A Work-Based Learning Approach to Developing Leadership for Senior Health and Social Care Professionals: A Case Study from Middlesex University

Autor/inn/en	Rounce, Katherine; Scarfe, Annabel; Garnett, Jonathan
Titel	A Work-Based Learning Approach to Developing Leadership for Senior Health and Social Care Professionals: A Case Study from Middlesex University
Quelle	In: Education & Training, 49 (2007) 3, S.218-226 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0912
DOI	10.1108/00400910710749350
Schlagwörter	Higher Education; Rewards; Leadership; Curriculum Development; Cooperation; Nursing Education; Foreign Countries; Health Services; Case Studies; Partnerships in Education; Accreditation (Institutions); Masters Degrees; United Kingdom (London) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Reward; Belohnung; Führung; Führungsposition; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Co-operation; Kooperation; Pflegepädagogik; Ausland; Health service; Gesundheitsdienst; Gesundheitswesen; Case study; Fallstudie; Case Study; Hochschulpartnerschaft; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut
Abstract	Purpose: This paper is of a complex and challenging collaboration. It aims to explore the challenges to both higher education (HE) and commissioners that stimulated different thinking and creative ways of delivering learning, assessing and the consequent impact on practice through a collaborative programme. The purpose of the collaboration was to design and deliver a postgraduate level programme focusing on the development of leadership practice in the health and social care sectors in London and on the development of a curriculum in leadership capabilities and knowledge leading to the award of a Masters in Work Based Learning Studies (Leadership). The two key players were the NHS as commissioners of the work and a London higher education institution (HEI), who worked in partnership to accredit the programme. Design/methodology/approach: This case study explores the processes, the problems and the rewards that evolved came from an emergent partnership between HE and senior health and social care professionals to develop a postgraduate programme that would meet professional and academic requirements. Findings: The outcome from this experience evolves around learning about the management of complexity in education partnerships; the importance of planning, and clarity; of roles, purpose and outcomes, and where authority lay. Each side gained a new respect for each other. Most importantly it was generally accepted by the commissioners, the university and the students themselves that the work made a difference to the way health care was delivered and managed, and thus to the patient experience. Originality/value: This paper should be of value to anyone interested in establishing joint programmes between employers or commissioners and HEIs. (Contains 2 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10