• An evaluation of the perceived value and effectiveness of the Continuous Professional Development Journal for postgraduate Human Resource Management Diploma students and their employers

      Maiden, Barbara (University of Wolverhampton, 2005)
      Research undertaken with groups of first and second year Postgraduate Human Resource Management Diploma students at the University of Wolverhampton Business School. As part of their assessment in the first year students are required to undertake a work based project and accompanying reflective journal in order to develop a holistic approach to using their theoretical learning in practice. In the second year they are required to continue the process of maintaining a development journal to meet professional requirements and to build on their reflective practice. A pilot study of 19 postgraduate students indicated that there was little enthusiasm or genuine engagement with the process of maintaining a learning journal and it appeared that students were missing a valuable learning opportunity.
    • CPD for Teachers in Post-compulsory Education.

      Hafiz, Rania; Jones, liff; Kendall, Alex; Lea, John; Rogers, James (London: UCET (Universities Council for the Education of Teachers), 2008)
      The last few years have seen an unprecedented level of activity in regards the education, training and development of teachers in the post-compulsory sector. These stem, to an extent, from the Government's reform programme outlined in the 2004 "Equipping our Teachers for the Future" white paper. But it also comes from the professionalism that exists within the teaching force, its professional associations and in the organisations and institutions that oversee and deliver training programmes for prospective and serving teachers. The purpose of this position paper is fourfold: Firstly, it seeks to provide a summary and critical analysis of the complex and inter-related changes that have taken place in recent years. Secondly, it identifies some examples of good practice in regards CPD and how the "impact" of such practice might be assessed. Thirdly, it proposes the adoption of an entitlement statement that sets out the support teachers in the sector should expect to receive in respect of their continuing professional development. And, finally, it lists some firm recommendations that we would like government agencies, professional associations, universities and others to take on board.
    • Mentoring: the knowledge transfer partnership experience in the University of Wolverhampton Business School.

      Scarff, William; Harris, Robert (University Forum for Human Resource Development (UFHRD), 2008)
      Knowledge transfer partnerships (ktps), numbering over 100 in the UK, form the background to this paper. Benefits of the partnerships are noted as follows: to the British economy, to the participating company, to the associate or trainee employee and to the University that manages the programmes. Mentoring theory and continuing professional development (cpd) are mentioned, though not extensively. The lead author has developed the unique role of the ktp mentor. The focus is on the mentor’s assistance made available to the associate. Two key strengths, checked with present associates, are identified. The first strength is the utterly confidential nature of the process of mentoring. The second strength is the absence of involvement in the day to day running of any partnership. The mentor is outside the formal management structure, not even taking part in selecting suitable associates. The mentor assists in cpd, in identifying skills, personal strengths and weaknesses, and towards the end of the contract in exploring career options with the associate. At all times the autonomy of the associate is respected. The authors conclude that the mentoring role is valuable well received and that it will continue, building on the key strengths noted above.
    • Space, Resistance and Identities: University-based Teacher Educators Developing a Community of Practice.

      Herrington, Margaret; Kendall, Alex; Hughes, Julie; Lacey, Cathie; Smith, Rob; Dye, Vanessa; Baig, Rachel; O’Leary, Matt (Charlotte, VA: Information Age Publishing, 2008)
      This series: The aim of this set of books is to combine the best of current academic research into the use of Communities of Practice in education with "hands on" practitioner experience in order to provide teachers and academics with a convenient source of guidance and an incentive to work with and develop in their own Communities of Practice. Volume 1 deals principally with the issues found in co-located Communities of Practice, while Volume 2 deal principally with distributed Communities of Practice.
    • Trust, shared goals and participation in partnerships: reflections of post-16 education and training providers in England

      Dhillon, Jaswinder (Routledge (Taylor & Francis), 2007)
      This paper discusses the role of trust and shared goals in relation to participation in inter-organisational and multi-agency partnerships. It draws on a study of partnership working in England and focuses in particular on the perspectives of senior managers of post-16 education and training providers with substantial experience of working in local and regional partnerships. The research explored the concept and practice of partnership through a qualitative case study of a sub-regional partnership and the main methods used for data collection were observations of partnership meetings, documentary evidence of partnership working and semi-structured interviews with members of the partnership. The findings presented in this paper emanate principally from the interview data and reveal the importance and differentiated nature of trust in partnership working and the place of both trust and shared goals in effective and sustained partnerships.