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Project Aims

Changing Student Choices Credit-Bearing Careers Education in the Curriculum Project funded by HECSU Brenda Johnston and Ros Foskett. Project Aims. The project aims to:

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Project Aims

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  1. Changing Student ChoicesCredit-Bearing Careers Education in the CurriculumProject funded by HECSUBrenda Johnston and Ros Foskett Centre of excellence for research and teaching

  2. Project Aims The project aims to: • map the provision of credit-bearing careers education within UK HE and FHE institutions and to produce a fine-grained typology for this provision; • identify the nature and characteristics of the provision; and • identify, through a number of vignettes, examples of interesting and innovative practice of credit-bearing careers education in higher education institutions. University of School of Southampton Education

  3. Some definitions: • Credit-bearing: courses that are assessed and count towards the final award either in terms of grades or in terms of being one of the constituent courses. • Careers education: a course which seeks to position and prepare the student for the next stage in their career. • Credit-bearing careers education: units/modules which contribute to the career planning or career management of students for the next stage after completion of their degree or other course. • The ‘next stage’: employment or further education or time out or unemployment or voluntary activities or community and domestic involvement. University of School of Southampton Education

  4. The Methodology • Key Informant Interviews • Institutional Questionnaire • Course/Programme/Unit Questionnaire University of School of Southampton Education

  5. Response Rates (Blue –returns; Red – total possible) University of School of Southampton Education

  6. Typology Thoughts (1) Macro-environmental factors: • UK national policy framework • Funding drivers • National location University of School of Southampton Education

  7. Institutional Alignment University of School of Southampton Education

  8. Funding for CBCE University of School of Southampton Education

  9. Typology Thoughts (2) Meso-environmental factors (institutional level): • Institutional type • Institutional history • Institutional foci University of School of Southampton Education

  10. 45 40 35 30 25 Number of Responses 20 With CBCE W/out CBCE 15 10 5 0 Pre-92 University Post-92 University University College Specialist College Sector FHE College CBCE by Sector University of School of Southampton Education

  11. Institutional history • Particular shapes of institutional development • Institutional histories • Institutional structures • Active individuals University of School of Southampton Education

  12. Origins of CBCE University of School of Southampton Education

  13. Institutional foci • Within above factors each institution will • Position itself • Emphasise particular policies • These may affect the shape of the credit-bearing career education University of School of Southampton Education

  14. Typology thoughts (3) Micro-level factors (course/programme level) provision: • Vertical/horizontal integration • Disciplinary integration • Optional or compulsory provision • Involvement of different personnel University of School of Southampton Education

  15. The Vignettes • Horizontal integration of provision • Vertically integrated provision • Foundation degree provision • Provision integrated into postgraduate training • Generic Careers Education as part of a PDP unit • Collaborative provision • Career planning and Internship • Compulsory Final Year Provision • Enterprise in HE initiative University of School of Southampton Education

  16. Examples of vignettes • Post-1992 university, vertically linked CBCE • Further and higher education college University of School of Southampton Education

  17. Contact Details Dr Ros Foskett email: R.Foskett@soton.ac.uk tel: 023 8059 3080 Dr Brenda Johnston email: B.H.M.Johnston@soton.ac.uk tel: 023 8059 7576 University of School of Southampton Education

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