Ry d er, S a n dy, G r e e n w o o d , An t h o n y a n d C a r t er, H e l e n ( 2 0 1 6 ) M u l ti pl e c o n c e p ti o n s of s u c c e s s . I n: P e r s p e c tiv e s in Ex p e r i e n ti al L e a r n i n g in H E , 1 1 M a r c h 2 0 1 6 , U n iv e r si ty of C u m b r i a , Am bl e si d e , UK. ( U n p u bli s h e d )
Do w n l o a d e d fr o m : h t t p ://i n si g h t . c u m b r i a . a c . u k /i d/ e p ri n t/ 2 0 6 9 /
U s a g e o f a n y i t e m s f r o m t h e U n i v e r s i t y o f C u m b r i a’ s i n s t i t u t i o n a l r e p o s i t o r y ‘I n s i g h t ’ m u s t c o n f o r m t o t h e f o l l o w i n g f a i r u s a g e g u i d e l i n e s .
Any it e m a n d it s a s s o ci a t e d m e t a d a t a h el d i n t h e U niv e r si ty of C u m b r i a ’s in s ti t u ti o n al r e p o si t o r y I n si g h t ( u nl e s s s t a t e d o t h e r wi s e o n t h e m e t a d a t a r e c o r d ) m a y b e c o pi e d , di s pl ay e d o r p e rf o r m e d , a n d s t o r e d i n li n e wi t h t h e JIS C f ai r d e a li n g g ui d eli n e s ( av ail a bl e
h e r e) fo r e d u c a t i o n al a n d n o t-fo r-p r ofi t a c tiviti e s
p r o v i d e d t h a t
• t h e a u t h o r s , ti tl e a n d full bi blio g r a p h i c d e t ail s of t h e it e m a r e ci t e d cl e a rly w h e n a n y p a r t
of t h e w o r k is r ef e r r e d t o v e r b a lly o r i n t h e w ri t t e n fo r m
• a h y p e rli n k/ U RL t o t h e o ri gi n al I n si g h t r e c o r d of t h a t it e m is i n cl u d e d i n a n y ci t a ti o n s of t h e w o r k
• t h e c o n t e n t is n o t c h a n g e d i n a n y w a y
• all fil e s r e q ui r e d fo r u s a g e of t h e it e m a r e k e p t t o g e t h e r wi t h t h e m a i n it e m fil e.
Yo u m a y n o t
• s ell a n y p a r t of a n it e m
• r e f e r t o a n y p a r t of a n it e m wi t h o u t ci t a ti o n
• a m e n d a n y it e m o r c o n t e x t u ali s e it i n a w a y t h a t will i m p u g n t h e c r e a t o r ’s r e p u t a t i o n
• r e m ov e o r a l t e r t h e c o py ri g h t s t a t e m e n t o n a n it e m . T h e full p oli cy c a n b e fo u n d h e r e.
Alt e r n a t iv ely c o n t a c t t h e U niv e r si t y of C u m b ri a R e p o si t o ry E di t o r b y e m a ili n g
Multiple conceptions
of success
Sandy Ryder, BLPSS
The Aspiring Leaders Programme
• Partnership between University of Cumbria, Brathay Trust and Common Purpose
• Blend of experiential and classroom learning supported by Action Learning Sets and Work based Learning
Experiential Learning Examples
• Theories and models around group dynamics
• Groups making self-propelling model vehicles to reflect on Belbin roles and application to work groups and study groups
• Whaling Boats: effective communication, leadership capacity, dealing with
change
• Goal setting and trust in groups using high ropes
Initial observations
• Course team meeting
• Experiential learning exercise with specific goals (level 5)
• Students measured success in terms of not falling out with each other or out of the boat
• Intended learning outcomes not achieved for level 5 but could have done at level 4
Scoping exercise with students
• UCBS5041 Advancing Business Practice through Work Based Learning
• ILO1: “Demonstrate successful engagement and
progress…”
• Engagement: everyone clear about everyone’s goal; common goal met; investing time in the group; not “getting 100%” but building good
rapport; successful engagement = task completed • Progress: growth towards goal; getting something
Scoping exercise with students
• Less comments on progress than there were on engagement
• At work, the students are accustomed to projects where progress = engagement
• “Social entrepreneurs are significantly more likely to use the word we in comparison to general
spoken English and … also significantly more likely to use we in comparison to private sector
Looking for explanations
• Pedagogic
• Stakeholder view of ‘live’ student projects
• Success of blended learning development
projects
• Development of BSc Accounting skills matrix
• Echos from authors’ disciplines (forthcoming)
• Accounting (Green, 2012)
• Information Systems (Cheng and Chen, 2015)
• Philosophical
Stakeholder view of ‘live’ student projects
Success of blended learning development projects
Pedagogic success
Skills Development Matrix
• Industry group: technical, personal, interpersonal,
communication, business management, intellectual
• Personal at levels 6, 5, 4
• 6. Professional identity development. • 5. Continuous improvement of self. • 4. Self-managed learning.
• Business management at levels 6, 5, 4
• 6. Commercial awareness.
• 5. Understanding of the regulatory environment.
• 4. Understanding of the context in which accounting
Modes of reality (Fleetwood, 2005)
• Fleetwood (2005)
• Materially real (oceans)
• Ideally real (discourse, symbols, belief)
• Artefactually real (computers blend the other
three modes)
• Socially real (caring for children)
• Through the ALP blend, we dip or immerse students into all of these.
Concluding observations
• Multifaceted dimensions of success
• Differences between intended and emergent learning outcomes
• Measuring success in personal development
• Experiential learning facilitates discussions about feedback
• Skills at dealing with feedback in order to increase future success and perceptions of success (keep moving up the crag)
Planned future work
• Additional authors joining from an Organisational Behaviour perspective
• Observations from staff meeting and scoping
exercise to form the basis of focus groups in April • Abstract submitted to Chichester
• Paper to be developed based on further literature search; literature review; critical discourse
References
• Cheng, W.T. and Chen, C.C. (2015) The Impact of e-Learning on Workplace On-the-job Training International Journal of e-Education, e-Business, e-Management and e-Learning 5(4):212-228
• Fleetwood, S (2005) Ontology in organization and management studies: a critical realist perspective Organization 12(2):197-222
• Green, M. (2012). Objectivism in organization/management knowledge: An
example of Bourdieu's “mutilation”? Social Responsibility Journal, 8(4), 495-510 • Parkinson, C. and Howorth, C. (2008) The language of social entrepreneurs,
Entrepreneurship and Regional Development, 20(3): 285-309.
• Reece C, Forbes P, Kubler B (2006) Student employability profiles: A guide for higher education practitioners HE Academy
• Ryder, S and Greenwood, A (2015) Understanding the quality of the student experience in blended learning environments: focussing on student engagement as a learner need. In: Quality in Blended Learning, 27/8/2015 - 29/8/2015,