Glossary
Bachelor of Applied Management (BAppMgt or informally BAM): in this document this refers to the BAppMgt delivered via Capable NZ’s independent learning pathway.
Capability: describes the ability to apply and develop skills in complex and changing circumstances (ie more than mere possession of these skills).
Capability Framework: a structure for a set of interrelated competencies and capabilities. See section 1.5.2.
Capable NZ: Otago Polytechnic’s school of professional practice. See section 1.4.1.
Curated experience: an opportunity to experience, and learn in an instance of work practice, often at a site of work practice. These experiences are managed and/or negotiated as part of the learning journey – hence “curated”. They are and purposeful experiential learning activities in which the learning occurs through the experience, and are encompassing of experiences which are other than work or organisational placement experiences (also note the definitions of work, work-practice and work-placement).
Doctor of Professional Practice (D.Prof.Prac, or informally DPP).
Emergent professional framework of practice: This is the articulation of the learner’s professional identity, comprising the intended area of practice, beliefs and theories that underpin that practice, the strengths which the learner brings to their practice, and the development pathway which the learner proposes to follow.
Exit strategy: An articulation of the end game of each learner's negotiated learning agreement. It contains their emergent professional framework of practice, their evidence portfolio, professional network, and career destination. It is expected to evolve over time. This forms the basis of regular reviews and from which their personal learning plan will be derived.
Facilitator: In Capable undergraduate programmes, the Facilitator is a teacher, somewhat analogous to a “lecturer” ie the academic responsible for (at least a portion of) the learning journey. The term facilitator is preferred in work-based learning as it reflects the collaborative and supportive nature of the role over the transmission of knowledge. The facilitator guides the learner through their learning process.
Independent Learning Pathway: an intensely learner-centred and highly reflective process of new learning that forms the basis for Capable NZ’s programmes.
Leadership for Change Projects (LfCP): Substantial project work aligned with the learner’s framework of practice. Both individual and group projects.
Learner capability framework: Otago Polytechnic’s Learner Capability Framework: We have stated that all Otago Polytechnic graduates are personally effective, future focused and able to practise sustainably. We have further defined “being capable” to mean that our graduates are work-ready. The Capability Framework sets out the characteristics and key behavioural indicators for each of the three inter-related dimensions we have identified as comprising capability; that is: personally effective, future focused and able to practise sustainably. See section 4.6.
Masters of Professional Practice (M.Prof.Prac, or informally MPP).
Mentor: In Capable NZ’s post graduate programmes, the “academic mentor” is an analogous role to that of “supervisor” ie the academic responsible for (at least a portion of) the learning journey. The term mentor is preferred in work-based learning as it reflects the collaborative and supportive nature of the role over the directive. The mentor typically guides the learner from a discipline and methodological perspective.
Meta-capability: Knowing what competencies and capabilities are important for each learner's emergent professional framework of practice.
Post-disciplinary: As a post-discipline qualification, the focus of the degree is on the professional practice rather than on the subject matter of a predefined discipline. Note on disciplinarity: each learner’s emergent framework of practice is, in effect, defining their “discipline”. The experiences of the degree are based on the encouragement of holistic multi- and trans-disciplinary thinking, and the approach of professional practice is post-disciplinary.
Targeted learning: individualised opportunities for learning specific competencies and capabilities. These might learnt via any means including self-directed learning, online resources, projects or through otherwise scheduled classes (eg courses from BAppMgt).
Work: Activity undertaken to achieve a result, occupation, not necessarily a paid employment relationship.
Work practice: The practices of work.
Workplace: Site of professional practice. All professional practice requires a “workplace”, but this workplace is not necessarily a paid employment relationship. We include communities, communities of practice and volunteer organisations amongst all other forms of sites of professional practice.