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Business School www.hud.ac.uk/hubs. Business School www.hud.ac.uk/hubs Developing the Tools of the Trade: Reconciling vocational and academic demands.

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Presentation on theme: "Business School www.hud.ac.uk/hubs. Business School www.hud.ac.uk/hubs Developing the Tools of the Trade: Reconciling vocational and academic demands."— Presentation transcript:

1 Business School www.hud.ac.uk/hubs

2 Business School www.hud.ac.uk/hubs Developing the Tools of the Trade: Reconciling vocational and academic demands John English & Chris Ireland

3 Business School www.hud.ac.uk/hubs Outline The issues The students The problems –Student perception of Accountancy –Embedding PDP –Academic Skills Possible solutions Evaluation

4 Business School www.hud.ac.uk/hubs What are the issues? 1) What are the main problems your new students have?

5 Business School www.hud.ac.uk/hubs Cohort Issues Ethnic mix/Cultural issues Age mix Male domination Entry qualifications

6 Business School www.hud.ac.uk/hubs ETHNICITY04/0505/0606/07 White233629 Asian382836 Black366 Other221 Not Given752 TOTAL737774

7 Business School www.hud.ac.uk/hubs AGE04/0505/0606/07 <19505556 20-24161813 >25745 TOTAL73(68%)77(71%)74(76%)

8 Business School www.hud.ac.uk/hubs SEX04/0505/0606/07 Male525440 Female212334 TOTAL737774

9 Business School www.hud.ac.uk/hubs Qualifications04/0505/0606/07 Non A-Level191814 A-Level545960 TOTAL737774 Of these A-level students =< 200 UCAS29(53%)30(51%)26(43%)

10 Business School www.hud.ac.uk/hubs Issues in Accountancy FE Issues Attendance Independent learning – reading and writing Commitment & participation - what’s the point of this? Family issues Feedback on work Generally understanding what is expected of them

11 Business School www.hud.ac.uk/hubs Students Attending HUBS ASU

12 Business School www.hud.ac.uk/hubs 2004/5 five classes at 16.15 Thursday WeekTopicAttendance 1Reading50 2Note-taking5 3Assignment Writing20 4Plagiarism15 5Reflection15

13 Business School www.hud.ac.uk/hubs 2005/6 six classes at 16.15 Thursday WeekTopicAttendance 1Note-taking78 2Reading56 3Academic Writing48 4Assignment Planning50 5Reflection30 6Reflection20

14 Business School www.hud.ac.uk/hubs BA Accountancy & Finance Needs to satisfy academic standards Needs to satisfy ACCA/CIMA requirements

15 Business School www.hud.ac.uk/hubs BA Accountancy & Finance Needs to satisfy academic standards Needs to satisfy ACCA/CIMA requirements Difficult maybe - but not impossible unless we have another criteria: Graduate Employers!

16 Business School www.hud.ac.uk/hubs What do Graduate Employers require? From your perspective what do employers in your field require of your graduates?

17 Business School www.hud.ac.uk/hubs Problem – Perception of Accountancy Accountancy is all about numbers WRONG

18 Business School www.hud.ac.uk/hubs

19 Business School www.hud.ac.uk/hubs Accountancy is not all about numbers Accountants have to : - –produce financial statements –provide information for decision makers –be critical thinkers –write lengthy reports –present to clients –meet the competencies required by graduate employers

20 Business School www.hud.ac.uk/hubs Problem – Skills and development Year 1 counts as far as ACCA are concerned Less traditional academic writing in Year 1 No dissertation but plenty of traditional academic writing by Year 3

21 Business School www.hud.ac.uk/hubs Question around 2005 Is there a solution? Develop a 1 st year module to -Embed academic and vocational skills -Utilise formative assessment -Provide early contact with professional bodies -Enhance Personal Tutor/Student relationship -Include Personal Development

22 Business School www.hud.ac.uk/hubs Which Academic Skills should be addressed? Writing?Listening? Speaking?Research? Numeracy?Group work? Presentation?Reflection? Reading?(Time Management)? (Learning Styles)? …..

23 Business School www.hud.ac.uk/hubs Is Skills the right word? Students’ attitude – negative Key Skills – 7, 11 etc Basic Skills Skills, skills and yet more skills They “think” they have enough

24 Business School www.hud.ac.uk/hubs Is employability better? CIHE’s checklist for students Cognitive Skills Generic Competences Personal Capabilities Technical Ability Organisation Awareness Practical and Professional Elements

25 Business School www.hud.ac.uk/hubs We needed a dynamic vehicle for embedding academic & vocational skills aka employability Accountants in Organisations

26 Business School www.hud.ac.uk/hubs Accountants in Organisations Relevant topics – Structure, orgs etc Addresses Employability Competencies Reinforce PT system Introduce PDP & Life-Long Learning Formative Assessment Induction Week Programme

27 Business School www.hud.ac.uk/hubs How does it work? Grad Co. Ltd – a placement organisation

28 Business School www.hud.ac.uk/hubs How does it work? Applying for a placement – covering letter, CV, diagnostics, Doing the basics on the job – meetings, problem solving, data analysis and reflection Professional Body Business game - role play, pricing exercise, presentations. Are you up to the job – evidenced by a portfolio

29 Business School www.hud.ac.uk/hubs Cross-years & modules Feeding into short, medium and long-term It’s what Accountants would do anyway!

30 Business School www.hud.ac.uk/hubs PDP

31 Business School www.hud.ac.uk/hubs Academic Writing

32 Business School www.hud.ac.uk/hubs How does academic skills provision fit in? Deficit Model Developmental Model PragmaticCritical Detach Embed

33 Business School www.hud.ac.uk/hubs It started as a perceived deficit … with even the national press noting the skills deficiency. Firstly, in the Sunday Times 12 December 2002 Chris Woodhead responded to the following letter:

34 Business School www.hud.ac.uk/hubs It started with a perceived deficit Huddersfield University is advertising for “academic support tutors” to help students “with grammar” and “to read academic books”. How have we arrived at a state where universities are recruiting remedial teachers to help students with basic reading and writing skills?

35 Business School www.hud.ac.uk/hubs It started with a perceived deficit Woodhead responded by explaining academic support tutors as the “inevitable consequence” of widening participation.

36 Business School www.hud.ac.uk/hubs Academic Writing

37 Business School www.hud.ac.uk/hubs Year 3 many students continue to have writing related difficulties. Therefore Year 3 continues to largely follow a deficit model

38 Business School www.hud.ac.uk/hubs Academic Writing

39 Business School www.hud.ac.uk/hubs Academic Skills Year 1 largely developmental. Formative Assessment Time Management

40 Business School www.hud.ac.uk/hubs Academic Skills within the Module Writing - assignment submission in mid- October Various sessions of preparation but in recognition of learning styles some will need the experience of having tested the water (Pragmatists & Activists).

41 Business School www.hud.ac.uk/hubs Academic Skills within the Module Presentations – four opportunities Term 1 Purely formative – only +ve feedback Term 2 formative +/-ve feedback After Easter formative - summative The final presentation includes a mark for practicing in the ASU and using feedback in the final version.

42 Business School www.hud.ac.uk/hubs Evaluation When students who have studied AIO reach the 3 rd Year. 2008/9 & 2009/10 (placement) Placements (Employability competencies) Use of the Academic Skills Unit

43 Business School www.hud.ac.uk/hubs Students Attending HUBS ASU

44 Business School www.hud.ac.uk/hubs The way forward More creative engaging sessions Reactive to internal & external influences/ideas Evaluation over 3 year period and beyond Research areas: - Writing Retention progression Embedding issues BMAF Conference


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