1. What Employers want from Graduates zCommunication and interpersonal skills z Organisational skills z Self motivation z The ability to work as part of a team z Problem - solving ability

2. Employer Satisfaction with Graduate Skills Source:AC Neilson Research services Feb 2000 Most commonly cited areas of dissatisfaction Lack of communication skills Lack of interpersonal skills Lack of business practice Lack of problem solving ability Lack of creative flair

3. Self- management skills Essential skills for an effective learner or marketing /business operations practitioner.Sometimes referred to as ‘Learning to Learn skills, metacognition’ or ‘Personal Skills’ Self assessment Self reflection Self confidence Self -discipline Engagement Adaptability Responsibility Time management Organising Career awareness

4. Where does learning and teaching take place ? zLectures zSeminars and tutorials zResearch zReading and independent study zAssessments zWork Placements zGroup work

5. Why have lectures ? zExposition zInformation zModelling zTwo way communication zCultural events

6. We retain: z% of what we read z% of what we hear z% of what we see z% of what we hear and see z% of what we say z% of what we say and do zThe average attention span is ? minutes.

7. We retain: z10% of what we read z20% of what we hear z30% of what we see z50% of what we hear and see z70% of what we say z90% of what we say and do zThe average attention span is 10 minutes.

8. The problem with lectures zAttention span zI can’t talk as fast as you can think zDifficulty of matching presentation with audience

9. What you can do in lectures- be active! zTake notes ylinear ypattern notes - Tony Buzan yPay attention to the relevant bits xhow to decide ? xthe power of the OHP! yPrepare and follow-up yAsk questions xThe only dumb question is the one you don’t ask- Henry Ford

10. Learning also takes place through assessment. zEssays zReports zPeer-assessment zSelf-assessment zGroup work zResearch projects and dissertations zCase studies zPresentations etc.

11. Assessment - what is wanted? zI am not sure if my work is considered academic, I still don’t know what makes one of my essays better than another. Yet I have been part of the system for the last 4 years. zI had no writing skills just a jumble of opinions scattered to the four winds which I called an essay…I think that for someone like me returning to education after thirty years the skill of writing can be taught and is not some high prize only for the gifted, it is for everyone.

12. Purposes of assessment criteria zEnable markers to award grades that fairly reflect what the assessment was designed to assess. zStudents to understand the basis upon which their work will be assessed.

13. Feedback- purpose zTo understand the reason for grade awarded. zAppreciate the strengths and weaknesses in the work submitted. zImprove performance in next comparable assignment. yEvidence is that students read feedback more carefully in the absence of a grade- (Black and William 1998).

14. Plagiarism has serious consequences zPlagiarism is using the work of others without acknowledging the source of information or inspiration. yUsing words more or less verbatim as used in lectures, handouts and module booklets. yUsing other peoples ideas or theories without says whose they are. yParaphrasing the work of others without stating where is comes from. zCheating

15. ORIGINAL TEXT: The joker in the European pack was Italy. For a time hopes were entertained of her as a force against Germany, but these disappeared under Mussolini. In 1935 Italy made a belated attempt to participate in the scramble for Africa by invading Ethiopia. It was clearly a breach of the covenant of the League of Nations for one of its members to attack another. France and Great Britain, the Mediterranean powers, and the African powers were bound to take the lead against Italy at the league. But they did so feebly and half heartedly because they did not want to alienate a possible ally against Germany. The result was the worst possible: the league failed to check aggression, Ethiopia lost her independence, and Italy was alienated after all. (Roberts J.M. (1976) History of the World, New York:Knopf, p 845)

16. OPTION 1 Italy, one might say, was the joker in the European deck. When she invaded Ethiopia, it was clearly a breach of the covenant of the League of Nations, yet the efforts of England and France to take the lead against her were feeble and half-hearted. It appears that those great powers had no wish to alienate a possible ally against Hitler’s rearmed Germany.

17. OPTION 2 Italy was the joker in the European deck. Under Mussolini in 1935, she made a belated attempt to participate in the scramble for Africa by invading Ethiopia. As J.M Roberts points out, this violated the covenant of the League of Nations (Roberts, 845) But France and Britain not wanting to alienate a possible ally against Germany, put up only feeble and half hearted opposition to the Ethiopian adventure. The outcome, as Roberts observes, was “the worst possible:the league failed to check aggression, Ethiopia lost her independence, and Italy was alienated after all”. (Roberts, 845.)

18. OPTION 3 Much has been written about German rearmament and militarism in the period 193-39. But Germany’s dominance in Europe was by no means a foregone conclusion. The fact is that the balance of power may have been tipped against Hitler if one or two things had turned out differently. Take Italy’s gravitation toward and alliance with Germany, for example. That alliance seemed so very far from inevitable that Britain and France actually muted their criticism of the Ethiopian invasion in hopes of remaining friends with Italy. They opposed the Italians in the League of Nations as J.M Roberts observes, “feebly and half heartedly because they did not want to alienate a possible ally against Germany” (Roberts,p 845).Suppose Italy, France and Britain had retained a certain common interest. Would Hitler have been able to get away with his remarkable bluffing bullying in the later Thirties?

19. Avoiding plagiarism zKeep control of your argument. zBe selective in using your sources. zIntegrate ideas from elsewhere into your own discussion. zUse direct quotes only when to do so would be particularly effective. zBe conscious of your methods of note-taking. zPractice referencing and citation techniques.