Negotiated Endorsement awards


When did you first introduce the innovation?

Less than 12 months ago

Please describe the innovation you have developed

The individual Negotiated Endorsements allow students to name the endorsement to their award ensuring that it closely reflects the subject specialism which they have studied and the particular area within which they are working and will also meet the needs of stakeholders who are increasingly looking for education provision that reflects their workforce needs. Viability and flexibility ensures sustainability and viability of the curriculum and enables us as an institution to remain competitive with other education providers.

What prompted you to develop this innovation?

Within the context of reducing CPD contracts, a dynamic and uncertain future health care system, increasingly diverse CPD requirements and a competitive market, the Faculty needed to think creatively and prospectively in the development of new programmes in order that they are fit for purpose and meet the needs of the changing health and social care workforce. Consequently the programmes need to be flexible, responsive, viable and meaningful to the learner and the sector and encompass face-to-face, blended and work-based learning, accreditation of prior learning and accreditation of bespoke and in-house learning. They also need to be able to demonstrate impact in terms of improved outcomes for users of services and compete with other local and distance learning providers.

In your view, what is it about this innovation that makes it different/important?

The underpinning philosophy of these new programmes is the concept that learning must be flexible enough to meet the differing demands of students and organisations, and enable students to plan and complete their own programmes of study within a robust and manageable framework. This student-centred and work-based approach to learning is key to enabling these students, to develop the skills of lifelong learning and self-directed continuing professional development, which is a requirement of their regulatory bodies. The programme structure will facilitate the students in designing a programme of learning which will meet their personal and professional development needs as well as the needs of their teams and organisations. The first module allows students to reflect upon their career to date, consider where they are in their career, explore how they would like this to progress and how they may achieve it through undertaking a programme of specialist content and/or work-based learning. Having planned their programme the students will be guided in managing the formal requirements of negotiating approval of their named endorsement title (if they choose to apply for one) in partnership with their personal tutor and their employer, and will involve the production of a statement of intent, which will form the basis of the learning plan. This learning plan will contain clear learning outcomes for the endorsement (additional to the generic programme learning outcomes), specify what will be learned, how it will be learned within the context of the modules chosen, and how it will be verified that the outcomes have been met, both at module and award level. It will demonstrate that at least 40 credits, reflect the title of the student’s individual named endorsement. Once complete the plan will be presented to the Negotiated Endorsement Panel, which will approve the students’ proposed named endorsement.

To what extent does your innovation make use of existing approaches, resources or technologies?

The core module of the programme has always been utilised to focus the students approach and abilities to study. However, the robust linking to student centred and work based learning ensures that it remains dynamic and fit for purpose in light of any political change.

With inclusion of stakeholders, it ensures that funded studies are linked to the wider health agenda and the needs of service as well as acknowledging the importance of developing the workforce. Technologies utilised to harness work required for the endorsement include on line portfolio records, electronic submission of assignments and learning within the workplace for many of the modules.

To what degree has this innovation led to changes in education or clinical practice?

Students feel motivated and committed to work towards an award which they passionately desire and wish to attain. They also welcome the opportunity to gain subject specialist recognition in the title of their award.

Changing the ethos of the programmes to student focused has required the development of multiple work based learning focused modules within the programme allowing students to negotiate their endorsement.

The modules undertaken by students to achieve their negotiated award are now facilitator led rather than taught, recognising the expertise of the practitioners and therefore are dynamic, challenging and incite meaningful dialogue which is more rewarding for students and academics alike.

Module cancellations have been reduced as specialist module viability based on attendees historically required cancellation due to low enrolment and late changes to student studies therefore student satisfaction is increasing. Advanced workload planning for academic staff is also becoming more reliable.

What evidence do you have of the impact of the innovation?

Student evaluation of the process is still in its infancy however, the robustness of the process has been acknowledged. External Examiners have been involved in similar approaches to negotiating endorsements but not on such a widespread scale or using the same methodology.

To what degree has the innovation been disseminated in your organisation or elsewhere?

Full dissemination has occurred to the new students enrolling to the programme. Stakeholder involvement was key to validation of the programmes and they are included within the negotiation of the awards prior to Panel. Publication at conference or outside the University has not yet been undertaken as the Programme has only just completed its first academic year and therefore there are limited students who have successfully attained all of the required credits for an award.

Please provide details of any plans you have to disseminate the innovation in the future.

Dissemination is planned this academic year through publication and appropriate conference presentation.