digital and technology solutions degree apprenticeship · apply the main structuring features of...
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Digital and Technology SolutionsDegree Apprenticeship
Introducing
Dr Robin JohnsonProgramme Director
Liz Gorb Director of Apprenticeships
Agenda
Introduction Programme structure Confidentiality Break Reviews and Onefile e-portfolio The Apprenticeship Standard Student support and safeguarding Feedback from apprentices – Hopes and
Fears Networking lunch
Manchester Met is large, popular and diverse
We are one of the largest, most popular and diverse universities in the UK with 37,000 students.
Degree Apprenticeships align closely with our overall University Strategy
Collaborating with businesses to boost the local economy
Widening access to higher education
A clear commitment to developing work-ready graduates
All Saints Park
Investment in state-of-the-art facilities
A fully-integrated degree, involving both academic learning, professional development and work-based training
Co-created by leading tech employers and universities
Designed to increase the flow of skills into the tech industry and meet the skills gap in IT
Business focused projects and assessments
What is a Degree Apprenticeship?
Apprenticeship
Work-based learning
Honours Degree
Progress Reviews
End Assessment
Manchester Met and the BBC
Development of employer partnerships Recruitment of apprentices Funding, finance, contracts and administration Marketing, promotion and PR Events management Updates, Employer Advisory Boards Employer relations Strategic leadership Development of new programmes
Apprenticeship Unit
University was one of the first universities to start delivery in September 2015.
Now more than 250 apprentices on the programme.
No pressure, but each year’s group average has been over 70% (1st Class)
And 59 of 60 students progressed onto year 2 Two apprentices were recognised at national
awards. Well above average enrolment of women
onto a computing-based programme 26% for 2017/18
Digital & Technology SolutionsNADIA JOHNSON, THALES
JAMES WALKER, BARCLAYS
4 years Full-time employment Up to 33 days a year at University
Fully-accredited degree BSc (Hons) Digital & Technology Solutions Final award will recognise their chosen
pathway Core, specialist and elective units
Assessment Two assessments per unit Tailored to the workplace where
possible
Programme structure
Introduction to Business Systems Introduction to Programming Introduction to Web Development Computing Fundamentals
Core units Technology Management Synoptic Project Portfolio Elective
IT ConsultantApplied Web Design & DevelopmentCustomer Lifecycle ManagementBusiness Intelligence & Strategy
Software EngineerAdvanced ProgrammingComputer Networks and Operating SystemsEnterprise Programming
Cyber Security AnalystComputer Security FundamentalsComputer Networks and Operating SystemsSecurity Auditing and Incident Response
Data AnalystStatistics and VisualisationAdvanced DatabasesData Analytics
The unit introduces the role of information systems in organisations, giving students the opportunity to analyse organisational requirements and develop suitable information system solutions.
Term OneInformation SystemsReport Writing, Critical ThinkingBusiness StrategyKnowledge ManagementEnterprise Systems & Cloud Computing
Term TwoDatabasesProject ManagementSystems Development & MethodologiesBig DataEthics and Privacy
Introduction to Business Systems
OLIVER KAYAS
Introduction to Business Systems
At the end of this unit, apprentices will be able to:
Explain the role of information systems in organisations Analyse the information systems requirements of an organisation Apply the techniques of systems analysis and design to develop an information system Use software tools to develop and implement an information system (Access)
Assessment 1: Analyse an information system (ideally in your organisation) and make recommendations to improve it.
Assessment 2: In a group analyse a business problem and implement a solution using MS Access.
This unit introduces computer programming in a high level programming language, such as Java and includes principles and practice in problem solving, program design, solution implementation and testing.
Term OneIntroduction to ProgrammingIterationMethodsArraysFiles – input and output
Term TwoClassesObjectsTestingExceptionsCollections
Introduction to Programming
RAHEEL NAWAZ
At the end of this unit, apprentices will be able to:
Apply the main structuring features of the chosen high level programming language(s) to solve a variety of problems
Design well-structured solutions to a problems of varying complexity using appropriate methods Test well-structured solutions to a variety of problems using the appropriate techniques and a
high-level programming language Apply object oriented design to model a variety of real world (type) problems Make use of abstraction to understand the complex interactions between the CPU and a high
level programming language.
Introduction to Programming
Assessment 1: Portfolio consisting of: 2 in-class quizzes and completion of lab exercises.
Assessment 2: Design, implement, test and document a simple text processing program in Java.
This unit establishes the theory and practice of constructing semantic web pages with a focus on industry standards and best practice, building web pages using HTML, & CSS, JavaScript and JavaScript-related technologies.
Term OneHTMLIntroduction to CSSGraphics, typography & layoutAccessibility
Term TwoCSS LayoutDevelopment ToolsJavaScript Programming
Introduction to Web Development
DERREN WILSON
At the end of this unit, apprentices will be able to:
Write semantic web pages that are standards compliant and conform to best practice
Utilise industry-standard development tools for HTML, CSS, and multimedia content Describe the key concepts underlying web programming languages and JavaScript in
particular Write and modify scripts to achieve different tasks associated with web data
handling and styling
Introduction to Web Development
Assessment 1: In-Class test on HTML, CSS and web design. Assessment 2: Using a provided template, develop a simple
web site that is responsive, accessible and useable.
2 assessments per unit (except projects)
All assessments state the learning outcomes being assessed.
Assessments designed to relate to workplace where possible
If apprentice is undertaking work that satisfies these outcomes then it can be used to replace that standard assessment
Mentor/Line Manager makes request to unit leader
Assessments
We take confidentiality very seriously. We can implement three levels of protection: Standard declaration form that
student puts on the front of assessment
NDA Assessed work never leaves
organisation
Confidentiality in assessments
Short task…
Managers’ role Fortnightly one-to-ones Support Apprentices to access
expertise within the organisation Encourage them to network Be conscious of their deadlines
Read assignments before submission and check that it does not breach your confidentiality policy
Attend quarterly reviews between your Apprentice and their Employer Liaison Tutor
Re-enforce University attendance policy
An apprentice’s experience
Face to face: Apprentice, Line Manager, Employer Liaison Tutor
In the work place Once per term Approximately one hour Line manager is required to be present for the
last half hour, welcome for the whole hour You do not have to wait until the next
scheduled meeting if you have any issues or concerns
Reviews
Formal method of documenting student progress both in work and academically
Identifying any support needs Target setting Opportunity to tailor 3 way dialogue
Reviews – Why we do them?
Work environment Health and Safety Equality and diversity Prevent / safeguarding
E-Portfolio Skills and knowledge University progress
Introduction to Programming
Introduction to Web Development
Introduction to Business Systems
Work progress (Employer) Objectives Attendance
Reviews – What they contain
Introduction to OneFile
Apprentice
Line Manager
Employer Liaison Tutor
• ePortfolio• Reviews• Attendance
“Behavioural Skills”
www.gov.uk/government/publications/apprenticeship-standard-digital-technology-solutions-professional
Digital & Technology Solutions: The Standard
Core Skills and Core Technical Knowledge
Derived from formal & applied learning and assessment.
Professional, interpersonal and business skills andAttributes and behaviours
Derived from reflection on activities (including assessments, CPD and other opportunities)
Professional, interpersonal and business skills Attributes and behaviours Fluent in written communications and able to articulate complex issues. Makes concise, engaging and well-structured presentations, arguments and
explanations. Able to deal with different, competing interests within and outside the
organisation with excellent negotiation skills. Is able to identify the preferences, motivations, strengths and limitations of other
people and apply these insights to work more effectively with and to motivate others.
Competent in active listening and in leading, influencing and persuading others. Able to give and receive feedback constructively and incorporate it into his/her
own development and life-long learning. Applies analytical and critical thinking skills to Technology Solutions development
and to systematically analyse and apply structured problem solving techniques to complex systems and situations.
Able to put forward, demonstrate value and gain commitment to a moderately complex technology-orientated solution, demonstrating understanding of business need, using open questions and summarising skills and basic negotiating skills.
Able to conduct effective research, using literature and other media, into IT and business related topics.
Have demonstrated that they have mastered basic business discipline, ethics and courtesies, demonstrating timeliness and focus when faced with distractions and the ability to complete tasks to a deadline with high quality.
Flexible attitude. Ability to perform under
pressure. A thorough approach to
work. Logical thinking and creative
approach to problem solving.
Core Behavioural Skills
Workplace, extra-curricular, university, CPD. Be proactive and become familiar with the
standard. Seek out opportunities in the workplace and elsewhere.
Employer liaison tutor: will review skills development in addition to academic progression at the workplace reviews. Opportunity to discuss your development with line manager and the University.
Skills development sessions: with the student support officer (Neil) and external development coach (Lily): communication skills, presentation skills problem solving.
Behavioural Skills Development
Classification Percentage
1st 70% and above
2:1 60%
2:2 50%
3rd 40%
Fail Below 40%
Unit levelFinal classification weightingsEither Or
4 (Note: must pass and progress all level 4 units)
5 25%
6 75% 100%
For full rules and combinations, see the UG assessment regulations: www.mmu.ac.uk/academic/casqe/regulations/assessment/docs/ug-regs.pdf
University degree classifications
One-to-one information, advice and guidance Impartial advice and guidance Help explain your options Help you think through a difficult situation Advice on university procedures (extensions, break in
studies etc.) Referral to other services and agencies (e.g. disability,
counselling, Student’s Union )
Academic and Study Skills Support Additional support on skills (academic and standard-
related) Scheduled workshops throughout the year One-to-one appointments on topics such as revision skills,
time management, academic writing, understanding feedback etc.
Neil [email protected]
[email protected] 247 6482
Appointments until 6.30pm on Mondays and
Wednesdays
Appointments also available by skype
Student Support Officer
Comprehensive advice, assessment and support service for disabled students including the production of Personal Learning Plans
Group dyslexia screenings & onward referral to Educational Psychologist Drop in Disability Advisor available 9-5pm, Mon-Fri Advisory support for staff on student-related disability issues
Employability HubBusiness School & Student HubAll Saints Campus 0161 247 3491 [email protected]
www.mmu.ac.uk/sas/studentservices/learner-development/
Disability services
Room 1.13 Business School satellite services in Geoffrey Manton and Brooks building - 0161 247 3493 [email protected]
www.mmu.ac.uk/counselling
A confidential service with the focus on personal and psychological issues Counselling with a team of professionally qualified counsellors: one to one, self-help resources, group
psychotherapy, workshops and courses including anxiety and assertiveness
Mental health support and assessment with mental health advisors Booked initial appointments, plus an open door drop-in service daily 1-2pm
Chaplaincy: main base St Peter’s House, also Catholic Chaplain at Avila House and Muslim Chaplain
Counselling, Health and Wellbeing Service
General SupportNeil Crimes, Student Support Officer:[email protected] (0161 247 6482)
Safeguarding OfficerRita Lewin, Director of Student Support [email protected] (0161 247 3492)
Prevent LeadAlexander Thorley, Deputy Registrar and Academic [email protected] (0161 247 3479)
Safeguarding
Off-the-job guidance
An apprentice’s experience
Expected pathways
How is the Course going for you?
How is the Course going for you?Positive feedback
“Everything is going good at the minute, however it's still early days so still working out uni/work/life balance and managing workloads.”
“Very positive experience all round. Can tell that the staff really want it to be successful.”
“The support from the tutors has been fantastic thus far, no complaints!”
“Enjoying the course more than I thought I would, especially programming.”
“The induction sessions were well planned and very useful.”
“Everything has been going really well, Everyone has been supportive and helpful.”
How is the Course going for you?Negative feedback
“The scheduling of the induction meant I spent a long time waiting for my next class/Lecture.”
“Being monitored too much unlike normal uni course.”
“The induction doesn't really account for mature students on the course e.g. Attending a 1 hour lecture about ethics and what we should and should not write online. Some things like that could be made optional.”
“Organisation of the induction week in terms of timetabling could be a lot better.”
How is the Course going for you?An illustration of our challenge
“I believe the induction only needed to be 3 days.”
“Although the level of teaching is excellent, the subjects are very basic and i have a good knowledge of them already.”
“The only improvement I could make is to have a longer Java boot camp. We were given three days, and this was very beneficial and I and others learnt a lot, but I feel like if the boot camp was perhaps 4-5 days, then it would help in getting everyone comfortable with Java.”
Contrasted with
Hopes for the course
“I hope to gain skills that will open up a number of doors within my organisation.”
“To succeed and learn more to excel my career.”
“Become a successful software developer.”
“I'd like to be able to get involved in the "Uni Lifestyle" some more as well as working toward the degree to increase my life experiences.”
“To complete the course with a high grade.”
“To achieve a first overall.”
“To the achieve the highest possible result in my degree.”
“The experience I need as well as a degree.”
“I mainly hope to learn and also enjoy the programme.”
Fears for the course
“Not being able to understand the course content as it increases in difficulty.”
“Being able to manage working life as well as university studies.”
“Not being up to the standards expected by my employer.”
“Not achieving to the best of my ability.”
“Not being able to understand the content, specifically programming-wise.”
“It may become overwhelming to balance the job and the university work.”
“Workload and falling behind. I would really like to push myself without being at detriment to my mental health.”
Questions