Embedding employability within the curriculum: a USW Case Study - Rob Griffiths & Paul Rainer
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Embedding employability within the curriculum: a USW Case Study - Rob Griffiths & Paul Rainer

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Presentation at HEA-funded workshop 'Fit for the workplace - collaborative approaches to enhancing graduate employability in Sport '. ...

Presentation at HEA-funded workshop 'Fit for the workplace - collaborative approaches to enhancing graduate employability in Sport '.

The workshop was integrated with the university’s undergraduate Sport Employability Conference (SEC) and provided delegates with the opportunity to discuss approaches to enhancing graduate employability whilst also observing students showcasing their work based learning. Sessions included engagement with a wide variety of national and local employers.

This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/SKAMpE

For further details of the HEA's work on Employability and Global Citizenship in the Social Sciences see: http://bit.ly/17n8Knj

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Embedding employability within the curriculum: a USW Case Study - Rob Griffiths & Paul Rainer Presentation Transcript

  • 1. Embedding employability within the curriculum – USW Case Study Rob Griffiths Paul Rainer Jon Evans
  • 2. Critical Success Factors Policy Driven Academic Staff Assessm ent Employabil ity Coordinat or Innovative Partnerships Mentori ng Support
  • 3. Curriculum Design Year 1 • PREPARATION • Ensuring appropriate knowledge base • Develop relevant skills (leadership, communication, organisation) • Application within peer group environment • Introduction to key initiatives/programmes e.g Street Games Year 2 • APPLICATION • Undertake community placement • Opportunity to join Active Valleys • Expectation that student acquires a significant number of vocational awards Year 3 • CRITICAL REFLECTION • Extended piece of critical writing • 140 hour community placement – leading on projects • Development of critical reflection, analysis and discussion techniques
  • 4. Year 2 modules Sport Placement Module • 40 hours of ‘delivery’ in a community sport setting • Options include: Primary school extra- curricular delivery; competition organisation; and StreetGames community sport delivery • Working with key partners – Sport RCT, Sport Caerphilly, StreetGames & Merthyr Sports Development • Rugby & Football degree programmes focus on sport specific community placements
  • 5. Year 3 modules Applied Professional Project (40c) • Option for students on all sport degree programmes • Taken instead of a dissertation • Students undertake a placement for a day a week over a period of at least 20 weeks with an employer • Students are required to write a report based on a project that they deliver during their placement • Ideal for those students wanting to gain significant industry experience
  • 6. Year 3 modules Work-Based Learning (20c) • Option for students wishing to do a dissertation • Provides an opportunity to undertake work-based learning alongside a research project for their dissertation • Students undertake a placement for a day a week over a period of at least 20 weeks with an employer (140 hours) • Students are required to write 2 reflective essays or their experiences whilst on their placement
  • 7. Academic Staff 1. Previous industry experience 2. Strong engagement with industry 3. Research interests within student employability 4. Employability acknowledged within workload
  • 8. Student Support • Designated industry mentors and academic supervisors • WBL Handbook • Employers handbook • Employers forum • Timetabled sessions • E-portfolio • Sports Jobs & Careers
  • 9. WBL Coordinator & Lecturer • To co-ordinate and manage the work placement opportunities with National Governing Bodies, Local authorities, professional organisations and schools • To deliver workshops/tutorials to students in aspects of professional development in the workplace • To develop and maintain a working relationship with external agencies and to assist and support students work placements in the area of sports coaching and performance. • To provide mentorship to students that are on placements • To contribute to the delivery of sports coaching modules as necessary. • To perform administration and assessment associated with student placements. • To provide regular reports and assessments in relation to the coaching ability of students whilst on placement • To co-ordinate and manage collaborative work based learning forums.
  • 10. Assessment Reflecti ve Logs Managem ent Reports Blogs / e- portfolio Mentor feedback Practica l Delivery Use of Video & Audio Poster / Oral Presentation s Design of Resourc es 10
  • 11. Innovative Practice • USW Sport Student Enterprise – ‘Active Valleys’ • Run by sports students from years 1, 2 and 3 • Currently have a number of contracts with local authorities to deliver sport to the community • Gain experience of running a ‘business’ in sport
  • 12. Employability Conference • Employers advertise their job roles and placements to prospective students • Students apply for and are selected for particular roles by the employers (via application form/CV and interview) • Each year, sports students attend an Employability Conference • Provides valuable interview and industry experience in a supportive and purposeful environment • Allows for important networking in the sports sector
  • 13. Partnerships Post Organisation Football Development Officer Welsh Football Trust Junior Sports Assistant RCT WRU Enterprise Academy WRU 5x60 assistants RCT and Caerphilly Competition Assistant Cricket Wales Sport Policy Unit Welsh Government Hockey Development Officer Hockey Wales Assistant Instructors RCT Outdoor Activity Centre Rowing Participation Officer Welsh Rowing Leisure Project Officers Halo Leisure
  • 14. © University of South Wales The modern day Coach is Unprepared Recent critical writing on coach development and coach education programs suggests that existing approaches are unable to provide the professional development required for coaches working in often increasingly complex, dynamic and demanding environments (Cushion, 2007).
  • 15. © University of South Wales Mechanical Compliance Typically NGB Coach Education has portrayed coaching as a ‘knowable sequence’ (Usher, 1998) and coaches as ‘merely technicians involved in the transfer of knowledge’ (MacDonald and Tinning, 1995) where theory has been delivered separate to practice.
  • 16. © University of South Wales It has been recognised that if we are to develop imaginative, dynamic and thought provoking coaches we must widen the search beyond the “usual suspects” of content knowledge that has traditionally informed the coach education process (Cushion, 2003). 21st Century Coach
  • 17. A different type of Pedagogy • Active participation • Self-determined action • Collaborative experiences • Edge of chaos expectations • Open environment • Situated/authentic experiences • Formative feedback • Reflective Evaluation • Scaffold experiences • Connected experiences • Passive participation • Received action • Individualised experiences • Stable expectations • Closed environment • De-contextualised experiences • Summative feedback • Superficial Evaluation • Fragmented experiences • Compartmentalised experiences • Complex Pedagogy • Behaviourist Pedagogy
  • 18. © University of South Wales Courses we Developed • Foundation Degree Football Coaching & Performance • BSc Football Coaching & Performance • Foundation Degree Rugby Coaching & Performance • BSc Rugby Coaching & Performance
  • 19. © University of South Wales Responsive to Key Stakeholders Skills Active (2006) – ‘the combination of Level 2 NGB Coach education and a relevant degree would be extremely beneficial for sport employment’ HE must therefore in collaboration with stakeholders provide opportunities for students to experience the complexities of coaching
  • 20. Awareness of Deployment
  • 21. © University of South Wales Curriculum Design The need to move away from a content / instructional based curriculum to a progressive curriculum that is focused on a student centred approach.
  • 22. © University of South Wales FD Football/Rugby Coaching & Development BSc Rugby Coaching & Performance Year One Year Two Year Three Academic and Professional Skills Research Methods Dissertation or Applied Project (Double Modules) Football/Rugby coaching young children (Double module) Football/Rugby Coaching: Adolescent performers (Double Module) Expert Performance & Psychological Factors Strength and Conditioning principles and applications Performance Analysis Strength & Conditioning Developing Athlete BSc Pathway: Analysis in Rugby/Football Coaching & Performance BSc Pathway: Developing Expertise in Motor Behaviour Contemporary Issues in Sports Coaching Introduction to Coaching Science Monitoring Testing & Evaluation FD Pathway: FD Pathway: Developing Sport Sport Employability Placement (Double Module)
  • 23. © University of South Wales WRU UKCC Level 1 and FAW Level 2 (UEFA C) licence 40 hours placement WRU UKCC Level 2 award FAW Level 3 award (UEFA B) licence 140 hour placement FAW Level 3 award 140 hour placement Year 1 Academic Research & Professional ,The Developing Athlete, Strength & Conditioning Principles and Applications, Football/Rugby Coaching Young Children(40c), Developing Sport. Introduction to Coaching Science Year 2 Performance Analysis, Research Methods, Football/Rugby Coaching Adolescent Performers (40c), Sport Placement (Rugby/Football)(40c), Monitoring Fitness Testing, Sport Psychology & Skill Acquisition Year 3 Dissertation/Applied Professional Project, Contemporary Issues in Sport, Strength & Conditioning, Advanced Sport Psychology & Skill Acquisition, Analysis in Rugby/Football, Work Based Learning, Athlete Career Transitions. FD/BSc Rugby/Football Coaching WBL integrated throughout
  • 24. © University of South Wales Year 1 FAW/UEFA C licence (72 hrs) Year 2/3 FAW/UEFA B Youth Licence (144 hrs) Year 1 WRU Coaching Children Level 1 (7- 13 yrs of age) (72 hrs) Year 2 WRU UKCC Level 2 Coaching award. Integration of Coach Education
  • 25. © University of South Wales Key Points in the design of WBL • Curriculum Design – Integration of WBL throughout • Follow QAA guidelines and Code of Practice for WBL and FD – Assessment – Engagement with employers • Quality assurance of WBL – Students are ‘fit for purpose’ • Mentor support • A range of well designed WBL opportunities • Community of Coaching Practice • Mutual Obligation and Shared Responsibility
  • 26. © University of South Wales A Community of Learning Practice Jones et al., (2004) suggested that inherent in experiential learning is the process of learning how to coach through socialisation within a subculture, where coaches through interaction with other coaches are able to develop a set of coaching values of “how things should be done” (Lyle, 1999).
  • 27. © University of South Wales Learning through Real-world Experience This new innovative approach to coach education would suggest the experiential learning opportunities offered through this approach are not as Jones and Wallace (2005) suggest “removed from reality”, but provide coaches the opportunity to facilitate the integration of new knowledge into coaching practice (Nelson & Cushion, 2006). The course echoes the views of Cushion et al., (2003) of the need to situate the trainees’ learning in the practical experience of coaching in an appropriate supportive context, through work based learning in a variety of contexts.
  • 28. © University of South Wales Active Endorsement Higher Education Endorsement Scheme - Sports Coach Education • Aims of the scheme • To enable prospective students to make more informed decisions when choosing their courses of study. • To help Universities ensure their courses of study have currency and relevance to industry. • To produce educated and employable graduates in the sector. • To help define and promote the concept of ‘graduateness’ in the sector.
  • 29. Abrahams. A., & Collins, D. (1998). Examining and Extending research in coach development, Quest, 50: 59-79. Cushion, C. Armour, K.M. & R.L.Jones.(2003). Coach Education and continuing professional development: Experience and learning to coach, Quest, 5:215-230. Jones, R.L. & M. Wallace. (2005). Another bad day at the training ground: Coping with ambiguity in the coaching context, Sport Education & Society, 10, 119-134. Nelson, L. & C. Cushion. (2006). Reflection in Coach Education: The case of the national governing body of coaching certificate. The Sport Psychologist, 20: 174-183. Reid, A. and Petocz, P. (2003). The Professional entity: rebuilding the relationship between students’ conceptions of learning and the future profession. Paper presented at the 11th Improving Student Learning Symposium, Hinckley, Leicestershire, 1-3rd September, 2003 Sports Coach UK. (2008). The UK Coaching Framework. Usher, R. (1998) The story of the self: Education, experience and autobiography, in: M. Erben (Ed.) Biography and Education: A reader (London, Falmer Press). © University of South Wales References
  • 30. © University of South Wales COACH DEVELOPMENT USW COACH PATHWAY SUPPORT PROGRAMME
  • 31. © University of South Wales Jon Evans - WRU Coach Development Officer Mentor support and Supporting Lecturer My Role
  • 32. © University of South Wales 1st Years complete the UKCC Coaching Rugby Union Children’s Level 1. Modules • What is coaching • Planning and Organisation • Communication Skills • Games for Understanding • Core Values • The TAG Game • An introduction to contact They also complete a four week coaching placement at a local Primary Schools. Qualifications
  • 33. © University of South Wales 2nd Years Complete the UKCC Coaching Rugby Union Level 2. Modules • Effective Coaching • Coaching Styles • Skill Acquisition • Developmental Coaching • Powering the 8 man scrum • Continuity in contact • Backline options Students also receive additional topics such as 7’s, Touch rugby and Strength and Conditioning to enhance their coaching knowledge. Qualifications
  • 34. © University of South Wales Challenges Student. From a review of the course they said: • Peer Assessments • Even more qualifications eg 7’s, Refereeing • Experience WRU. Issues I have faced • Attendance • Most qualified class but how many are actually coaching • Placement opportunities
  • 35. © University of South Wales Experience Delivery of WRU programmes: Little stars Under 14 Talent Identification Secondary Schools Primary Schools Dewar Shield Street Stars Atomic Touch Touch Refereeing
  • 36. © University of South Wales Case Study Joe Davies – WRU Player Development Officer for Cardiff Former Student of USW Role Facilitates delivery of rugby programmes in 24 Secondary Schools. Delivers Talent Identification Skills Hubs for the Cardiff area Key stake holder in the Cardiff Schools Dewar Shield Under 15’s Team
  • 37. © University of South Wales Thanks for listening Any questions