Presentation on theme: "Enhancing Employability in Building Surveying – The Building Advice Centre Dr Kevin Thomas."— Presentation transcript:
Enhancing Employability in Building Surveying – The Building Advice Centre Dr Kevin Thomas
Introduction and context Building Surveying is a vocational subject with PSRB via RICS Traditionally 95%+ of students would undertake placement, currently 50-60% Need to enhance employability of all students but perhaps more crucial for those with no placement experience – differentiator in employment market
Level 6 module, FT students only 2012-13 – 63 students, divided into groups of 3 or 4 - 17 groups in total – students choose their groups Each group will carry out 3 separate projects over the academic year- each worth 25% of overall assessment Final 25% assessment is individual reflective practice assignment Introduction and context cont.
Definitions and theory…. Hopefully many definitions already covered…… Student definition of employability: “having skills that can be transferred to the work place not just classroom knowledge/skills” (Blake and Brooks, 2012) Module was redeveloped on the basis of USEM model proposed by Yorke and Knight (2006) Understanding Skills Efficacy beliefs Metacognition
How it works….. BAC is advertised and “clients” make contact. Potential projects are previewed and checked Initial module briefing – handbook, eLP, standard forms, previous project files, risk assessment and WAH presentation by University Head of H&S Initial contact information handed over to student groups – no other contact with client by staff – they make arrangements and inspect/survey
Students present findings and “solutions” to the issue in class to cohort – not assessed – this allows sharing of knowledge Draft of report produced –iterative process! Not assessed – feedback normally within 1 week. 3-4 drafts not uncommon for first project Assessed by a management file of the process – guidance given on what should be included – feedback for projects given as they occur Final individual assessment of a reflective assignment looking at how both the group and they as individuals have worked How it works… cont
Marks improve for the projects through the process Normally 1 group per year will not work well and disband Typically high overall average – 65% Excellent feedback from students and external examiners Those students without placement experience state this is their only way to get employability skills and is invaluable to them Reinforces those skills to those who have acquired placement experience The results……
References Dr Kevin Thomas firstname.lastname@example.org +44 191 2274743 Yorke, M. & Knight, P. T. (2006) Embedding Employability into the Curriculum. York: The Higher Education Academy Blake, J. & Brooks, R. (2012) Current perspectives on embedding employability into the curriculum. [Online]. Available at: http://eprints.hud.ac.uk/13547/ (Accessed: 22 April 2013).http://eprints.hud.ac.uk/13547/
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