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Embedding Employability Skills within the Psychology Curriculum

Embedding Employability Skills within the Psychology Curriculum. Isabella McMurray and Pat Roberts Third International Conference on the Teaching of Psychology July 12-16 2008. AIMS AND METHODS.

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Embedding Employability Skills within the Psychology Curriculum

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  1. Embedding Employability Skills within the Psychology Curriculum Isabella McMurray and Pat Roberts Third International Conference on the Teaching of Psychology July 12-16 2008

  2. AIMS AND METHODS • PHASE ONE – To gain a holistic understanding of the skills (e.g communication skills) specified within our current Psychology curriculum(by counting the frequency of skills cited in each module’s quality assurance documentation) • Curriculum Skills Audit • PHASE TWO -To examine students’ perspectives of the skills that they develop in Higher Education • Survey with a small sample of students - 77 Students (33 level 1, 25 level 2, 15 level 3) • 2 Focus Group with level 1 students • PHASE THREE - Beyond University - To explore graduates and graduate employers’ views on the employability of Psychology graduates. • Interviews with 10 graduates and their employers

  3. FINDINGS: PHASE ONE – CURRICULUM SKILLS AUDIT Table 1: Frequency of skills mentioned in module documents

  4. PHASE TWO - UNDERGRADUATES VIEWS OF SKILLS AND EXPERIENCES GAINED DURING THEIR STUDIES • At all levels • Many opportunities to develop communication skills • A prominence of practical research method skills including how to use Information Technology, Application of Number and Communicating this information effectively. • Level 1 • Skills were related to academic studies. • The transference of skills to an applied context was not recognised. • The skills identified in Counselling Psychology were noted as skills that would be valuable for later employment. • Students reported difficulty in reflecting on their own academic progress.

  5. PHASE TWO - UNDERGRADUATES VIEWS OF SKILLS AND EXPERIENCES GAINED DURING THEIR STUDIES • Level 2 • Acknowledged the development of professional attitudes, listening skills, verbal delivery and critical thinking skills. • An awareness of self – goals, interests and preferences. • There was some emphasis on cultural awareness of society and working with others. • Level 3 • The dissertation provided an opportunity to gain a deeper understanding of the discipline of Psychology. • Gaining leadership skills whilst working with others was also identified.

  6. PHASE THREE - BEYOND UNIVERSITY - EMPLOYERS • A good Psychology degree (2:1 or above) • Communication skills and Analytical skills • Confidence not arrogance • Recognising Diversity • Life skills • An awareness of the job they are applying for • A documented portfolio not always essential at a graduate level • Graduates stated that at the time of their degree the skills they learnt were necessary for their academic studies. However in retrospect they wish they had made more use of the personal and career planning opportunities that were available to them

  7. CHANGES TO OUR CURRICULUM • In light of this research we have now integrated a developmental perspective of skills into our curriculum. This draft plan includes guidelines regarding the skills we hope students will achieve at each level. • The draft plan also includes working with our Centre for Personal and Career development (CDCP) to produce a developmental and integrated plan for incorporating ‘real-world’ skills throughout the undergraduate curriculum.

  8. CHANGES TO OUR CURRICULUM: THE DEVELOPMENT OF SKILLS GUIDELINES • Level 1 • Interpersonal Skills – What is reflection? Models of reflection? introduction to the SOAR model. Questioning diversity and difference. • Level 2 • Social processes and Lifespan Development • How our professional identity has changed across our life span and the individual and social influences that have made that change. Going professional conference. • Individual Differences • Personality and career choices, how employers use psychometric testing • Biological and Cognitive Psychology • Communication – How do we communicate ourselves to others? • Research Methods • Translating skills from an academic context to employability, think about how selecting a dissertation topic might impact upon future career prospects • Level 3 • Career workshops aligned to the dissertation module relating to interview techniques and role play

  9. Future Directions • Continue to foster close relationships with our careers department. • To monitor the new initiatives within the curriculum. • To have more graduates and employers involved in delivering aspects of the psychology curriculum.

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