Abstract:

Vocational education draws heavily on the dual identity of delivering staff as both teachers, and industry members. Staff involved in vocational education delivery are often required to bring into the learning environment not only a pedagogy appropriate for their context, but also a significant body of knowledge, and up to date industry practice, in relation to the content they are addressing. In some instances, particularly where the content is relatively niche, attracting delivery staff who can fulfil both roles to the required level can prove a challenge. Rather than focusing on the idea that an individual can bring the full set of skills required to a well-rounded delivery, an alternative approach is the assembly of a delivery team. This team then becomes a “rope of many strands”, which, when woven together correctly can improve the experiences and outcomes of learners, enhance relationship between vocational education providers and industry, and improve the responsiveness and sustainability of delivery on any given course. Additionally, the presence of both highly effective educators and leading industry professionals in the learning environment enables genuine work-integrated learning to occur from the outset of delivery.

This paper focuses on the ways in which a well assembled delivery team can support key outcomes of vocational education programmes by using the delivery of two Asset Management courses as a case study. The courses are delivered as part of the apprenticeship model of delivery for the Bachelor of Engineering Technology through Te Pūkenga (Otago) in New Zealand. The teaching team, which is active across the two papers comprises of a key lecturer from the provider, primary subject matter expert, and approximately 30 other industry members who act as guest subject matter experts for specific topics each week. The courses are delivered in a highly interactive learning environment to a national cohort of learners.

This paper will provide an overview of the model used, including; the makeup, roles, and management of the teaching team, as well as teaching environment. Using feedback from members of the teaching team, learners, and industry representatives, discussion will highlight the ways in which the teaching model draws on a range of pedagogical theory and meets the needs of a variety of stakeholders. Furthermore, the paper will layout recommendations for the effective assembly and sustainable management of teaching teams to ensure a successful weaving together of a strong “rope of many strands”.

Keywords:

Industry, SME, Engineering, Infrastructure, Asset Management, Collaborative, Vocational, Workbased, Apprenticeship, Integration, Authentic, Tangible Outputs.