embedding employability: learning for workforce development
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Embedding employability: learning for workforce development. Peter Knight and Mantz Yorke Enhancing student employability: enhancing workforce development conference Birmingham, 27-28 January 2005. Overview. Employability. Implications for the first degree. - PowerPoint PPT PresentationTRANSCRIPT
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Embedding employability: learning for workforce development
Peter Knight and Mantz Yorke
Enhancing student employability: enhancing workforce development
conference
Birmingham, 27-28 January 2005
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Overview
Employability.
Implications for the first degree.
‘Employment is temporary, employability can be endlessly renewed.’ Examples include:
Mid-level qualifications, incl. foundation degrees.
Taught master’s degrees.
Professional doctorates.
Cross-cutting themes.
Part-time students.
The quality of non-formal learning.
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Employability.
Implications for the first degree.
‘Employment is temporary, employability can be endlessly renewed.’ Examples include:
Mid-level qualifications, incl. foundation degrees.
Taught master’s degrees.
Professional doctorates.
Cross-cutting themes.
Part-time students.
The quality of non-formal learning.
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The ESECT view of employability
A set of achievements, understandings and personal attributes that make individuals more likely to gain employment and be successful in their chosen occupations.
Consistent with thinking in other countries — Hong Kong (Ed Ko), Australia (Simon Barrie), Canada (Alan Wright), USA (Marcia Mentkowski).
Likely to be adopted by the European Commission.
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Embedding employability in the first degree
Main focus of ESECT work.
Embed employability in bachelor’s degree by evidence-informed design of:
Curriculum content.
Learning, teaching and assessment approaches.
The learning environment as a whole.
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USEM
Good learning and the enhancement of employability involve attending to students’:
Understanding of subject matter
Skilful practices
Efficacy beliefs
Metacognition
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Co-curricular responses
Co-curriculum
All those arrangements made outside the ‘regular’ curriculum for the educational enrichment of the undergraduate years
Equity issues
Employability for all – single parents, those already in work, historians, minority groups.
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Employability as a curriculum issue
Employability lies less in curriculum content than in curriculum processes.
An entitlement approach to learning, teaching and assessment.
A programme-focused approach to employability, learning, teaching and assessment.
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Employability Experience Questionnaire
A tool to help in curriculum design and evaluation Pilot 1 complete; 1417 responses; suggests 5 factors
Academic confidence (Un)certainty regarding personal capability Confidence regarding employment Influence of work-experience on academic studies Personal autonomy
Pilot 2 to run during February 2005 Electronic version subsequently to HE Academy
website
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Curriculum responses
The LTSN/GC Learning and Employability series (2004). Further publications under development.
Other Higher Education academy and ESECT resources, tools and networks.
http://www.heacademy.ac.uk/Employability.htm
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Employability.
Implications for the first degree.
‘Employment is temporary, employability can be endlessly renewed.’ Examples include:
Mid-level qualifications, incl. foundation degrees.
Taught master’s degrees.
Professional doctorates.
Cross-cutting themes.
Part-time students.
The quality of non-formal learning.
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Employability: a matter of transfer and transitions?
Transfer of training.
A battle.
Situatedness of practice.
Tacit knowledge.
Making transitions.
Performance (and confidence?) dips.
Applied metacognition?
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Looking beyond the undergraduate years
Schooling
Further Education or Community College
Undergraduate years
Foundation degrees
Taught master’s
Work-based training
Professional doctorate
Non-formal learning
Part-time study
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Employability.
Implications for the first degree.
‘Employment is temporary, employability can be endlessly renewed.’ Examples include:
Mid-level qualifications, incl. Foundation Degrees.
Taught master’s degrees.
Professional doctorates.
Cross-cutting themes.
Part-time students.
The quality of non-formal learning.
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Mid-level qualifications
Often directly employment-relevant.
Various modes of study.
Valued particularly in continental Europe and the US.
Foundation degrees introduced into England, Wales, Northern Ireland.
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Foundation degrees
Designed in conjunction with employers to fit specific employment needs.
Strong emphasis on work-based learning, which raises issues regarding mentoring, assessment.
Notable contribution to upskilling in health, social care and education.
Some particularly successful industry/education institution partnerships.
A general, rather than a specific, foundation degree?
What will be the impact of top-up fees?
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Employability.
Implications for the first degree.
‘Employment is temporary, employability can be endlessly renewed.’ Examples include:
Mid-level qualifications, incl. foundation degrees.
Taught master’s degrees.
Professional doctorates.
Cross-cutting themes.
Part-time students.
The quality of non-formal learning.
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Master’s degrees: improving employability
Variety of master’s degrees – conversion, specialist and professional.
Professional master’s typically entail:
Reflections on practice;
Drawing on research evidence;
Drawing on research concepts;
Beginning action research.
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Master’s degrees: improving employability?
Coherence?
Are goals met?
Boyatzis and colleagues, 1995?
What about USEM?
Studies needed.
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Employability.
Implications for the first degree.
‘Employment is temporary, employability can be endlessly renewed.’ Examples include:
Mid-level qualifications, incl. foundation degrees.
Taught master’s degrees.
Professional doctorates.
Cross-cutting themes.
Part-time students.
The quality of non-formal learning.
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Professional doctorates: improving employability
Growth area, especially in Australia.
Theory-practice-enquiry interplay.
With professional focus.
Mixture of ‘taught’ courses and dissertation/thesis/ project.
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Professional doctorates: improving employability?
Dilemma:
Too ‘highfaluting’?
Bogged down in local practices?
USEM?
Studies needed.
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Employability.
Implications for the first degree.
‘Employment is temporary, employability can be endlessly renewed.’ Examples include:
Mid-level qualifications, incl. foundation degrees.
Taught master’s degrees.
Professional doctorates.
Cross-cutting themes.
Part-time students.
The quality of non-formal learning.
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Employability and part-time students
Little, B. (2005, forthcoming) Part-time Students and Employability. York: the Higher Education Academy.
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Employability.
Implications for the first degree.
‘Employment is temporary, employability can be endlessly renewed.’ Examples include:
Mid-level qualifications, incl. foundation degrees.
Taught master’s degrees.
Professional doctorates.
Cross-cutting themes.
Part-time students.
The quality of non-formal learning.
![Page 26: Embedding employability: learning for workforce development](https://reader036.vdocuments.net/reader036/viewer/2022070406/56814219550346895dae2a65/html5/thumbnails/26.jpg)
The quality of non-formal learning
Blackwell, A., Bowes, L. Harvey, L. Hesketh, A. and Knight P.T. (2001) Transforming Work Experience in Higher Education, British Educational Research Journal, 26(3), 269-286.
Bailey, T.R., Hughes, K.L. and Moore, D.T. (2004) Working Knowledge: work-based learning and education reform. London: RoutledgeFalmer.
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Other readings
Boyatzis, R.E. and associates (1995). Innovation in Professional Education. San Francisco: Jossey-Bass.
Knight, P.T. (1997) Masterclass: learning, teaching and curriculum in taught master’s degrees. London: Cassell.
Knight, P.T. and Yorke, M. (2004) Learning, Curriculum and Employability. London: Routledge/Falmer.
Yorke, M. and Knight, P.T. (2004) Embedding Employability into the Curriculum. York: the Learning and Teaching Support Network.
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More
http://www.heacademy.ac.uk/Employability.htm