Foundation Degree

The concept of competency is considered both in relation to the educational competency of the short-cycle student described in the 'Dublin Descriptors' of the Bologna Process and in the European Commission's European Qualifications Framework, and in relation to the legal competency that the European Commission has within the field of education and training. This article focuses specifically on the short-cycle/foundation degree introduced in 2003 into the pan-European Bologna Process, and considers its relevance to the European Union's Lisbon Strategy. It argues that the 'short-cycle/foundation' student represents the mid knowledge-skilled learner that is frequently missing from policies and analyses of the knowledge economy that concentrate on either 'basic skills' learners or graduates/postgraduates and that this particular learner, clearly linked to employment, is located at the intersection of vocational and academic learning. The article also considers the role of the European Commission in both the Lisbon and Bologna Processes. Based on an analysis of policy texts the article suggests that the two definitions of competency, whilst quite distinct, are, at the level of policy, very closely connected and serve to increase the Commission's activities within areas of education that are beyond their legal competence.

THIS PAPER discusses the academic, governmental and logistical issues surrounding the University of Glamorgan’s recent involvement in developing accredited training and education for one of the largest music technology manufacturers in the world – Roland UK. The paper reports the joint development of a Foundation Degree in Music Retail Management, reflecting upon the viability of implementing work
based learning (WBL), including accrediting current training and prior learning (APL). Through analysing the early stages of the project, the paper aims to formulate a clearer perspective of what the University of Glamorgan and Roland UK, in addition to the government and the music retail industry, actually require
from a foundation degree such as this. After presenting a synopsis of the current political climate and
contextualising the existing status of musical instrument retail training, an overview is provided of the development of the Roland/Glamorgan partnership. This is followed by a discussion of the philosophical debates and mechanisms currently surrounding the implementation and accreditation of WBL. The paper cumulates with the development of a pedagogical model that takes into account the quality issues of
both the University of Glamorgan and Roland UK in addition to government policy. Conclusions are then drawn regarding the importance of both institutions developing appropriate structural capital and being aware of cultural differences that can potentially restrict academic/industrial partnerships. Although this pilot was focused specifically upon Roland UK, its wider implications, in terms of the demand for accredited training for the music instrument retail industry, are considered.

Using qualitative research methodologies for pedagogic research can provide informative insights into student experiences of the teaching and learning environment in Higher Education. This paper considers the practicalities of undertaking a pedagogic study using focus groups by outlining strategies for effective focus group organization, highlighting good practice from the social sciences and pedagogic literature and providing a critique of a recent geographical study, in which focus groups were used as the sole research method. Furthermore, the paper illustrates how a pedagogic research study can be used to enhance teaching and learning and to inform curriculum planning and course management.

In October 2007, a report was commissioned by the CETL for Music and Inclusivity to investigate the provision in ‘Music Skills’ for students on Popular Music Programmes in Higher Education.  For the purposes of this report, the term ‘Music Skills’ is defined as the collection of technical and theoretical skills that enable a student to engage with music at a fundamental level. Such music skills are designed to develop the student’s musical awareness, musical knowledge and musical theory. They might reasonably include aural training, analytic listening and comprehension, exploration of tonal harmony and common formal structures, and score reading and writing.

The report is divided into two parts. The first gives a snapshot of the quantity of popular music courses (both undergraduate and foundation degree) that are on offer to students who wish to enter Further and Higher Education across the UK. It considers the typical routes through FE and HE institutions, and highlights the structure of typical popular music degree courses. The second part discusses the types of music skills provision that are offered by selected FE and HE institutions across the North East and England. This information has been gained by visiting and talking to various heads of departments, their staff, and their students currently involved on the courses. It is worth stating that no one institution will be singled out in this part. Rather, this section will consider the provision in general, and discuss the commonalities that the author has found in the needs and practice of music skills packages. Throughout the two parts areas of good practice as employed by certain institutions will be highlighted, and suggestions will be made for a consistent and effective programme of music skills that could be offered to students undertaking a popular music degree.

This case study outlines the progressive development of a strategic partnership between Glamorgan University and one of the largest music technology manufacturers in the world – Roland. The resultant Roland ‘Music Academy’ was officially launched in April 2008 at the ATRiuM in Cardiff by Roland Founder Ikutaro Kakahashi, who was presented with an honorary professorship for his services to music, and has subsequently proceeded to the research and development of two work - based foundation degrees: the Foundation Degree in Popular Music Technology and the focus of much of this case study - the Foundation Degree in Music Retail Management. In addition to discussing the development of both qualifications, the study will also report upon factors such as the impact of cultural similarities/differences of the education/industry divide, the potentials for implementing Work Based Learning in the music retail sector and practicalities of offering Accreditation for Prior Learning (APL).

The growth of Foundation Degree qualifications in the UK (HEFCE, 2007) has lead to a more active view of employer engagement with Higher Education. Many full time Foundation Degree students are now taking up work placements with employers as part of their study. As a result, a three-way conversation between learners, employers and tutors needs to take place on an ongoing basis throughout placements. An online environment utilising blogs, e-portfolio and online work-based contracts can facilitate this ‘conversation’. Employers can be further supported through provision of online materials to support the process of mentor training. This paper reports on an HE Academy, ICS funded mini-project to create such an environment at Hull College for students on the Foundation Degree course in Software Design and Development. The project is still underway, and is in the middle of its year-long span. The environment has been chosen, developed and tested. The next phase will be to use the system ...