peter knight, the open university, uk enhancing employability through pedagogic practices
TRANSCRIPT
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Peter Knight, The Open University, UK
Enhancing employability through pedagogic practices
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Bologna
See handout #1 for summary.
“The degree awarded after the first cycle shall also be relevant to the European labour market as an appropriate level of qualification.” (Bologna)
Lifelong learning (Prague)
Quality assurance?
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Overview
Employability: a discourse
Responses
Co-curricular
Curricular
Actions
Being strategic
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Employability is the hook …
… for talking about, advancing and researching:
The quality of the student experience.
Good learning.
Valued academic practices.
On the basis of international research evidence.
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Employers talking
Employer satisfaction with new graduate hires:
Complain of specific failings — no general HE programme could anticipate them.
Handout #2
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The ESECT view
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).
Has attracted attention at European conferences.
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Complex outcomes of learning
Advanced (but ≠ formal operational thinking).
Slow (10000, 5000, xxxx hours).
Fuzzy (precision only at the expense of validity).
See the modern version of Bloom’s taxonomy, handout #3.
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Employability: a discourse
Responses
Co-curricular
Curricular
Actions
Being strategic
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Co-curricular responses (1)
Co-curriculum
All those arrangements made outside the ‘regular’ curriculum for the educational enrichment of the undergraduate years
Careers provision
Student Union activity
Includes all other special certification of skills, out-of-class work (e.g. graduate enterprise), voluntary work, optional work experience/placement, and …
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Co-curricular responses (2)
‘Add-ons’ have significant but limited power.
The predicament of careers services. The ‘co-curriculum’ and unequal access. Slow growing achievements. Fails to capitalise on what subject areas can
contribute if well taught.
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Employability: a discourse
Responses
Co-curricular
Curricular
Actions
Being strategic
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Curriculum responses (1)
Employability lies less in curriculum content than in curriculum processes.
An entitlement approach to learning, teaching and assessment.
A programmic approach to employability, learning, teaching and assessment.
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Curriculum responses (2)
The LTSN/GC Learning and Employability series (2004).
Yorke, M. (2004) Employability in Higher Education: what it is and what it is not. York: the Learning and Teaching Support Network.
Yorke, M and Knight, P. T. (2004b) Embedding Employability into the Curriculum. York: the Learning and Teaching Support Network.
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Employability: a discourse
Responses
Co-curricular
Curricular
Actions
Being strategic
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Action #1
Offer an alternative to the ‘toxic waste’ view of employability.
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Action #2
Refresh web sites, module handbooks, programme guides, open day materials, programme specification, etc.
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Action #3
Awareness
For staff: creating a learning culture. ‘This is how we do things around here’. Rules of the assessment game. Rules of the job-getting game.
For students: knowing what you know. Self-awareness. Claims-making. CV building.
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Action #4
Look at teaching: do practices support the development of complex outcomes?
Sufficient variety?
Sufficient coherence?
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Action #5
Look at learning:
Problem-based?
‘in the wild’?
Encourage autonomy?
Encourage collaboration?
Cumulative?
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Action #6
Look at assessment
Grading-focused?
Learning-oriented? with complex outcomes in mind?
Self- and peer-assessment? Building curricula vitae
e-assessment?
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Action #7
Audit LTA practices at programme level.
Modular programmes?
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Action #8
Use tools to help employability audits
www.esect.co.uk.
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Action #9
Tune and tighten the programme.
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Action #10
Work with student unions/associations
Course reps and curriculum
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Action #11
Careers advice and guidance …
… and curriculum.
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Action #12
Research and knowledge transfer: develop the evidence base
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Action #13
Professional bodies
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Employability: a discourse
Responses
Co-curricular
Curricular
Actions
Being strategic
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Pascarella and Terenzini (2005)
College can affect students. Key elements include: Diversity Engagement Quality of the whole experience (in and out of
class).
Challenges to Course-based approaches. Default ‘instructional’ patterns. ‘Bedrock cultures’.
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From tactics to strategy?
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More readings
Barnett, R. and Coate, K. (2005) Engaging the Curriculum in Higher Education. Maidenhead: Society for Research into Higher Education and the Open University Press.
Knight, P. T. and Yorke, M. (2004) Learning, Curriculum and Employability. London: Routledge/Falmer.
Pascarella, E.T. and Terenzini, P.T. (2005). How college affects students (Vol 2): A third decade of research. San Francisco: Jossey-Bass.
Yorke, M and Knight, P. T. (2004) Employability: judging and communicating achievement. York: the Learning and Teaching Support Network.
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Contact
Peter Knight,
Institute of Educational Technology,
The Open University,
Milton Keynes,
MK7 6AA
http://iet.open.ac.uk/pp/peter.knight/