P. Armsby (editor)
Higher Education, Skills and Work-Based Learning, vol. 1, 2011, p. 199-295
The Centres for Excellence in Teaching and Learning (CETL) initiative in England, Wales and Northern Ireland aimed to develop teaching and learning and invest in practice to produce benefits for students, teachers and institutions. The background of this initiative is discussed in more detail in Murray Saunders's overview in this special edition. Evaluations of its success have taken place and following self-assessments the final report on their combined impact is due to be published in October 2011. The first case study in this themed issue, Putting knowledge to work focuses on investigating the challenges in integrating subject-based and work-based knowledge. David Laughton's paper, CETL for employability: identifying and evaluating institutional impact, focuses on how institutional change was implemented through policy, strategy and pedagogy. The typology of work based and work related learning presented in David Laughton's paper extends the range of possibilities further to include more of the internally (higher education) focused opportunities. Norman Jackson's paper, Recognising a more complete education through a lifewide learning award presents one single case study that epitomises the Surrey CETL and focuses on recognising all human experience in a university award. Sibyl Coldham's paper, CETL for professional learning from the workplace: using activity theory to facilitate curriculum development focuses on her university's staff learning and changes in understanding of work-integrated learning (WIL). Finally, Barbara Workman, Pauline Armsby, Alan Durrant and Philip Frame's paper, CETL for Work Based Learning: Enhancing Innovation and Creativity in Teaching and Learning, focuses on what academic staff in both the wider university and the work-based learning department did to develop innovative curricula in work-based learning.