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Career Development Learning Whose responsibility is it? Practitioners or academics?

Career Development Learning Whose responsibility is it? Practitioners or academics?. Alan McAlpine (Manager, Careers & Employment). Career Development Learning. Theoretical approaches National Local Specifics (QUT Career Development Programs) Discussion.

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Career Development Learning Whose responsibility is it? Practitioners or academics?

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  1. Career Development LearningWhose responsibility is it? Practitioners or academics? Alan McAlpine (Manager, Careers & Employment)

  2. Career Development Learning • Theoretical approaches • National • Local • Specifics (QUT Career Development Programs) • Discussion

  3. Career development learning … learning about the content and process of career development or life/career management. • The content of career development learning …. learning about self and learning about the world of work. • Process learning … the development of the skills necessary to navigate a successful and satisfying life/career

  4. “Career development learning places the student at the heart of the learning process and enhances the quality of workplace learning” Professor Tony Watts, National Symposium, 2008

  5. DOTS Model Watts (1977, 2006)

  6. Systems Theory Framework(Patton & McMahon, 1999)

  7. Career Planning and International Career Counselling Models McAlpine et al. 2006 Gibson et al. 2006

  8. National Association of Graduate Careers Advisory Services (NAGCAS)Project TeamUniversity of WollongongRMIT UniversityUniversity of Southern QueenslandFlinders UniversityMonash University

  9. Career Development Learning:maximising the contribution of work integrated learning to the student experience Developing graduate careers from workplace experiences

  10. Project Purpose & Deliverables • A scoping study to explore the contribution of career development learning to work-integrated learning in higher education • Produce a set of learning resources, principles, guidelines, models, and examples of practice: • how, when, where, and why career development contributes to work integrated learning

  11. CDL questions: Why am I doing this degree? How can I make the most of my studies? How can I determine the best pathway for me? How can I achieve my career goals? How can I exploit my talent in the workforce? Career Development Learning Four facets of the DOTS model: Learning about Self Learning about Opportunities Learning about Decision making Learning about Transitions (Watts, 2006) CDL Interventions Specific modules Curriculum integration Outside the curriculum

  12. CDL and the literature…its value • To the individual (contributions to transitions, retention and completion rates and graduate outcomes) • To their university experience (contributions to student engagement and student satisfaction) • To lifelong learning (contributions to managing lifelong and lifewide transitions) • To the workplace (contributions to retention, satisfaction and workplace productivity) • To the nation (contributions to inclusion, participation and productivity)

  13. Principles • Flexible partnerships support effective career development learning. • Workplace experiences can provide genuine career development learning opportunities for all students. Multiple experiences and contexts enrich this learning. • Career Development Learning is student centred, and designed to actively engage students in the workplace experience. • Career development learning supports quality student centred learning opportunities across all aspects of students’ lives. • Universities encourage students’ career development and workplace learning by supporting their capacity to systematically reflect, record, and articulate the acquired skills and experience. • Quality assurance across the experience contributes to better outcomes.

  14. CDL findings • For workplaces to obtain the best outcomes, explicit career development support needs to be articulated in the workplace for students and employees. • Disconnection between career development practice in education and in workplace settings • Dual role for human resources staff as career development practitioners? • Strengthen the industry/university nexus : university career development practitioners providing a stronger consultancy role to industry?

  15. Further Details Project Website www.nagcas.org.au/ALTC • All project reports, papers and evolving resources available • Join the community of practice on the website, to share practice and keep up to date with other practitioners

  16. QUT - context • 40,000 Students • 2 main campuses plus satellite campuses • 7 Faculties • Built Environment and Engineering • Business • Creative Industries • Education • Health • Law • Science & Technology

  17. Objectives Core • Systems • Continuous Improvement • Professional Development & Research Direct • Information • Enquiries • Career Counselling Indirect • Programs • Outreach • Graduate Destinations • Employers • External Activities

  18. SchoolsOverseas Linkages Industry Groups DEST Contracts Professional AssociationsResearch Conference Presentations Enquiries Resume feedback Interview Coaching Generic Workshops Industry Expert Workshops Elite Athletes Prospective Undergraduate Postgraduate International Information Seminars Employer Liaison Employer Presentations Employer of Choice Breakfast Careers Fair Work Experience Scheme International Placements Job Vacancies BA Modules IT Coop Eng Coop Education Nursing Law SEP Career Development Programs • Faculty Booklets • Generic Handout • Newsletters • Career Development Programs • Website • Prospective • International • Postgraduate • Career Planning Open Day Orientation Parents Evening Student e-Portfolio Graduate Destinations/CEQ Career Mentor Scheme First Year Experience

  19. Ways we interact (CDL-WIL) • General • Raising awareness of service • Providing generalist preparation workshops • Introducing reflective tool(s) • Introduction to, and use of ePortfolio • Preparation for WIL experience • Direct preparation for applying for WIL placement • Preparing to get best from experience • Providing WIL experience • Hosting students

  20. Student Lifecycle

  21. Project Description • A Careers & Employment and TALSS initiative for QUT-wide impact • Supports other major strategic projects • Transitions In (FYE), • Work Integrated Learning, • Transitions Out • Develop a number of online/blended co-curricular programs • Students may receive formal recognition via a statement to appear on their Australian Graduate Statement

  22. Project Description • Can be embedded into course curriculum or completed by students at own will • Each program is split into individual modules • Students complete 5 modules plus one elective to complete a ‘program' • Students may swap programs at any time and still be accredited for modules completed

  23. Background • Readiness, preparation, orientation…critical through entire degree • Major focus on linking Curriculum / PDP & Employability • Strong push for a co-curricular approach • QUT’s Real World philosophy - fostering Work Placements • Visually interactive – maintain student interest - activities

  24. Career Development Modules

  25. Suite of Career Development Programs

  26. Work Placement Program

  27. Programs Matrix

  28. Feedback - academic • I wanted to share with you some positive feedback we got from an INB 103 student who completed the new Self Understanding 1 module this semester. He said (see below)  "I am just emailing to give you positive feedback on the self understanding module. I never thought the module would impact me as much as it did. It made me really think about what I was really interested in and now" • Inspired by reflections the module generated, he saw his interests also in tourism and is now also looking at getting qualifications in this aspects as well... • I think it is great that we see how these modules are helping our students to "find themselves" ... • Many thanks for your help in integrating them to our curricula

  29. Feedback - student • I am just emailing to give you positive feedback on the self understanding module. I never thought the module would impact me as much as it did. It made me really think about what I was really interested in and now I’m currently talking to TAFE to do a Certificate III in Tourism, business and a Diploma of Information Technology (Web Development). "TAFE Open Learning" offers courses externally and you can enrol anytime, so I’m thinking I may start one during the uni holidays. • I think the inspirational one impacted me the most as it made me realise how I got into uni today and the challenges I had to reach this.

  30. Review Process Questions • What would a cycle of ongoing quality improvement involve? • What general feedback do you have on the content? • How would you go about integrating into your curriculum? • What if any content is missing and could potentially be added?

  31. Career Development Learning • Whose responsibility is it? Practitioners or academics? • Everyone's… and we must include the student

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