhance their workplace capability through applying - and reflecting on - the knowledge and skills gained through more theoretical study in the context of practical situations.
• To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.

Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.

This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon. 

AIMS    

• To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
• To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
• To facilitate innovative and strategic development within the work place for the benefit of the employing organisation and employee.
• To enable students to enhance their workplace capability through applying - and reflecting on - the knowledge and skills gained through more theoretical study in the context of practical situations.
• To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.

• Self-management and development.
• Critical reflection and the model of the reflective practitioner.
• Lifelong Learning and the learning society.
• Self-assessment.
• Integration of learning – work and subject knowledge.
• Personal transformation.
• Making sense of experience – models of experiential learning
• Learning organisations.
• Planning for future learning and development.
• Disseminating learning - through writing, professional networks, roles of leadership
• Career planning

The module is designed to encourage students to reflect upon their pathway of learning on the WBIS programme as a whole, contextualising learning and personal development. Students are encouraged to consider progress and identify themes arising from their study on WBIS and to consider future personal and professional development opportunities in the light of their learning experiences on the programme. 

AIMS

• To help students deconstruct and contextualise their learning experience on the WBIS programme, together with its impact on the workplace.
• To provide a context in which students can reflect on their ability to manage their own learning and to devise plans for their future learning.
• To engender in individual students a culture of Lifelong Learning.

• Practitioner-researcher contexts
• Positions and perspectives in/of practitioner research
• Validity, reliability, generalisability and ethics
• Formulating a research focus
• Sources of knowledge
• Research purpose, research questions and data
• Approaches to and strategies for practitioner research
• Methods (tools and techniques) for data collection and analysis for practitioner-researchers

This module aims to help practitioners develop and enhance work based/related research and evidence-based working practices. Practitioners will clearly define a personal, group, professional and/or organisational area for development, and design a practitioner-research proposal which will provide the basis for further action. The design will consider issues of validity and ethics, as appropriate to the context and constraints of a single researcher (normally) situated and embedded within the workplace. The aims are to enable learners:

• To identify a problem, issue or area for development in the workplace capable of investigation and likely to generate useable findings as the basis for future actions
• To choose a suitable range of investigative methods appropriate to a level 6 investigation in a Negotiated Experiential Learning Module

To design a practitioner research proposal which is valid and ethical.

This module will cover the following areas:

Academic skills and capabilities expected for successful work based/ related learning at this level.

Strategies to support and develop academic performance in reading, writing, critical reflection, referencing.

University and external resources relevant to academic performance

Learning style preferences

Characteristics which support or hinder organisational learning

Planning for work-based and work-related study

Approaches for self-assessment of learning

The module is designed to assist students reaching the final level of their programme of study to help them strengthen skills, techniques, confidence and independence for academic study at this level. It is relevant for people working in a range of organisations, with diverse programme aims.

A repertoire of tools, resources and theory will be introduced, which students might draw on to support and develop their academic performance in work based and work related learning.

Consideration of organisational learning will help students consider the impact of the organisation on their own and colleagues’ learning.