Accrediting high-school students’ part-time work to support effective transitions to, through and beyond university

Carl Evans*, Mark Richardson

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

<jats:p> Models of accrediting work-based learning are now commonplace in universities. The purpose of this viewpoint article is to highlight an opportunity for universities not only to accredit students’ part-time work against the degree award but also to extend the process into schools by accrediting the part-time work undertaken by year 12 and 13 students against their future degree studies. The operations and benefit of adopting such an approach from the perspective of all stakeholders are discussed. Accrediting year 12 and 13 students, and giving appropriate unit credit against the subsequent degree studies, provides universities with enhanced relationships and potential student buy-in and thereby may increase recruitment. It also brings the employability agenda to the forefront and aids students’ transition to university. The approach described here offers universities an opportunity to develop relationships with schools and colleges and to encourage buy-in for students to progress to degree programmes. While students’ part-time work activities have received much academic scrutiny, the suggestion to accredit pre-university students’ work experience to gain accreditation for future degree studies offers a distinct proposition for universities. There are also a number of challenges to be addressed if it is to work effectively, and these too are outlined. </jats:p>
Original languageEnglish
Pages (from-to)3-8
Number of pages0
JournalIndustry and Higher Education
Volume32
Issue number1
Early online date17 Jan 2018
DOIs
Publication statusPublished - Feb 2018

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