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Embedding Career Education in the Geography Curriculum Kate Colechin & Glen Crust The University of Plymouth.

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Presentation on theme: "Embedding Career Education in the Geography Curriculum Kate Colechin & Glen Crust The University of Plymouth."— Presentation transcript:

1 Embedding Career Education in the Geography Curriculum Kate Colechin & Glen Crust The University of Plymouth

2 Content Career education in the geography curriculum Employability & career management Embedding in the curriculum –What happens –Why it happens –Who does it –Innovation

3 Career Education in the Geography Curriculum University experience Geography curriculum Career education

4 Night out with housemates on North Hill: discuss in pairs how you developed… Team working –Supportive, organised, co-ordinator, deliverer Interpersonal skills –Listener, adviser, co-operative, assertive Oral communication –Communicator, presenter, influencer Leadership –Motivator, energetic, visionary Customer orientation –Friendly, caring, diplomatic Foreign languages

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7 Canoe Club Sales & public speaking at Freshers Fair Rapport building with strangers –All sorts of people & personalities –From various nations & walks of life Organising promotional materials –Quality management Committee working Looking after yourself –Getting out of the city, a break from the slog Resilience: forces you to do things when youre tired

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16 The Geography Curriculum in Career Education Career education University experience Geography curriculum

17 Unexamined Employment

18 Graduates employing their rapport - building, planning & negotiation skills

19 Graduates employing their organisation, problem solving & drive for results

20 Graduates employing their teamworking & coaching skills

21 What we mean by employability The students motivation, skills & experience To add value in –Their choice of paid work & –Their broader roles, for example in their Family life Social life Community life

22 The Big Picture Stage 1: PDP Stage 2: –PDP –Work Based Learning module –Geography & Employability module Placement year –Growing proportion year on year –University-wide resources Final year –Geography & Careers module –PDP

23 UoP Geography & National Landscape

24 UoP Geography & Institutional Landscape

25 Career Management: The Icing on the Cake

26 What we mean by career management DOTS model Self-awareness –E.g. MBTI, values, strengths, preferences Opportunity awareness –E.g. graduate employment, SU clubs Decision making –E.g. matching self with opportunity, planning Transition learning –E.g. networking, written applications, interviews or SODiT model

27 Great icing, terrible cake Well-written job application Well-written job application Little evidence of achievement during university experience

28 Great cake, terrible icing Plenty of evidence of achievement throughout university experience Badly written job applications, inappropriate vocational choice

29 More Attractive to Employers? Graduates from your programme More capable More experienced Less appropriate vocational choices Look mediocre on paper Graduates from competitor HEIs Less capable Less experienced More appropriate vocational choices Look great on paper

30 Recipe for Graduate Level Work Delicious cake –The degree Fruits, nuts, spices –SU clubs & societies –Work-based learning Part-time term time Vacation Voluntary Industry placement Icing & candles –Career management

31 Baking the cake in the curriculum GGX3103 Geography & Careers What happens Why it happens Who does it Innovation

32 The Team Brian Kate Glen Jane Employers Academic colleagues Students

33 Employer involvement

34 Employer Involvement Transition skill –Enterprise Rent-a-Car assessment centres –PricewaterhouseCoopers –Travel & gap years Sector briefings –Town planning: Plymouth City Council –Local government: West Somerset District Council –SMEs, e.g. Kitley House Hotel –Teaching & school management –Alternative lifestyles, e.g. Keveral Farm –Volunteering & international development, e.g. VSO, COPA –Corporate management e.g. Parcel Force, Acheson Colloids

35 Student Participation Module design: what do you want? Student presentations –e.g. travel & international development Coursework Module evaluation Feedback from 1:1 interviews Last years graduates: this years speakers

36 Reflective Research-Led Teaching Students expectations & graduate experience Career management self-audit Myers Briggs Type Indicator Peer-assessment

37 Principle: Entertaining Holding the students into the experience entre- "among" (from Latin inter) tenir "to hold" (from Latin tenere)

38 Attractive Plan B Test pilot Attractive Plan B Test pilot Satisfactory Plan C Air cargo pilot Satisfactory Plan C Air cargo pilot Safety net Careers adviser Safety net Careers adviser Dream job Astronaut Dream job Astronaut Safe Entry to the Graduate Labour Market: Contingency Planning How much you want itHow likely you are to get it

39 Illusions commend themselves to us because they save us pain and allow us to enjoy pleasure instead. We must therefore accept it without complaint when they sometimes collide with a bit of reality against which they are dashed to pieces. Sigmund Freud Principle: Challenging & reality testing

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41 Where am I now? Where do I want to be? How do I get there? Implementing my plans Improving my plans Career Management Self-Audit

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43 Myers Briggs Type Indicator Describes you in terms of four preferences Where you prefer to get and focus your energy and attention The kind of information you prefer to gather and trust The process you prefer to use in coming to decisions How you prefer to deal with the world around you: your lifestyle

44 Myers Briggs Type Indicator Describes you in terms of four preferences Where you prefer to get and focus your energy and attention The kind of information you prefer to gather and trust The process you prefer to use in coming to decisions How you prefer to deal with the world around you: your lifestyle

45 Which lifestyle do you prefer? Judging Perceiving

46 Which lifestyle do you prefer? Judging You prefer to Get things decided Schedule & organise You enjoy Decision making Planning You dislike Working under time pressure You trust experience Perceiving You prefer to Keep options open Be spontaneous & adaptable You enjoy The process No decision before its time Youre energised by Last minute time pressure You trust inspiration

47 How do you prefer to approach a coursework deadline? Judging Perceiving Start DeadlineStart Deadline

48 Your Preferences Please tick one of these five options J Very sure Quite Sure Not sure Quite sure Very sure P JP Separate students in the lecture theatre

49 How About Working Together? October 2007 Application deadline June 2008 J preference: deadlines P preference: alternatives

50 Student Peers Assessment Assessor bias = peer assessed score – self assessed score Peer score = 16 Self score = 12 Bias = +6 Peer score = 16 Self score = 12 Bias = +6 Peer score = 6 Self score = 11 Bias = -5 Peer score = 6 Self score = 11 Bias = -5

51 Credit Bearing Assessment Recruitment & selection simulation –6 job descriptions –Application form –Interview –Academic assessment & competition Academic assessment –Choice of 2 essays One more reflective One more academic

52 ApplicationRankInterviewRankMeanCompetition Baldric Not shortlisted Edwina Beaten at interview Xerxes Offered the job Celia Not shortlisted Quentin Not shortlisted Victor Not shortlisted Ulrika Beaten at interview Norbert Not shortlisted Wilomena Not shortlisted Anne Beaten at interview Kathryn Not shortlisted Liam Beaten at interview Georgia Not shortlisted Ophelia Not shortlisted Imogene Beaten at interview Derek Not shortlisted Harold Not shortlisted Jeremy Not shortlisted Frederick Not shortlisted Tamsin Not shortlisted Yvonne Not shortlisted Percy Not shortlisted Stephen Not shortlisted Zebedee Not shortlisted Rachael Not shortlisted Margaret Not shortlisted

53 ApplicationRankInterviewRankMeanCompetition Baldric Not shortlisted Edwina Beaten at interview Xerxes Offered the job Celia Not shortlisted Quentin Not shortlisted Victor Not shortlisted Ulrika Beaten at interview Norbert Not shortlisted Wilomena Not shortlisted Anne Beaten at interview Kathryn Not shortlisted Liam Beaten at interview Georgia Not shortlisted Ophelia Not shortlisted Imogene Beaten at interview Derek Not shortlisted Harold Not shortlisted Jeremy Not shortlisted Frederick Not shortlisted Tamsin Not shortlisted Yvonne Not shortlisted Percy Not shortlisted Stephen Not shortlisted Zebedee Not shortlisted Rachael Not shortlisted Margaret Not shortlisted

54 ApplicationRankInterviewRankMeanCompetition Baldric Not shortlisted Edwina Beaten at interview Xerxes Offered the job Celia Not shortlisted Quentin Not shortlisted Victor Not shortlisted Ulrika Beaten at interview Norbert Not shortlisted Wilomena Not shortlisted Anne Beaten at interview Kathryn Not shortlisted Liam Beaten at interview Georgia Not shortlisted Ophelia Not shortlisted Imogene Beaten at interview Derek Not shortlisted Harold Not shortlisted Jeremy Not shortlisted Frederick Not shortlisted Tamsin Not shortlisted Yvonne Not shortlisted Percy Not shortlisted Stephen Not shortlisted Zebedee Not shortlisted Rachael Not shortlisted Margaret Not shortlisted

55 ApplicationRankInterviewRankMeanCompetition Baldric Not shortlisted Edwina Beaten at interview Xerxes Offered the job Celia Not shortlisted Quentin Not shortlisted Victor Not shortlisted Ulrika Beaten at interview Norbert Not shortlisted Wilomena Not shortlisted Anne Beaten at interview Kathryn Not shortlisted Liam Beaten at interview Georgia Not shortlisted Ophelia Not shortlisted Imogene Beaten at interview Derek Not shortlisted Harold Not shortlisted Jeremy Not shortlisted Frederick Not shortlisted Tamsin Not shortlisted Yvonne Not shortlisted Percy Not shortlisted Stephen Not shortlisted Zebedee Not shortlisted Rachael Not shortlisted Margaret Not shortlisted

56 ApplicationRankInterviewRankMeanCompetition Baldric Not shortlisted Edwina Beaten at interview Xerxes Offered the job Celia Not shortlisted Quentin Not shortlisted Victor Not shortlisted Ulrika Beaten at interview Norbert Not shortlisted Wilomena Not shortlisted Anne Beaten at interview Kathryn Not shortlisted Liam Beaten at interview Georgia Not shortlisted Ophelia Not shortlisted Imogene Beaten at interview Derek Not shortlisted Harold Not shortlisted Jeremy Not shortlisted Frederick Not shortlisted Tamsin Not shortlisted Yvonne Not shortlisted Percy Not shortlisted Stephen Not shortlisted Zebedee Not shortlisted Rachael Not shortlisted Margaret Not shortlisted

57 Experimentation & Innovation

58 Electronic reading list since 2003 Shallow end: entertain & engage Deep end: educate

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60 Economics Economics is the science which studies human behaviour as a relationship between ends and scarce means which have alternative uses Lionel Robbins British economist

61 Educational cakenomics Educational cakenomics is a science which studies human behaviour as a relationship between pedagogic ends and cakes which have alternative uses. after Lionel Robbins British economist

62 Applied Cakenomics Cake-powered continual improvement –Reflection & discussion How did that go? How can it be better? –At the end of a lecture / workshop –At the end of the year –With the students –Colleagues own their work: thank you Brian –Long-term planning: cakey meetings scheduled across months Winning recipe –Change of personnel: thank you Mandy Burns –Structural continuity –Regular minor adjustments –Organise our way out of hard work: no time for that!

63 A Balanced Team (in MBTI Terms) ContributionESFJINFP Communication Eliciting feedback Providing organised information Keeping the team on track Listening Presenting provocative ideas Big picture focus Team culture Helping colleagues understand their roles Connecting the team Focusing on common ideas Leadership Decisive consistent action Mindful of practical needs Overarching vision Articulating ideas & values Change Offering systematic practical perspectives based on experience Managing day to day needs of people experiencing uncertainty Encouraging colleagues to explore multiple perspectives Promoting innovation, imagination and creativity Problem Solving Creating order out of confusion Uncovering underlying connections and meanings Stress Reduction Taking colleagues feelings into account Diffusing stressful situations with gentle humour

64 A Balanced Team: Communication ContributionESFJINFP Communication Eliciting feedback Providing organised information Keeping the team on track Listening Presenting provocative ideas Big picture focus Team culture Helping colleagues understand their roles Connecting the team Focusing on common ideas Leadership Decisive consistent action Mindful of practical needs Overarching vision Articulating ideas & values Change Offering systematic practical perspectives based on experience Managing day to day needs of people experiencing uncertainty Encouraging colleagues to explore multiple perspectives Promoting innovation, imagination and creativity Problem Solving Creating order out of confusion Uncovering underlying connections and meanings Stress Reduction Taking colleagues feelings into account Diffusing stressful situations with gentle humour

65 A Balanced Team: Leadership ContributionESFJINFP Communication Eliciting feedback Providing organised information Keeping the team on track Listening Presenting provocative ideas Big picture focus Team culture Helping colleagues understand their roles Connecting the team Focusing on common ideas Leadership Decisive consistent action Mindful of practical needs Overarching vision Articulating ideas & values Change Offering systematic practical perspectives based on experience Managing day to day needs of people experiencing uncertainty Encouraging colleagues to explore multiple perspectives Promoting innovation, imagination and creativity Problem Solving Creating order out of confusion Uncovering underlying connections and meanings Stress Reduction Taking colleagues feelings into account Diffusing stressful situations with gentle humour

66 A Balanced Team: Managing Change ContributionESFJINFP Communication Eliciting feedback Providing organised information Keeping the team on track Listening Presenting provocative ideas Big picture focus Team culture Helping colleagues understand their roles Connecting the team Focusing on common ideas Leadership Decisive consistent action Mindful of practical needs Overarching vision Articulating ideas & values Change Offering systematic practical perspectives based on experience Managing day to day needs of people experiencing uncertainty Encouraging colleagues to explore multiple perspectives Promoting innovation, imagination and creativity Problem Solving Creating order out of confusion Uncovering underlying connections and meanings Stress Reduction Taking colleagues feelings into account Diffusing stressful situations with gentle humour

67 A Relaxed Team ContributionESFJINFP Communication Eliciting feedback Providing organised information Keeping the team on track Listening Presenting provocative ideas Big picture focus Team culture Helping colleagues understand their roles Connecting the team Focusing on common ideas Leadership Decisive consistent action Mindful of practical needs Overarching vision Articulating ideas & values Change Offering systematic practical perspectives based on experience Managing day to day needs of people experiencing uncertainty Encouraging colleagues to explore multiple perspectives Promoting innovation, imagination and creativity Problem Solving Creating order out of confusion Uncovering underlying connections and meanings Stress Reduction Taking colleagues feelings into account Diffusing stressful situations with gentle humour

68 Embedding Career Education in the Geography Curriculum Any questions?


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