Course length: Flexible: 1 to 3 years depending on experience.

Course start: January 2013

The £26 billion private recruitment industry is one of the UK's fastest-growing sectors. Critical to the success of the industry is the development of its people. Since 2004 Middlesex University Business School and the Recruitment and Employment Confederation (REC) have exclusively offered the Foundation Degree (FdA) and subsequent BA HonoursRecruitment Practice degree. 

The Middlesex Recruitment Practice course provides a flexible, learner centred approach to learning for professionals in the recruitment industry wishing to achieve an academic qualification to meet personal and professional development.  The course is designed in collaboration with REC to support professional practice and development of recruiters.  Holders of the Diploma in Recruitment Practice are awarded 120 credits towards the University degree programme.

The programme is designed with the busy professionals in mind.  Through a work based approach, modules can be planned and achieved to suit individual requirements.  There are 4 taught sessions, access to e-learning material and resources and tutorial support.  Learning resources offered through Middlesex is  is very good and needs to be emphasised.

The taught sessions are delivered in workshop style using ‘action learning’ as a tool to engage students to identity their own learning, current opportunities and future development.

The course has flexible start dates and is a distance learning course that has successfully produced graduates from across the UK, for example, Guernsey, Portsmouth, Newcastle, Monmouth and Aberdeenshire. On the course you will be provided with one-day workshops, module materials and web based resources.

FAQs

What is the Middlesex University Work-Based Learning Framework?

The framework seeks to provide a flexible, student-centred approach to learning for those in employment wishing to advance their qualifications and career.  The framework recognises your prior achievements and provides opportunities for further targeted learning.  The programme aims to:

• Provide a learner-centred curriculum;
• Provide opportunities for you and your employer to devise coherent programmes on issues that are relevant to your professional development;
• Offer undergraduate/postgraduate study that recognises and accredits your learning achieved through your professional experience;
• Contribute to the achievement of the University’s corporate objectives by widening access and building partnerships with employers and organisations through accredited learning;

• Develop your learning management and analytical skills. 

Is this a distance learning programme?

Although the framework can be taken at a distance from the Hendon campus, it is not considered a distance learning programme in the conventional sense, but rather an open learning programme.  Open learning programmes are intended to provide greater flexibility of study in terms of pace, place, time of study and support throughout your studies.

Are there certain kinds of individuals ‘right’ for this programme?

The programme is targeted at individuals with employment experience.  Some may wish to develop themselves professionally but find that the opportunities for conventional study are not congruent with the realities of professional practice.  Others may be working in a combination of ‘employments’ as freelance consultants, trainers, working on commission and therefore unable to attend a traditional programme.  The framework has been designed to be responsive to your needs and aspirations and wherever possible, those of your employer.  It is for such individuals and organisations that this programme is intended.

What makes this programme special?

You will be able to claim academic credits for prior certificated learning as well as for prior and current professional experience.  You will also plan and undertake a series of ‘negotiated’ projects focussed on areas of professional development that you yourself have identified in close discussion with your employer and academic adviser.  Many participants of work-based learning programmes have remarked that going through the programme has been a life-changing experience because it has enabled them to thoroughly analyse their professional experience and set long term career goals for themselves.

How is work-based-learning different from classroom learning and how much support will I have going through the programme?

Unlike traditional classroom learning, the programme uses work-based learning principles which emphasise the following:

• Academic recognition of new learning based on a reflection on past achievement and learning;
• Development of improved planning skills and knowledge of your chosen subject and research principles;

• Completion of a series of projects that relates directly to your professional context and is designed to enhance your personal, professional and career development.

The majority of work within the programme will include a high proportion of self-directed learning supported by materials and academic advice.  As professionals in your field, you are expected to bring your professional experience to the forefront of your studies.  The academic advisers on the programme have been specifically recruited for their knowledge and understanding of the professional development process and their expertise in the field of your chosen subject. 

How do I plan my programme?

You will be guided through this in the Programme and Project Planning module.

How will my progress be monitored?

You will have regular individual and group tutorials with your academic adviser to discuss your work and progress.  Tutorials may be in the form of a visit by you to the University or by your academic adviser to your place of work.  Contact between tutorials is expected through written correspondence, email, and telephone.

Will I have the chance to discuss my studies with other participants on the programme?

The programme is supported by action learning sets where groups of participants are put together to share their experiences and support each other.  Where possible, clusters of participants are brought together face-to-face or through on-line support environments.

When does assessment occur?

Each academic year consists of two assessment periods: one in early January and one in mid May.  Each is followed by a period in which official assessment of your work is undertaken. 

What are assessors looking for in a work-based learning project?

Projects involve focussed activities in the professional situation which are based on theoretical underpinning and demonstrate a range of practical and intellectual capabilities.  Hence a work-based project leads to a product, i.e. a useful outcome related to your work context supported by theoretical concepts and ideas.  A work-based project may concern, for example, practical ways to improve organisational systems, procedures, processes or practices that draw upon and demonstrate your abilities as a work-based learner.

Some of the main features of a work-based project include:

• something that is recognised as worthwhile and of value to a particular audience.  It may yield a product for managers, which in some way enables them to do something in a better way than it had been done before.  Thus the starting point for planning the theme of a project is often a sense that there is room for improvement in the work environment within a specified area of your own authority and autonomy;
• a pragmatic justification of its intended outcomes: why a particular approach has been used and not another, methodological understanding and a coherent train of thought;
• analysis and synthesis which explores what is being generated in a work-based situation using empirical and theoretical knowledge as its source;
• demonstration of a range of practical and intellectual abilities;

• attracting attention through its readability through a flowing, coherent style.

How is the oral presentation assessed?

The oral presentation takes place at the end of the programme and should identify and clarify the central themes, approaches and outcomes of your major work-based project.  It may be undertaken face-to-face on or off campus or by video or telephone conference.

Where can I get further information on the University’s assessment policies?

Please read the section entitled ‘Assessment Procedures and Regulations’ un the University Guide and Regulations.

How do I get my results of modules which I have completed?

Your results are available on MISIS after the assessment process is completed.  For semester 1, the assessment period is January with results being available in February.  For semester 2 which ends in May, results are available in July.  Your results and credit statement will also be sent to you.

What happens when I become a finalist?

Results will be published on MISIS and also sent to your contact address.  You cannot receive your results by telephone or email.

The award ceremony takes place once a year, usually at the beginning of July in the Hendon Campus.  Presentations are made by the Chancellor and Vice-Chancellor of the University.  You tutors will attend the ceremony.  You can invite guests to the ceremony and the reception which follows.