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Employability
• Curriculum• Future needs• Definition of employability• Key facets• Where/how can they be developed• Who is responsible• Next Steps
subject/discipline content
sense of self;
efficacy
Skilfiul practice
knowing
doing feeling
Being
Total learning experience
-Family-Friends
-Lecturers-College culture-Media
-engagement-Culture/sub
culture
What?What’s in and what’s out
For whom?Economy; person; society;
knowledge
How?Teaching and learning
How do weknow?
Assessment; types; link to being
Doing Thinking/feeling
Knowing
EMPLOYABILITY – 21st Century Graduate• Define employability
• What knowledge, skills and attributes (qualities; dispositions, attitudes) should a graduate have
6
UCLAN
• Employability is having a set of skills, knowledge, understanding and personal attributes that make a person more likely to choose and secure occupations in which they can be satisfied and successful.’
– (Dacre Pool & Sewell, 2007)
6
Employability
• No just job getting – being employable• Capacity to function in changing world• Pro activity• Focus on self fulfilment • Focus on needs of market place
Why should we include Employability
The purpose of education
Need for resilient lifelong learners (critical thinking not just simple up-skilling)
Personal Development
Social/Civic responsibility
Ethical and environmentally responsible
Why should we include Employability
Need to manage self and careers over life span Critically aware problem solvers Global Citizens Changes in the workplace – de-layering; downsizing; Needs of employers Need for entrepreneurs Part of Strategic Plan
Future Graduates?One of the most fundamental questions in planning for the future is: what are the right skills for the graduates of 2015 and of 2030 and what mix of skills should we pursue as learning outcomes of higher education? To address the societal needs over the coming years, increased attention must be paid to
core skills such as quantitative reasoning, critical thinking, communication skills, team-working skills and the effective use of information technology. The emphasis has switched from over-specialisation towards deeper and broader disciplinary foundations, with learning objectives that explicitly seek to nurture in students the creativity, enthusiasm and skills required for continual engagement with learning. In this context, the arts, humanities and social sciences have a key role to play. The Innovation Taskforce emphasised the importance of independent thinking
and ‘the development of creative, high-skilled graduates as well as lifelong learning, mentoring and continuous professional development’. (Hunt Report, 2010)
The 21st Century Graduate
• ‘The self reliant graduate is aware of the changing world of work, takes responsibility for his or her career and personal development and is able to manage the relationship with work and learning throughout all life stages’
(The association of Graduate Recruiters: ‘Skills for Graduates in the 21st Century)
Careers Open to all Graduates
Up to 70% of graduate vacancies in both Ireland and the UK do not ask for specific degree subjects
Employers look for:• A degree• Transferable skills• Work Experience
Retail Management AccountancyMarketing Public Relations PersonnelJournalism Banking Civil Service
Success depends on:
Combination of:
• Choice of subject • Type of course (vocational vs non vocational)• Choice of HEI• Skills and qualities• Work Experience• Class of degree
View of IBEC
• We need to identify a set of achievements, understanding and personal attributes that help students reach their potential, meet corporate expectations and support values of citizenship.
Tony Donohue – IBEC (conference entitled-Inventing the University: Creating a New Vision in Dublin City University - June 2010)
“Employers were less satisfied with graduate’s ‘ability to work autonomously’ expecting them to be better able to work on their own initiative, manage their time effectively and be responsible for themselves and their tasks.
Attitudinal skills and an approach to work that suggests enthusiasm and willingness to learn and develop were also highlighted as areas for improvement.
The survey suggests that employers are now expecting higher education institutions to embed generic or employability skills more fully into their curricula.
IBEC – Education and skills report – November 2010
Carl Gilleard, CEO of AGR says:" …… nearly half of recruiters expect to face
difficulties in fulfilling recruitment objectives – with the largest factor being a lack of applicants with the right skills. Employers are likely to be looking to graduates who can demonstrate softer skills such as team-working, cultural awareness, leadership and communication skills, as well as academic achievement."
Forfas Expert Skills Group
– Specialist/technical skills, with breadth of understanding of others areas – interdisciplinary understanding & ability to work with other disciplines
– People-related skills - communication, interpersonal, team working, customer-service skills
– Conceptual & organisational skills - collecting & organising information, problem-solving, planning & organising, learning-to-learn skills, innovation & creativity, systems thinking
– Prepared for Continuing Learning – will have many jobs during working career, may change careers, may occupy a role that doesn’t exist now
– Knowledgeable about the significance of Regulation, Governance & business ethics
– Flexible, good attitude & aware of workplace expectations
– Knowledge of world of work – key element of this is undergrad & post-grad work placement – ideally 6 months
Graduate Careers Ireland - New Times, New Challenges, New Thinking: HE Guidance – 2010 & Beyond 19 May 2010 - Una Halligan, ChairpersonExpert Group on Future Skills Needs
teamwork
Comm Skills
Ethical
Enterprise
ReflectiveProfessional
Self reliant &Resilient
Leadership
Manage Self +
Others -EQ
IT literacy
Creativity
Problemsolving
Criticalthinking
Empoutcomes
EmployabilityOutcomes
CulturalSensitivity
Willingness to
learn
Resilient
confidentAdaptable/
Flexible
Decisive
Lifelonglearning
Achievementorientation
Initiative
AAttributes
Attitudes
Qualities
InformalCurriculum
Societies
CareersStudentUnion
Work Experience
Volunteering
Curriculum
Employability
SchoolEmp policy
Teaching &Learning
Practice &Resources
Expert skillsGroup – futureSkills needs
Employerinput
CourseReview
EmbedEmp’y
outcomes
Career Learning
Courseteams
Curriculum
25
Criticality and will to learn• “Higher Education: A Critical Business” Open University Press / SRHE 1997 by Ron
Barnett• Critical persons are more than just critical thinkers. They are able critically to engage
with the world and with themselves as well as with knowledge” (1997, p1)
• students encouraged to critique ways of knowing and acting in the world rather than just focusing more narrowly on skills and what works
– requires exposure to multiple discourses - intellectual, experiential and practical– exposure to wider understandings and questionings, and potential impact of
their intellectual field– willingness of students to see world from other perspectives, willingness to risk
critique
• levels and domains of criticality– skills questioning to awareness of standards of reasoning within the discipline to
a wider ability to critique by introducing new perspectives– knowledge (critical reason) to self (critical reflection) and world (critical action)
Critical reflective learning• Underpins development of skills, attitudes and attributes• Capacity to
“self assess, to be able to decide what is good quality work, and be confident when they have achieved it”
How – Make skills and knowledge outcomes explicit– Explicitly assess (formatively and summatively the full range of
abilities – not just knowledge)– Clear assessement critieria and give feedback against criteria– New forms of teaching and learning
Harvey L, n.d. New realities: the relationship between Higher Education and Employment,accessed 12 March 2011, www.qualityresearchinternational.com/ese/relatedpubs/New%20Realities.pdf
Reflective competency
• A skill which can be learned and applied life wide
• Reflection on performance – can lead to better performance in a skill set– help develop ability to transfer skills across
context– Relates skills to experience
Reflection
• Reflection is focused thought, focusing on theways in which you respond to, understand,develop and apply your learning in new situations
• Reflection is a way of learning from your directexperiences, rather than from the second-handexperiences of others
• This is known as ‘experiential learning’ – realactivity with real consequences
What’s important & what I like
Values and Interests
Personality
Skill
s & k
now
ledg
e
What suits me
What I can do and know
Your career motivation
Will you do the job ?Values and Interests
Personality
Skill
s
Will you fit the industry/company culture?
Can you do the job?
Company requirements
Will you do the job ?Values and Interests
Personality
Aptit
ude
Will you fit the industry/company culture?
Can you do the job?
Will you do the job ?Attitude
Attitude
Skill
s
Will you fit the industry/company culture?
Can you do the job?
Will you do the job ?Attitude
Attitude
Aptit
ude
Will you fit the industry/company culture?
Can you do the job?
The Will
Attributes & Attitude
Aptit
ude
Disposition towards
The Capacity
Tomorrow’s graduate
Attributes & Attitude
Resources
• Excellent Audit tools for courses; work placements; employability www.bioscience.heacademy.ac.uk/resources/audit.aspx