Re-designing Work-Related Learning: A Management Studies Placement ModuleGill Frigerio, Richard Mendez & Phil McCash

A presentation by Gill Frigerio & Richard Mendez  

We will cover…We will cover…• An introduction to this collaboration and publication

• The module: overarching learning outcomes, structure, key concepts and assessment

• Our hopes for dissemination and usage

ContextContext• Benefits of integrated and embedded approach to employability

“ On the whole, an integration....is likely to be more successful than separate, bolt-on, curriculum components devoted to employability ” (Yorke, 2006, p14)

• Career Studies movement (McCash, 2007) and generic module published (McCash, 2011)

• Development of the work-related learning practitioner (Frigerio, 2011)

Module learning outcomesModule learning outcomes

• Identify a range of key concepts related to: learning at work; power at work; leadership and management; management identity; critical thinking and writing skills;

• Describe a range of key concepts related to: presentation skills; career management; working roles; managing stories; and other topics from within the wider course;

• Critically reflect on management problems using the key concepts;

Module learning outcomesModule learning outcomes

• Critically evaluate and interpret the key concepts discussed;

• Consider responses to the critical reflection, evaluation and interpretation undertaken;

• Demonstrate presentation skills suited to academic and workplace contexts.

Structure of the ModuleStructure of the Module

3rd year: Lectures & assessment

3rd year: Lectures & assessment

2nd year:Pre-module sessions

2nd year:Pre-module sessions

Module outlineModule outline

ReflectionReflection

Placement searchPlacement search

Theory application Theory application

ReflectionReflection

AssessmentAssessment

Summer placement Including reflective blogging

Summer placement Including reflective blogging

Skills developmentSkills development

ReflectionReflection

Project workProject work

Module overviewModule overview

AssessmentAssessmentFormative assessment

• Placement research project proposal with tutor before going on placement

• During and after placement, they will be required to complete a reflective blog or written diary recording their experiences

Summative assessment

• Reflective presentation (20% weighting)

• Placement research project report (80% weighting)

Sample activity: Power at WorkSample activity: Power at Work20 minutes: Exercise 2 - Exploring Made in Dagenham.

Students will have been asked to view the film before the session.

Divide the students into small groups with three different themes for discussion.

Ask groups to prepare a presentation on their theme.

Sample activity: Power at WorkSample activity: Power at WorkTheme 1: Gender, then and now. How does the portrayal of gendered work in the film differ from what you observed on your placement? Any similarities?

Theme 2: Class, then and now. How does the depiction of class-based stratification of the job market differ from what you observed on your placement? Any similarities?

Theme 3: Collective action. Did you see any evidence of collective action amongst groups of workers to change working practices in your placement?

Sample activity: Critical ThinkingSample activity: Critical Thinking20 minutes: Exercise 3 – Critical Mooting/Debate

Split the students into two groups and allocate them an anonymised student blog that discusses a placement experience.

Allocate Group 1 a position that argues the leadership style demonstrated in the blog is transactional leadership. Allocate Group 2 the position that the style is transformational leadership.

Give them 15 minutes to prepare their case and assign speakers within their group.

Sample activity: Critical ThinkingSample activity: Critical Thinking

Following standard mooting contest protocol, invite group 1 to make their opening position statement and then Group 2 to do same.

Group 1 should then present their counter argument to Group 2’sopening position statement. Following this, Group 2 should present their

counter argument to Group 1’s.

The tutor should then make a decision on which group best presented their position and why. Summarise how the two groups demonstrated critical thinking via the mooting exercise.

Dissemination and usageDissemination and usage• Launched today

• Dissemination via practitioner networks e.g. NASES, ASET, Placenet

• Designed to be considered, adapted and used by practitioners

• We hope to foster ongoing discussion and new thinking about work-related learning

DiscussionDiscussion• How could the module be adapted for other subject areas?

• For the placement aspect, what adaptations could be made for non-vocational disciplines (e.g. English) in order to make ‘hybrid’ modules viable?

• Not all subject areas or institutions will embrace embedded ‘hybrid’ modules. How could these ideas be adapted for other types of intervention?

ReferencesReferences• Frigerio, G (2011) ‘The New Employability Imperative and its Impact on Professional Identities in Higher Education Careers work’, presentation at ESRC Seminar Series Re-professionalising the Profession, University of Limerick

• McCash, P. (2007). Career Studies: new ideas for academics and careers advisers. Career Research and Development: the NICEC Journal. 17, 23-29.

• McCash, P. (2011). Designing a Generic Career Studies Module: a Practical Example. Reading: Centre for Career Management Skills

• Yorke, M. (2006) ‘Pedagogy for Employability’, Learning & Employability Series 1, Higher Education Academy

Contact Details Contact Details 

Gill Frigerio Email: G.Frigerio@warwick.ac.uk

Philip McCash Email: P.T.McCash@warwick.ac.uk

Richard Mendez  Email: rm205@le.ac.uk