This paper outlines a case study relating to a developmental process between a higher educational establishment and a professional body, with the aim of providing professional body members with vocationally related credit bearing Continuing Professional Development (CPD). It is understood that an important aspect of any professional person's development is CPD; it enables the vital issue of being a 'Reflective Practitioner' to be addressed and thus gain an improvement in professional performance. However, many professionals within the Construction Sector engage in CPD but do not possess a degree. Their professional development/progress in many cases is linked to having a formal academic qualification: "The awards of professional bodies are not easily transferable into the academic environment despite their very real vigour in assessment and professional vigour. The government now appears to be in the process of rectifying this in its consultation document, Recognising Achievement in the Twenty-First Century." (Hollerton, 2005, p.49) This paper describes how a joint venture between a professional body and a UK university resulted in the validation of a BSc (Hons) degree built upon CPD activities and making full use of 'Work-based Learning'. The paper provides a useful model for future professional body developments linked to CPD activities supported by Higher Educational Institutions and thus addresses the issues noted by Hollerton (2005).
|Publication status||Published - 2006|