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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

2 Business School Developing the Tools of the Trade: Reconciling vocational and academic demands John English & Chris Ireland

3 Business School Outline The issues The students The problems –Student perception of Accountancy –Embedding PDP –Academic Skills Possible solutions Evaluation

4 Business School What are the issues? 1) What are the main problems your new students have?

5 Business School Cohort Issues Ethnic mix/Cultural issues Age mix Male domination Entry qualifications

6 Business School ETHNICITY04/0505/0606/07 White Asian Black366 Other221 Not Given752 TOTAL737774

7 Business School AGE04/0505/0606/07 < >25745 TOTAL73(68%)77(71%)74(76%)

8 Business School SEX04/0505/0606/07 Male Female TOTAL737774

9 Business School Qualifications04/0505/0606/07 Non A-Level A-Level TOTAL Of these A-level students =< 200 UCAS29(53%)30(51%)26(43%)

10 Business School 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 Students Attending HUBS ASU

12 Business School 2004/5 five classes at Thursday WeekTopicAttendance 1Reading50 2Note-taking5 3Assignment Writing20 4Plagiarism15 5Reflection15

13 Business School 2005/6 six classes at Thursday WeekTopicAttendance 1Note-taking78 2Reading56 3Academic Writing48 4Assignment Planning50 5Reflection30 6Reflection20

14 Business School BA Accountancy & Finance Needs to satisfy academic standards Needs to satisfy ACCA/CIMA requirements

15 Business School 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 What do Graduate Employers require? From your perspective what do employers in your field require of your graduates?

17 Business School Problem – Perception of Accountancy Accountancy is all about numbers WRONG

18 Business School

19 Business School 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 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 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 Which Academic Skills should be addressed? Writing?Listening? Speaking?Research? Numeracy?Group work? Presentation?Reflection? Reading?(Time Management)? (Learning Styles)? …..

23 Business School 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 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 We needed a dynamic vehicle for embedding academic & vocational skills aka employability Accountants in Organisations

26 Business School 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 How does it work? Grad Co. Ltd – a placement organisation

28 Business School 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 Cross-years & modules Feeding into short, medium and long-term It’s what Accountants would do anyway!

30 Business School PDP

31 Business School Academic Writing

32 Business School How does academic skills provision fit in? Deficit Model Developmental Model PragmaticCritical Detach Embed

33 Business School 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 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 It started with a perceived deficit Woodhead responded by explaining academic support tutors as the “inevitable consequence” of widening participation.

36 Business School Academic Writing

37 Business School Year 3 many students continue to have writing related difficulties. Therefore Year 3 continues to largely follow a deficit model

38 Business School Academic Writing

39 Business School Academic Skills Year 1 largely developmental. Formative Assessment Time Management

40 Business School 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 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 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 Students Attending HUBS ASU

44 Business School 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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