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
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
This document discusses closing the gap between higher education and employability in the sport and physical activity sectors. It identifies that higher education institutions emphasize degree subject knowledge, generic skills, and work experience when defining employability, while the sport sector values additional factors like emotional intelligence. The document notes changing boundaries between education and the sport sector and how this impacts required skills. It poses discussion questions on success in sport careers and how employers can support workforce development. Finally, it recommends cross-sector collaboration on resources and innovative education to better address this gap.
Division Meeting - Feb. 25, 2022
University of South Carolina Division of Student Affairs and Academic Support
presenters:
Megan Colascione, Student Life, Staff Senate
Pam Bowers, Planning, Assessment and Innovation
Jennifer Keup, National Resource Center for The First-Year Experience and Students in Transition
The document discusses career academies and their benefits. It notes that career academies have been shown to reduce dropout rates, increase attendance and credits earned, and improve preparation for post-secondary education. Long-term studies found career academy graduates earned on average 11% more per year and $30,000 more over 8 years for young men. The document promotes career academies as a way to engage students and prepare them for both college and careers.
This presentation is linked to a workshop presented at the HEA Enhancement event 'The full picture: the journey from listening to partnership in student engagement'. The blog post that accompanies this presentation can be accessed via http://bit.ly/129riIW
Presentation by Dr Sara Bragg (the University of Brighton) of a Higher Education Academy (HEA) funded teacher education project in July 2014. For further details of this event and links to related materials see http://bit.ly/1mqhzHS.
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
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
This document discusses closing the gap between higher education and employability in the sport and physical activity sectors. It identifies that higher education institutions emphasize degree subject knowledge, generic skills, and work experience when defining employability, while the sport sector values additional factors like emotional intelligence. The document notes changing boundaries between education and the sport sector and how this impacts required skills. It poses discussion questions on success in sport careers and how employers can support workforce development. Finally, it recommends cross-sector collaboration on resources and innovative education to better address this gap.
Division Meeting - Feb. 25, 2022
University of South Carolina Division of Student Affairs and Academic Support
presenters:
Megan Colascione, Student Life, Staff Senate
Pam Bowers, Planning, Assessment and Innovation
Jennifer Keup, National Resource Center for The First-Year Experience and Students in Transition
The document discusses career academies and their benefits. It notes that career academies have been shown to reduce dropout rates, increase attendance and credits earned, and improve preparation for post-secondary education. Long-term studies found career academy graduates earned on average 11% more per year and $30,000 more over 8 years for young men. The document promotes career academies as a way to engage students and prepare them for both college and careers.
This presentation is linked to a workshop presented at the HEA Enhancement event 'The full picture: the journey from listening to partnership in student engagement'. The blog post that accompanies this presentation can be accessed via http://bit.ly/129riIW
Presentation by Dr Sara Bragg (the University of Brighton) of a Higher Education Academy (HEA) funded teacher education project in July 2014. For further details of this event and links to related materials see http://bit.ly/1mqhzHS.
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
Presentation by Dr Elspeth McCartney for the Higher Education Academy (HEA) symposium on teacher education at BERA Annual Conference in London, September 2014.
The project, one of 4 funded by the HEA, involved supporting student teacher engagement with published research. The full project report describing the work can be found at http://bit.ly/1mqhzHS
Presentation given at the HEA Social Sciences learning and teaching summit 'Exploring the implications of ‘the era of big data’ for learning and teaching'.
A blog post outlining the issues discussed at the summit is available via: http://bit.ly/1lCBUIB
This document provides a list of resources on the theme of assessment. It includes over 50 references to publications, websites, and other materials related to assessment for learning, formative assessment, testing and accountability. The list was originally compiled based on recommendations from workshops in the UK in 2012. It is not intended to be exhaustive and provides enough information in each entry to locate the resource.
Presentation from Dr Vicky Duckworth (Edge Hill University) at an HEA teacher education event which links to her latest book, Learning Trajectories, Violence and Empowerment amongst Adult Basic Skills Learners. For further details of this event and links to related materials see http://bit.ly/1mqhzHS.
This document discusses student engagement through partnership between higher education institutions and students. It provides a framework to support partnership and explores opportunities and challenges, such as issues of inclusivity, power relationships, and defining terms of engagement. The document also outlines conceptual models of partnership in areas like learning, teaching and assessment. It examines tensions around partnership and opportunities to further explore areas like pedagogies of partnership and disciplinary approaches.
This document discusses internships and volunteering in the third sector. It notes that internships are important for young people and graduates to gain work experience, but that charities are not obligated to pay interns. It raises questions about whether unpaid internships take advantage of job scarcity and whether charities would need paid workers to do interns' work. The document advocates for charities to critically examine their internship programs and ensure a balance of needs. It concludes that how the sector addresses entry points into careers will impact workforce diversity and ability to support diverse communities.
This presentation is linked to a workshop presented at the HEA Enhancement event 'Ways of knowing, ways of learning: innovation in pedagogy for graduate success'. The blog post that accompanies this presentation can be accessed via http://bit.ly/13zCShG
This document presents a generic modular framework for implementing innovation and commercialization-oriented curricula through scenario-based and experiential learning. The framework is adaptable and scalable, covering topics like opportunity recognition, intellectual property, finance, and business strategy. Assessment includes feasibility reports, presentations, research tasks, and reflective logs.
The School of Bioscience applies this framework through student "company teams" that invent marketable biotech products addressing global issues. External speakers provide discipline-relevant content, and weekly plans guide students through a scenario culminating in a feasibility report and company pitch. Feedback indicates the innovative methodology develops students' commercial awareness and employability skills.
This document contains a list of resources related to raising achievement and closing gaps in educational attainment. It includes journal articles, reports, and web links on topics such as the attainment gap between socioeconomic groups, effective classroom strategies, data use in schools, and subject-specific resources. The list was originally compiled based on recommendations at workshops in the UK in 2012 and is intended as a record of views, not an exhaustive catalog. It contains over 50 resources in alphabetical order with enough detail provided to locate each one.
Updated version of presentation delivered at HEA Social Sciences annual conference 2014.
These slides form part of a blog post, which can be accessed via: http://bit.ly/1sqOwEa
Presentation at the HEA-funded workshop 'Using an online, virtual reality audit simulation to enhance teaching and learning within Accounting and Finance'
The event was an opportunity for interested parties to meet together to experience an online audit simulation designed to enhance teaching and learning for Accounting and Finance students. The event also provided opportunities to build upon current expertise in sector by promoting knowledge exchange and sharing resources between institutions.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1qer5PH
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
Part of the 'Apocalypse Now' conference theme, which requires the presenter to imagine their own future world scenario.
IMAGINED WORLD
There is gulf opening up between moral and technical conceptualisations of education and employment.
Often the existing discourses around employability in higher education and beyond has had a
homogenising force, focussing as they often do on employers demands for demonstrable writing abilities
and the production of particular types of knowledge. This approach we feel loses sight of the multiple and
nuanced individual interactions that actually constitute the relationship between (potential) employees and
their workplace. This project seeks therefore to extend the limits of traditional social and pedagogic
practice around employability in higher education. In the first instance it rejects the idea of employability
skills as too limiting and rigid and the concept of transferable skills as too simplistic. Our more radical
employability literacies approach seeks to act as counter-hegemonic force, disrupting neoliberal and
conventional narratives around employability and links with education. It suggests that there is scope for
resistance and recasts employability development for students as a process requiring
• dialogue
• reflection
• meta-analysis of workplace literacies and practices
The employability framework developed by the project encapsulates our ontological shift as opens up a
new relational word of employability strategies and negotiations as it students encourages to read the
workplace, reflect upon those readings and deconstruct the values and power relations that they present.
ABSTRACT
This project draws on contemporary ideas from literacy studies and sociology to understand employability
as a process of induction into the social practices of the workplace. Focusing on literacies as a mechanism
for enabling successful immersion in workplace cultures this project has developed, piloted and embedded
a cross-curricular ‘literacies- for-employability’ framework that can be flexed across disciplines to equip
students to navigate, explore and orientate themselves now or post apocalypse.
Presentation at HEA-funded workshop 'A dialogue between phenomenology and realism in pedagogical and educational research '.
The workshop aimed to stimulate debate around the philosophical underpinnings of different research methodologies, whose shared terminology is often interpreted in radically contrasting ways, and in particular, to encourage dialogue between realist and phenomenological research traditions. The workshop was aimed at pedagogical and educational researchers who are looking to expand their methodological repertoire and to explore new ways of teaching research methods.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1oww6m1
For further details of the HEA's work on teaching research methods in the Social Sciences see: http://bit.ly/RIZtTz
The document discusses approaches to global education that engage students in reflecting on ethics and global issues. It presents two approaches: Philosophy for Children, which uses communities of inquiry to emphasize morality and rationality; and Open Spaces for Dialogue and Enquiry, which emphasizes ethics, difference, and developing critical literacy towards difference. The document advocates for education that fosters critical thinking, open-mindedness, understanding of global issues and power relationships, and action for positive change.
This document provides an overview of the University of South Wales' approach to embedding employability within their sports coaching curriculum through a case study. Key aspects of their approach include:
- Integrating work-based learning opportunities and qualifications throughout all three years of degree programs in football and rugby coaching. This includes placements, modules, and obtaining coaching licenses.
- Curriculum design with progressive development of skills from preparation to application to critical reflection across the three years.
- Strong partnerships with organizations to provide students placement and employment opportunities.
- Support for students including mentors, employers forums, and an employability coordinator to help coordinate work-based learning.
- Assessment of employability skills through reflective logs,
This document summarizes a discussion between representatives from higher education institutions about the challenges and opportunities facing youth and community work courses in England. It notes the current ideological attacks on public services and academia. It introduces the representatives and discusses the challenges higher education institutions face in a changing job market and education system. Ideas are proposed for how higher education can better support the youth workforce through curriculum development, placement opportunities, and collaboration with sector organizations. Developing a joint agenda between higher education and youth organizations is emphasized.
This presentation formed part of the HEA-funded workshop 'Placements with industry experience in Business and Management programmes'
Embedding work experience within degree programmes has been identified as a significant positive contributor to improving employability outcomes. In this seminar we explain the development of the University of Exeter Business School’s “with Industrial Experience” scheme, and gauge student evaluation, employer perception, and methods for replication and sustainability of year-long placement programmes.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1eGt47q
For further details of HEA Social Sciences work relating to employability and global citizenship please see: http://bit.ly/17n8Knj
Clive May presented on career education programs and workshops for students from Years 7-12. He discussed facilitating workshops that focus on self-awareness, career options exploration, and decision-making. Activities include interest assessments, matching interests to careers, and discussing subject choices and pathways. Workshops also provide information on tertiary study options, alternative pathways to university, and the job market. Resources and support are offered to guidance officers and parents to help students with career planning and transitions after school.
This document contains information about various awards given out by the Association of Colleges (AoC) Beacon Awards program. It provides details about the winners in categories like Teaching and Learning, Leadership and Quality Improvement, and Responsiveness, Partnership and Impact. For each award, it summarizes the winner's initiative or program, quotes from assessments or individuals involved, and highlights the impact or outcomes achieved. The document acts as a prospectus, profiling past award winners to showcase examples of excellence and innovation in further education.
The document summarizes a presentation given by Amy O'Donnell at the 2009 MwACE Annual Conference about career courses at the University of Toledo College of Business Administration. It discusses how the college implemented required 1-credit career development courses to better prepare students for internships and jobs. A survey of recruiters found that most felt colleges should require career courses and believed students who take such courses are more competitive, though many were unaware of the UT program. The presentation concluded that employers support enhancing competitiveness through mandatory career curriculum.
The document summarizes a presentation given by Amy O'Donnell at the 2009 MwACE Annual Conference about career courses at the University of Toledo College of Business Administration. It discusses how the college implemented required 1-credit career courses to better prepare students for internships and jobs. A survey of recruiters found that most support requiring career courses and believe students who take them are more competitive, though many were unaware of the specific program at UT. The presentation concludes that career courses can enhance student competitiveness and shares UT resources for those interested in similar programs.
Presentation by Dr Elspeth McCartney for the Higher Education Academy (HEA) symposium on teacher education at BERA Annual Conference in London, September 2014.
The project, one of 4 funded by the HEA, involved supporting student teacher engagement with published research. The full project report describing the work can be found at http://bit.ly/1mqhzHS
Presentation given at the HEA Social Sciences learning and teaching summit 'Exploring the implications of ‘the era of big data’ for learning and teaching'.
A blog post outlining the issues discussed at the summit is available via: http://bit.ly/1lCBUIB
This document provides a list of resources on the theme of assessment. It includes over 50 references to publications, websites, and other materials related to assessment for learning, formative assessment, testing and accountability. The list was originally compiled based on recommendations from workshops in the UK in 2012. It is not intended to be exhaustive and provides enough information in each entry to locate the resource.
Presentation from Dr Vicky Duckworth (Edge Hill University) at an HEA teacher education event which links to her latest book, Learning Trajectories, Violence and Empowerment amongst Adult Basic Skills Learners. For further details of this event and links to related materials see http://bit.ly/1mqhzHS.
This document discusses student engagement through partnership between higher education institutions and students. It provides a framework to support partnership and explores opportunities and challenges, such as issues of inclusivity, power relationships, and defining terms of engagement. The document also outlines conceptual models of partnership in areas like learning, teaching and assessment. It examines tensions around partnership and opportunities to further explore areas like pedagogies of partnership and disciplinary approaches.
This document discusses internships and volunteering in the third sector. It notes that internships are important for young people and graduates to gain work experience, but that charities are not obligated to pay interns. It raises questions about whether unpaid internships take advantage of job scarcity and whether charities would need paid workers to do interns' work. The document advocates for charities to critically examine their internship programs and ensure a balance of needs. It concludes that how the sector addresses entry points into careers will impact workforce diversity and ability to support diverse communities.
This presentation is linked to a workshop presented at the HEA Enhancement event 'Ways of knowing, ways of learning: innovation in pedagogy for graduate success'. The blog post that accompanies this presentation can be accessed via http://bit.ly/13zCShG
This document presents a generic modular framework for implementing innovation and commercialization-oriented curricula through scenario-based and experiential learning. The framework is adaptable and scalable, covering topics like opportunity recognition, intellectual property, finance, and business strategy. Assessment includes feasibility reports, presentations, research tasks, and reflective logs.
The School of Bioscience applies this framework through student "company teams" that invent marketable biotech products addressing global issues. External speakers provide discipline-relevant content, and weekly plans guide students through a scenario culminating in a feasibility report and company pitch. Feedback indicates the innovative methodology develops students' commercial awareness and employability skills.
This document contains a list of resources related to raising achievement and closing gaps in educational attainment. It includes journal articles, reports, and web links on topics such as the attainment gap between socioeconomic groups, effective classroom strategies, data use in schools, and subject-specific resources. The list was originally compiled based on recommendations at workshops in the UK in 2012 and is intended as a record of views, not an exhaustive catalog. It contains over 50 resources in alphabetical order with enough detail provided to locate each one.
Updated version of presentation delivered at HEA Social Sciences annual conference 2014.
These slides form part of a blog post, which can be accessed via: http://bit.ly/1sqOwEa
Presentation at the HEA-funded workshop 'Using an online, virtual reality audit simulation to enhance teaching and learning within Accounting and Finance'
The event was an opportunity for interested parties to meet together to experience an online audit simulation designed to enhance teaching and learning for Accounting and Finance students. The event also provided opportunities to build upon current expertise in sector by promoting knowledge exchange and sharing resources between institutions.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1qer5PH
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
Part of the 'Apocalypse Now' conference theme, which requires the presenter to imagine their own future world scenario.
IMAGINED WORLD
There is gulf opening up between moral and technical conceptualisations of education and employment.
Often the existing discourses around employability in higher education and beyond has had a
homogenising force, focussing as they often do on employers demands for demonstrable writing abilities
and the production of particular types of knowledge. This approach we feel loses sight of the multiple and
nuanced individual interactions that actually constitute the relationship between (potential) employees and
their workplace. This project seeks therefore to extend the limits of traditional social and pedagogic
practice around employability in higher education. In the first instance it rejects the idea of employability
skills as too limiting and rigid and the concept of transferable skills as too simplistic. Our more radical
employability literacies approach seeks to act as counter-hegemonic force, disrupting neoliberal and
conventional narratives around employability and links with education. It suggests that there is scope for
resistance and recasts employability development for students as a process requiring
• dialogue
• reflection
• meta-analysis of workplace literacies and practices
The employability framework developed by the project encapsulates our ontological shift as opens up a
new relational word of employability strategies and negotiations as it students encourages to read the
workplace, reflect upon those readings and deconstruct the values and power relations that they present.
ABSTRACT
This project draws on contemporary ideas from literacy studies and sociology to understand employability
as a process of induction into the social practices of the workplace. Focusing on literacies as a mechanism
for enabling successful immersion in workplace cultures this project has developed, piloted and embedded
a cross-curricular ‘literacies- for-employability’ framework that can be flexed across disciplines to equip
students to navigate, explore and orientate themselves now or post apocalypse.
Presentation at HEA-funded workshop 'A dialogue between phenomenology and realism in pedagogical and educational research '.
The workshop aimed to stimulate debate around the philosophical underpinnings of different research methodologies, whose shared terminology is often interpreted in radically contrasting ways, and in particular, to encourage dialogue between realist and phenomenological research traditions. The workshop was aimed at pedagogical and educational researchers who are looking to expand their methodological repertoire and to explore new ways of teaching research methods.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1oww6m1
For further details of the HEA's work on teaching research methods in the Social Sciences see: http://bit.ly/RIZtTz
The document discusses approaches to global education that engage students in reflecting on ethics and global issues. It presents two approaches: Philosophy for Children, which uses communities of inquiry to emphasize morality and rationality; and Open Spaces for Dialogue and Enquiry, which emphasizes ethics, difference, and developing critical literacy towards difference. The document advocates for education that fosters critical thinking, open-mindedness, understanding of global issues and power relationships, and action for positive change.
This document provides an overview of the University of South Wales' approach to embedding employability within their sports coaching curriculum through a case study. Key aspects of their approach include:
- Integrating work-based learning opportunities and qualifications throughout all three years of degree programs in football and rugby coaching. This includes placements, modules, and obtaining coaching licenses.
- Curriculum design with progressive development of skills from preparation to application to critical reflection across the three years.
- Strong partnerships with organizations to provide students placement and employment opportunities.
- Support for students including mentors, employers forums, and an employability coordinator to help coordinate work-based learning.
- Assessment of employability skills through reflective logs,
This document summarizes a discussion between representatives from higher education institutions about the challenges and opportunities facing youth and community work courses in England. It notes the current ideological attacks on public services and academia. It introduces the representatives and discusses the challenges higher education institutions face in a changing job market and education system. Ideas are proposed for how higher education can better support the youth workforce through curriculum development, placement opportunities, and collaboration with sector organizations. Developing a joint agenda between higher education and youth organizations is emphasized.
This presentation formed part of the HEA-funded workshop 'Placements with industry experience in Business and Management programmes'
Embedding work experience within degree programmes has been identified as a significant positive contributor to improving employability outcomes. In this seminar we explain the development of the University of Exeter Business School’s “with Industrial Experience” scheme, and gauge student evaluation, employer perception, and methods for replication and sustainability of year-long placement programmes.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1eGt47q
For further details of HEA Social Sciences work relating to employability and global citizenship please see: http://bit.ly/17n8Knj
Clive May presented on career education programs and workshops for students from Years 7-12. He discussed facilitating workshops that focus on self-awareness, career options exploration, and decision-making. Activities include interest assessments, matching interests to careers, and discussing subject choices and pathways. Workshops also provide information on tertiary study options, alternative pathways to university, and the job market. Resources and support are offered to guidance officers and parents to help students with career planning and transitions after school.
This document contains information about various awards given out by the Association of Colleges (AoC) Beacon Awards program. It provides details about the winners in categories like Teaching and Learning, Leadership and Quality Improvement, and Responsiveness, Partnership and Impact. For each award, it summarizes the winner's initiative or program, quotes from assessments or individuals involved, and highlights the impact or outcomes achieved. The document acts as a prospectus, profiling past award winners to showcase examples of excellence and innovation in further education.
The document summarizes a presentation given by Amy O'Donnell at the 2009 MwACE Annual Conference about career courses at the University of Toledo College of Business Administration. It discusses how the college implemented required 1-credit career development courses to better prepare students for internships and jobs. A survey of recruiters found that most felt colleges should require career courses and believed students who take such courses are more competitive, though many were unaware of the UT program. The presentation concluded that employers support enhancing competitiveness through mandatory career curriculum.
The document summarizes a presentation given by Amy O'Donnell at the 2009 MwACE Annual Conference about career courses at the University of Toledo College of Business Administration. It discusses how the college implemented required 1-credit career courses to better prepare students for internships and jobs. A survey of recruiters found that most support requiring career courses and believe students who take them are more competitive, though many were unaware of the specific program at UT. The presentation concludes that career courses can enhance student competitiveness and shares UT resources for those interested in similar programs.
Student Recruitment: What's the role of career prospects?Guus Goorts
The document summarizes a webinar on how career prospects impact student recruitment strategies. It discusses how universities can use employability data to better communicate outcomes to prospective students and inform their own strategies. Specific topics covered include how employability is increasingly important to students, insights into what career-related questions students ask, examples of how universities can highlight outcomes through benchmarked salary and employer data, and the importance of authentic storytelling using alumni case studies and career trajectories.
This document discusses Project SEARCH, an international model for supporting employment for people with disabilities. It describes Project SEARCH as a one-year, education-to-work program where students with learning disabilities or autism are immersed in the culture of a host business. Through internship rotations, students gain career experience and job skills with the overall goal of obtaining paid, competitive employment. The document outlines the partners involved in Project SEARCH programs and shares outcomes and testimonials about its success in helping people with disabilities find meaningful work.
1. Colleges can meet the skills needs of the sport and leisure industry through effective partnerships between college staff and employers in the industry.
2. AoC Sport works regionally with colleges and local partners to promote physical activity and sport for all college students to improve education, employment, and health outcomes.
3. The document outlines AoC Sport's vision and objectives to engage 100%, 50%, 20%, and 10% of college students in different levels of physical activity and sport, and provides data on current participation levels among college students.
Passion or Profession? Are the employability skills developed by first year B...SHU Learning & Teaching
This document summarizes research on the criteria employers seek in undergraduate business and human resources management students applying for placements. Interviews were conducted with 10 employers and 12 students. The findings suggest that employers highly value interpersonal skills over technical skills or degree subject. Larger employers were open to candidates from various degrees while smaller employers wanted candidates with strong hard skills. About half the students interviewed utilized skills developed in their HR module, while others relied more on general experience and personality. The research had limitations due to its small sample size. Practical implications are that HR programs need to help students develop and articulate both hard and soft skills to employers.
150723 inspiring next generation career successv6ME+
Businesses are spending heavily on recruiting and developing young talent through direct entry graduate schemes and other early careers programmes, yet 25% of companies have unfilled positions due to graduates having a lack of employable skills.
Whilst the transformation in Further Education funding has increased the focus of universities on employability, this is failing to engage a large number of students and provide the personalised support in their moment of need. Many young people are feeling overwhelmed as they take their first steps on their career resulting in high numbers of employees being disengaged and uninspired in their work.
So, who's doing anything about it?
There's a gaping divide in who owns the problem, with employees looking for their employers to take the lead and provide visibility of their future careers options and businesses looking for individuals to take control.
ME+® fills the gap, putting people in control of their own careers and guiding them to achieve their ambitions.
The document discusses strategies to increase access to tertiary education for underrepresented groups in the Northern Corridor region of Queensland. It proposes stimulating demand for tertiary study through partnerships with schools, adult re-entry programs, and Indigenous outreach. It also discusses reviewing admissions policies, growing the Caboolture campus, improving retention of underrepresented students, and providing career counseling and support for school students. The goal is to help more students from low socioeconomic and Indigenous backgrounds make informed decisions about career and study options after year 12.
Bostock King Parker ICED2014 slides Qualified to teachStephen Bostock
This document summarizes a presentation on the impact of national standards and key performance indicators (KPIs) on professional development within the market-driven higher education sector in the UK. It discusses how the trend toward professionalization of teaching has accelerated due to market forces and public policies increasing transparency. Three case studies of universities in the UK - the University of Bath, City University London, and Glyndŵr University - illustrate the different impacts of these drivers, including mandatory training programs, promotion pathways recognizing teaching, and KPI targets for staff qualifications. While national standards and public accountability measures have increased influence over institutional practices, they also risk focusing development work too narrowly on metrics rather than real improvement.
Australian Academic Leadership Survey &;Interviews – An interim report - Alla...Blackboard APAC
Australian Higher education is facing the demands of new and rapidly changing student demographics, an increasingly competitive global environment and tighter funding and accountability constraints. Now, in 2016, it is an important time to understand the issues the sector is facing and consolidate the ways we are responding. We sought the perspectives of Australian university education leaders on current learning and teaching challenges, trends likely to influence the future of learning and teaching at Australian Universities and the ways our universities are responding.
This presentation reports on the findings of our research thus far and some of the ways that Blackboard Strategic and other Consultancy Services are positioned to assist our institutions going forward.
Enhancing computing student employability skills through partnership working ...Scott Turner
This document discusses a university's partnership program to enhance computing students' employability skills through STEM outreach. The program involves students volunteering for various STEM activities and receiving coordinated training to develop skills like communication, planning workshops, and leadership. Student volunteers report gaining confidence, skills, and career clarity from applying their knowledge for younger students. The program aims to promote STEM fields to local schools while helping university students identify with their subject and develop skills valued by employers.
The document discusses the Higher Education Academy (HEA) and its work to improve teaching quality and student success in higher education. Specifically:
- The HEA aims to continuously improve teaching quality through professional development, best practices, and thought leadership. Its vision is to be globally recognized for inspiring excellent teaching.
- The HEA has been involved in developing the UK's Teaching Excellence Framework (TEF), which evaluates teaching quality and recognizes excellent instruction. Core TEF metrics include student satisfaction, retention, and employment outcomes.
- The HEA proposes additional metrics like qualifications and training of teaching staff. Its frameworks are intended to achieve student success through influencing teaching excellence, priorities, principles, and culture.
Facilitating change utilizing Starfish for an Institutional Approach to Stude...Hobsons
Facilitating change utilizing Starfish for an Institutional Approach to Student Success Ramapo College of New Jersey
Presented by Joseph Connell and Christopher Romano
Hobsons University 2015
The document provides an agenda and details for a workshop on developing an HR scorecard and key performance indicators (KPIs) for an organization. The agenda includes an introduction, designing an HR strategy map, workshops for participants, and sessions on developing an HR scorecard and KPIs for the human capital area of an organization called Bima. The document also discusses the purpose and characteristics of effective KPIs, including that they should be essential, useful, immediate to the viewer, and not just a group of metrics.
Similar to Collaborative approaches to enhancing graduate employability in Sport: event introduction - Rob Griffiths (20)
This document provides a list of resources for curriculum design in 2014 following discussions at workshops in June 2013. It includes resources for the new national curriculum in England being introduced in 2014 as well as curriculum information for Northern Ireland, Scotland, and Wales. The list contains references to publications, reports, and websites on topics related to curriculum design, principles of curriculum development, and curriculum innovation. All items are in alphabetical order and provide enough detail to locate each resource.
This document provides a list of resources on assessment themes in alphabetical order. It includes websites, publications, and other resources from organizations like the Assessment Reform Group and individual authors like Paul Black and Dylan Wiliam. The list was originally created based on recommendations from workshops in the UK in 2012 to provide a record of contributors' views, and is not intended to be exhaustive. Links were last checked in February 2016.
In 2012 the Higher Education Academy worked with teacher educators from across the UK to curate a list of useful resources in this area. Kathy Wright has maintained and updated this list.
Slides to support short presentation by Kathy Wright at the 2015 HE and FE Show in London on 14 October. The presentation is taken from previous keynotes by Dr Abbi Flint of the Higher Education Academy.
This document summarizes a presentation on staff development workshops aimed at stimulating academics' teaching practices. It discusses common staff development formats, more innovative formats explored in 6 HEA workshops, and themes that emerged from participant feedback. Workshops incorporating creative and interactive activities facilitated new ways of thinking and discussion that prompted some changes to participants' continuing professional development and consideration of implementing new approaches. However, the workshops' short duration and lack of follow up posed challenges to transferring learning and changing practice. The document recommends providing explicit theory, lengthening workshops, and follow up to better support impacts on teaching.
This report contains the preliminary findings from a research project that aimed to explore:
• What is the current practice around teaching social science research methods to undergraduate medical students in the UK: what is being taught, how are teaching and learning organised within the curriculum, how is content is delivered, to and by whom and how is student learning assessed?
• And, what are the challenges and opportunities around developing this teaching and learning practice and the curriculum and policy contexts that frame it?
The document discusses the debate around whether students should be allowed to use laptops and other devices in the classroom with "lids up" or be required to have "lids down." It presents perspectives from academics and students on both sides of the debate, including arguments that devices can boost engagement but may also encourage distraction, and that banning devices may improve focus but prevent students from fact-checking understanding. The document also explores how technology affects different types of learning and engagement, and models for determining appropriate educational technology use.
This workshop was held as part of the HEA Enhancement Event 'Technology enhanced learning: What can we learn from MOOCs?'. The presentation forms part of a blog post about this workshop which can be accessed via: http://bit.ly/1AbOtCA
For further details of the enhancement event, please see: https://www.heacademy.ac.uk/events-conferences/event10203
This document discusses student partnership in higher education. It defines partnership as a specific form of student engagement that focuses on learning relationships and working arrangements between staff and students. The document presents a conceptual model of partnership that can occur through learning, teaching and assessment; subject-based research and inquiry; scholarship of teaching and learning; and curriculum design. It also discusses some tensions in partnership, such as issues of inclusivity, power relationships, and defining roles and responsibilities. The document advocates that higher education institutions learn from both successes and failures of partnership programs to improve impact and address ethical implications.
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event ‘Successful students: enhancing employability through enterprise education’. The blog post that accompanies this presentation can be accessed via
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For further details of this project, please see HEA Social Sciences blog post:
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This presentation by Sara Bragg (University of Brighton) was part of the Higher Education Academy (HEA) symposium at BERA Annual Conference in London, September 2014.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
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The complex relationship between human activities and the environment has been the focus
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population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
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The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
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centuries, evolving its structure over time and space. In the present era, these changes have
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providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
3. Schedule
10.00 Overview of the day / introduction
10.30 Graduate employability – dissemination of research findings
(Dr Hannah Mawson)
11.15 Coffee
11.30 Embedding employability within the curriculum – USW Case Study
(Rob Griffiths, Paul Rainer and Jonathan Evans)
12.30 Lunch / Networking
13:15 Employers Exhibition/ Student poster presentations
14.00 Employer Forum – Question Time
15.00 Event close
4. Time Session Details
9:00am Arrival, registration (Conference Centre, Treforest Campus)
9:30am Welcome session & Keynote (All conference attendees)
10:00am Session 1* Session 2* Session 3* Session 4*
Schools / Education ‘Getting the Job’ ‘Making the most
of your Job’
Sporting
Pathways
Routes into
sports careers
HEA Seminar –
‘Fit for the
workplace -
collaborative
approaches to
enhancing
graduate
employability in
Sport’
10:30am Schools / Education ‘Getting the Job’ ‘Making the most
of your Job’
Sporting
Pathways
Routes into
sports careers
11:00am Schools / Education ‘Getting the Job’ ‘Making the most
of your Job’
Sporting
Pathways
Routes into
sports careers
11:30am Details of Employability Fair (All Students)(Application process etc.)
Placement/module updates
Employers
Forum
12:00pm Lunch (Recreation Centre, Treforest Campus)
1:00pm
Employers Fair 3rd Year Student Poster
Presentations
3:00pm Close
5. About USW
• 33,000 students (65% Welsh)
• Equal numbers under 21 as over 30
The university will
1. support students to achieve their professional and career
aspirations by embedding employability in the curriculum and
maximising their chances of finding employment
2. be among the leading UK institutions for the proportion of
graduates in employment or further study
3. embed and foster a culture of enterprise and entrepreneurship
across the institution and provide facilities to support student
start-ups
6. Undergraduate Sport Courses
@USW
School of Health, Sport and Professional Practice
Merger of universities & fusion of faculties
Generic Sport Specialist
BA Sports Development FD Rugby Coaching & Development
BA Sport Management BSc Rugby Coaching & Performance
BSc Sports Studies FD Football Coaching & Development
BSc Sport & Exercise Science BSc Football Coaching & Performance
BSc Sports Coaching FD Community Football Coaching &
Development in partnership with
Football League Trust
7. The Employability Journey
• Strategic priority from 2005
Pre-requisites of working within sports development sector
(SkillsActive, 2005)
1. Industry experience (paid or voluntary)
2. People skills
3. Coaching qualifications
• Students not prepared for industry
• Sandwich year placements limited
• Voluntary opportunities not taken up
• Embedded within modules
• Placements linked to assessments
8. Current Position
• Core focus on ‘employability’ across all Sports Degree programmes
• Currently have partnerships with nearly 50 sports organisations and
employers across South Wales
• Work-Based Learning is embedded into all sports degree programmes
at Level 5 and 6 (years 2 & 3)
• 6000 community coaching and leadership volunteer hours provided
during 2013/14
• Additional opportunities to gain experience on the sports industry
through volunteering, paid work and internships.
• 92% of sport students are in employment or are undertaking further
study within 6 months of graduation (Graduate Destination Survey
2012)
41. Q6. Sports graduates have the right
‘soft’ skills (e.g. communication) to
make them employable
1. Strongly Agree
2. Agree
3. Neutral
4. Disagree
5. Strongly Disagree
43. Q7. Universities should provide
students with other skills (e.g.
customer service)
1. Strongly Agree
2. Agree
3. Neutral
4. Disagree
5. Strongly Disagree
45. Q8. Students possess enough
subject knowledge to be
employable in my organisation
1. Strongly Agree
2. Agree
3. Neutral
4. Disagree
5. Strongly Disagree
47. Q9. The purpose of a placement is to
provide students with industry-
specific knowledge
1. Strongly Agree
2. Agree
3. Neutral
4. Disagree
5. Strongly Disagree
49. Q10. Students who have undertaken
a placement as part of their degree
are more employable
1. Strongly Agree
2. Agree
3. Neutral
4. Disagree
5. Strongly Disagree