Dear colleagues
Some weeks ago I asked the list for information about your work with regard to embedding employability skills in the curriculum. I'd like to thank everyone who replied to my request. Below I have summarised the key points that were made to me. I hope you will find them useful.
* Placements - many people reiterated the point that the management of student placements needs investment, care and attention, even when those placements are offered inside the University as work experience, 'real work' or internships. There are issues aound equity of experience, quality assurance and assessment, academic work loads. Many respondents reported having a central placement office. Having said that many people emphasised the transformative potential of rich placement experiences. Many Universities seem to be examining ways in which students authentic part time work can be valued. A number of CETLS have contributed heavily to this agenda including the UCLAN one www.uclan.ac.uk/ceth<http://www.uclan.ac.uk/ceth>
* Awards - though not strictly embedded int he curriculum, a large number of universities offer a University award of some kind to recognise and validate the wealth of skills developed through volunteering and other extra curricular activities. Skills recognised through the awards are being highlighted on final transcripts. An example is here http://www.york.ac.uk/admin/uao/ugrad/studying/award.htm
* Embedded in curriculum - many reported projects to do this but some people agreed that 'tick box' approaches have been attempted in the past (the skills agenda) and clearly don't often lead to a rich well designed curriculum. Some sucess was reported in utlising approval and review processes to both kick off development work with academic teams and then check that embedding had happened. Some places had found that the UK Destination of Leavers Survey had been a helpful 'way in' to work with academic teams. Clealry more academic programmes now involve employers in design and delivery ( See Anne Lee's article in the recent SEDA Educational Developments publication). Some Universities offered stand alone career management skills modules but most seemed to be attempting to embed into disciplinary curricula in some way, sensing that a) ths was valued by staff and students; and b) disciplinary variances were reflected
* Strategic Leadership - commonly raised as key to success. Projects which have engaged the university community in articulating graduate attributes for example seem to have had some sucess in gaining a common understanding and commitment - tho' this takes time. Here is an example form Queen Mary's University London http://www.esd.qmul.ac.uk/sande/projGA/index.html
Thanks again to all those who replied to my request.
Julie Hall
Head of Learning and Teaching Enhancement Unit
Roehampton University
London SW15 5PJ
tel 0208 392 3264
www.roehampton.ac.uk/learningandteaching<http://www.roehampton.ac.uk/learningandteaching>
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