Oscar van den Wijngaard Coordinator Academic Advising University College Maastricht

1. Research and AdvisingCase study: Maastricht University/UniversityCollege MaastrichtAdvisors' Forum: Using Research to Empower AdvisingNACADA Annual Conference 2016, Atlanta Oscar van den Wijngaard Coordinator Academic Advising University College Maastricht

2. Context Maastricht University lists enhancing the employability of its graduates as one of its main objectives in the Strategic Programme for 2017-2021 Research conducted by or on behalf of the university plays an important role in the development of the overall policy as well as specific interventions within the advising curriculum.

3. Vision level – research* suggests: Maastricht Universitystudents: • Feel insufficiently prepared for the labor market; • Are not sufficiently aware of their own strenghts and potential, in relation to the labor market; • Oftentimes do not see the relevance of what they learn for their future careers; *sources: Maastricht University graduate surveys 2015, ROA, 2015; Competencies: Requirements and acquisition, A. Kuenn et al. ROA, 2013 Vision

4. Our interpretation and conclusion: A lack of awareness and self-efficacy calls for more intentionalacademicadvising, thathelpsstudentsdevelop a bettersense of awareness of theirown • life and career goals; • strengthsand competencies and opportunities for furthergrowth and development; • abilityto plan theirstudies (and other relevant activities) accordingly. Vision

5. Operationalization • Building on whatwealready have, the furtherdevelopment of an institution-widepolicy in the form of an academicadvising curriculumthat supports theseobjectives in otherwords: • A central role for academicadvisingwithin the university’s vision for enhancingstudentemployability.

6. Connecting the dots with the aid of academic advising How can I connect my pre- and extra-curricular work and experience to what I am learning? What do I learn in myacademicstudy? What defines me as a person? What are the skills I learn and develop during my study? Vision

7. Implementationlevel – research* suggests: Maastricht University’s Research Centre for Education and the Labour Market (ROA) identified key competencies as defined by employers: • While “21C skills” are important, most employers value domain-specific knowledge as much • The perceived gap between what is learned and what is required is much smaller than is often assumed. *source: Fitting to the job: the role of generic and vocational competencies in adjustment and performance, H. Heijke, C. Meng, C. Ris, in: Labour Economics 10/2, 2003, 215–229 Practice

8. Our interpretation and conclusion • Studentsoftenunderestimate the relevance of whattheylearn in terms of domain-specificknowledge and ‘academic’ skills (theyperceive a ‘gap’) • Studentswouldbenefitfrom an explicit exploration of theirowncompetencies – and comparisonthereofwith the actualexpectations of employers. Practice

9. Operationalization A workshop in whichstudentslist and evaluate • 1. whattheythinkthey are learning at uni; • 2. whattheyexpect the labormarketdemands; Based on a discussion and exploration of actualdifferencesand similaritiesbetweenboth perspectives, theydevelop a more realisticappraisal of the relevance of whattheylearn. This re-appraisalisthenbeingapplied to a review of goal-setting and curriculum planning withinsmall groups – followed by individual sessions with the academicadvisor. Practice

10. Conclusion Research contributes significantly to • a better understanding of student needs and thus the need for a comprehensive advising policy at the institutional level; and • a better understanding of specific aspects of the student experience at university and after graduation and thus provides material for concrete advising interventions (workshops, presentations, individual advising, etc.)