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Exploring e-Portfolios to produce educated employable graduates

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Presentation at Mahara Hui 2017 by Patricia Lucas (AUT) in Auckland, New Zealand, on 7 April 2017.

YouTube presentation link can be found here: https://youtu.be/k-iHVKoJF48

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Exploring e-Portfolios to produce educated employable graduates

  1. 1. Exploring E-portfolios to produce educated employable graduates Dr Patricia Lucas School of Sport and Recreation, AUT, NZ
  2. 2. WHERE ARE WE HEADING?
  3. 3. EDUCATION As an individual passes from one situation to another, his [sic] world, his environment, expands or contracts. He does not find himself living in another world but in a different part or aspect of one and the same world. What he has learned in the way of knowledge and skill in one situation becomes an instrument of understanding and dealing effectively with the situations which follow. The process goes on as long as life and learning continue.. ― John Dewey (1938) EMPLOYABILITY A set of achievements – skills, understandings and personal attributes – that make individuals more likely to gain employment and be successful in their chosen occupations, which benefits themselves, the workforce, the community and the economy. - Yorke & Knight (2006)
  4. 4. What is happening in higher education • Universities are changing. Why? • Stronger links with business, society and academic worlds • Privileged few to mass higher education with vocational focus • Higher social accountability • Influences pedagogy, educational practices and knowledge production • Increased global investment • More graduates – greater diversity and choice of degree • Well educated workforce • University – business model? • Educators – what is our role?
  5. 5. What do industry and government expect of graduates? • Industry • Industry ready graduates - skilled and knowledgeable • ‘On the job’ training time reduced • Graduates who match labour market needs • Attributes and skills required vary from org to org (confusing for students) • Government • Tertiary Education Strategy 2014-2019 (New Zealand Government, 2014) • Clear focus on preparation for employment • Higher education fees
  6. 6. What about parents and prospective students? • WELL PAID JOBS WITH CAREER PROSPECTS! • Everyone goes to university now? • Expectations possibly stemming from “I have paid for this”. Money well spent? • Relevance to what?
  7. 7. What do academics expect of their graduates? • Graduate profiles may include: • Leaders of self and others • Effective communicators • Adaptive and innovative • Critical thinkers • Research literate • Professional and ethical global citizens • Work ready, career ready, future ready • Future academics and Nobel prize winners
  8. 8. Where is the tension and disconnect? • Contemporary academics • Passionate about research? • Passionate about teaching? • Technologically savvy? • Latest developments in research versus workplace reality • What is the purpose of a university degree and for whom? • Differing perspectives – how to align • How can we enable student to see how their academic progress while supporting industry requirements • What does the industry want from a E-portfolio
  9. 9. Can E-portfolios help bridge this gap? • One platform with multiple functions • Application of theory to practice • Identify personal and professional development • Examine academic progress • Easy access to information across several years of work • Provide evidence required by industry • Students who engage in developing their employability are likely to be independent, reflective and responsible learners? • YOUR THOUGHTS AND EXPERIENCES?
  10. 10. Mahara – My experiences J • Understanding the functions of the platform • Research and study leave • Student “guinea pig” • Post graduate student
  11. 11. Where to from here? • Develop a research proposal? • Your experiences? • Your suggestions?
  12. 12. Thank you for your contributions J
  13. 13. References • Dewey, J. (1938). Experience and education. New York, NY: Touchstone. • Jarvis, P. (2000). Globalisation, the learning society and comparative education. Comparative Education, 36(3), 343–355. doi:10.1080/713656613 • New Zealand Government. (2014). Tertiary education strategy 2014–2019. Wellington, New Zealand: Author. Retrieved from http://www.education.govt.nz/assets/Documents/Further-education/Tertiary- Education-Strategy.pdf • Parker, L. D. (2012). From privatisedto hybrid corporatised higher education: A global financial management discourse. Financial Accountability & Management, 28(3), 247–268. doi:10.1111/j.1468- 0408.2012.00544.x • Peach, D., Cates, C., Jones, J., Lechleiter, H., & Ilg, B. (2011). Responding to rapid change in higher education: Enabling university departments responsible for work related programs through boundary spanning. Journal of Cooperative Education and Internships, 45(1), 94–106. • Waller, R., Holford, J., Jarvis, P., Milana, M., & Webb, S. (2014). Widening participation, social mobility and the role of universities in a globalized world. International Journal of Lifelong Education, 33(6), 701–704. doi:10.1080/02601370.2014.972082 • Yorke, M., & Knight, P. (2006). Embedding employability into the curriculum (Vol. 3): Higher Education Academy York. • Zepke, N., Nugent, D., & Leach, L. (2011). Reflection to transformation: A self-help book for teachers (2nd ed.). Wellington, New Zealand: Dunmore.

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