This paper seeks to examine extent and rationale of Malawian and South African campaigns incorporating America –style practices and becoming Americanised. Specifically the paper explores existence of evidence supporting the notion of Americanisation in both Malawian and South African politics. Using a mixed methods approach, semi structured interviews, focus group discussions and content analysis were conducted. Results show evidence of Americanisation and increased use of marketing and campaign professionals in both Malawi and South Africa, due to democratisation, development of the media and changes in the social-economic factors. Practical implications of these findings and ideas for further research are presented.

This chapter explores students’ reflections of their experiential learning whilst enrolled on an HE work based learning (WBL) international internship programme jointly developed by the University of Chester and the Mountbatten Institute. The chapter commences with some background to help set in context why these two organisations came together to form this unique inter-organisational partnership involving the partner delivering and assessing, and the HEI accrediting the programme. Then using data gained from student evaluations together with quotes obtained from students’ reflective learning logs, submitted as part of their final project at the end of the taught element of the programme, the chapter explores students’ perceptions of what they perceive they have gained from this experience which they can take forward into their future careers. As such it provides a unique insight into the nature and value of this international learning experience.

This Foundation Degree development involved assembling a consortium of Higher Education Institutions who could work together to develop bespoke a Foundation Degrees (Arts) in Business, and in Leadership and Management, to be offered as an elective learning opportunity to personnel within the Royal Air Force. As a development it clearly predates the Leitch Report, but nevertheless addresses many of the key issues raised and provides a context for discussion about how the university sector can work with large employers. This paper argues that the success of the consortium is founded in the shared vision of co-operative, rather than competitive working, the leadership of the RAF and their close involvement in all aspects of the consortium, together with the involvement of quality and finance managers from each HEI. In many respects it is a unique intervention by the HE sector in the field of FD provision and joint-working with clients.

This report discusses the development of a work based learning framework at the University of Chester and identifies its key features, particulary in relation to employer engagagement.

In this chapter readers will learn: ► What the Recognition of Prior Learning (RPL) is; ► How to use the Accreditation of Prior Learning (APL) process to make a claim for academic credit; ► How to include any certificated and experiential learning in an APL claim; ► How to scope out strengths and expertise as ‘Areas of Learning’ you can claim for; ► How to make and submit an APL claim with appropriate supporting evidence.

This paper seeks to examine extent and rationale of Malawian and South African campaigns incorporating America –style practices and becoming Americanised. Specifically the paper explores existence of evidence supporting the notion of Americanisation in both Malawian and South African politics. Using a mixed methods approach, semi structured interviews, focus group discussions and content analysis were conducted. Results show evidence of Americanisation and increased use of marketing and campaign professionals in both Malawi and South Africa, due to democratisation, development of the media and changes in the social-economic factors. Practical implications of these findings and ideas for further research are presented.

The paper is a case study of how risk assessment principles are used to quality assure delivery of higher education programmes by third parties. A three level system of Quality Assurance is described- external, university level and tutor level. In contrast to some who view QA as a constraint on traditional academic autonomy, the validity of each layer is recognised as performing an essential function but that quality has no meaning unless it is embedded in day to day academic culture and practice.

This book chapter discusses what APL (accreditation of prior learning) is, how it works, and how to make a claim for APL.

A paper which examines the professionalisation of political campaigns in Southern Africa, using comparative methodology to examine the cases of Malawi and South Africa, selecting prominent political organisations in each.

Purpose: In 2014, the UK government introduced a new form of apprenticeship, the Degree Apprenticeship, which extends across all undergraduate degree and Master’s degree levels, maps to professional standards, and which is now embedded within governmental levies of large businesses. The purpose of this paper is to share early experiences of developing these Degree Apprenticeships, and consider the processes deployed to achieve it. Design/methodology/approach: This paper combines desk research with reflections on the experience of developing the new Degree Apprenticeships within Higher Education Institutes (HEI) and considers the implications of this upon current and emerging HEI practice and research. Findings: There were a number of key resources which facilitated the approval of the Degree Apprenticeship, and these included a pre-existing, flexible work based learning framework, the associated mechanisms of accreditation, existing professional networks, and a professionally oriented interface between the university, employer and professional body. Research limitations/implications: As the context is currently at the early stages of implementation, and the policy context is rapidly changing in the context of Brexit, so too will the related scholarship. This means factors others than those highlighted within this paper may emerge over the coming year or two. Practical implications: There are a number of practical implications for the development of Degree Apprenticeships from this research that are reflected in the findings, and include the development of flexible and collaborative processes, resources, and networks. Originality/value: This paper is one of the first published accounts of the development of a Degree Apprenticeship within the context of the new policy context in the UK.