Fidelma Ashe: Harnessing political theory to facilitate students' engagement
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Fidelma Ashe: Harnessing political theory to facilitate students' engagement

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This presentation was delivered at the C-SAP dissemination event, 24 October 2011. For more information, please see csapshowcase.wordpress.com

This presentation was delivered at the C-SAP dissemination event, 24 October 2011. For more information, please see csapshowcase.wordpress.com

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Fidelma Ashe: Harnessing political theory to facilitate students' engagement Fidelma Ashe: Harnessing political theory to facilitate students' engagement Presentation Transcript

  • Harnessing Political Theory to Facilitate Students’ Engagement with Employability: A Critical Pyramid Approach Fidelma Ashe University of Ulster
  • Background
    • Aims:
    • To provide a critical alternative to conventional models of increasing students’ engagement with graduate employment.
    • To gain student feedback on ‘employability’ methodologies
    • Traditional approaches to Personal Development Profiling (PDP) and employability utilise skills questionnaires, learning portfolios and skills building activities with little reference to critical subject specific knowledge.
  • Background
    • Bespoke skills modules tend to address aspects of student employability by separating the concept of employability from subject specific knowledge
    • These modes of delivery may filter out a range of critical issues surrounding graduate employability such as the activities of the state, political culture and graduates’ socio-economic identities
  • Outcomes
    • Students engage with employability in an
    • Uncritical fashion
    • Autonomous fashion
    • The problem of employability is reduced to the individual student
  • The project
    • Graduate employability sessions delivered through year one political thought module
    • 6 lectures
    • 3 tutorials
  • Resources
    • Subject specific content
    • Learning pyramid
    • Learning portfolio
  • Key themes
  • Outcomes
    • Portfolios reflect critical learning
    • Questionnaires at beginning/conclusion indicated increased critical understanding of the arena of graduate employment.
    • Both indicated that students understood the factors that impact on graduate employment and had considered strategies within that context.
  • Reflections
    • Too much material was covered.
    • The students were very interested in the relationship between identity and graduate employment indicating this was a suitable lens for critical engagement
    • Need to build on this in later years
    • The project had tried to politicise graduate employment sessions
    • The students also embraced the personal in the sessions
  • Conclusions
    • The project illustrates that knowledge does not have to be divided in to critical and compliant aspects to address graduate employment in Politics degrees.
    • Critical knowledge supports our students in terms of securing graduate employment