SEC3 2014 Engaging Leeds
Welcome to the Employability Symposium at
SEC3 2014Chaired by Julia Clarke, LUBS
SEC3 2014 Engaging Leeds
An Experiment in Embedding Employability:External Placements in Theology and Religious Studies
Employability Symposium
Rachel Muers
PRHS
Aims of this presentation
• Introduce a module in Theology and Religious Studies focused on placements with external organisations
• Explain rationale and context in the programme• Reflect on lessons learned so far and future of the
module
The Module: THEO3900 External Placement – Theology and Religious
Studies Beyond the University
Key features:•Placements with external organisations mostly arranged
by TRS staff team, with specific tasks/goals•20-credit level 3 module running across both semesters
•Students undertake 30-50 hours work for partner organisation
•Assessment by report, presentation, log•Focus of assessment: relating academic study of TRS to
placement context
Context
• “Religion and public life” as key strength of Leeds BA TRS – across this interdisciplinary programme
• Community Religions Project – an established Leeds “brand”; engaged research on and with local religious
communities in context• Fieldwork, and fieldwork training, from level 1 – a
Leeds distinctive
Employability: enable students to relate subject- and discipline-specific knowledge and skills to employment contexts - while also
gaining “work experience”
Research-based learning ,and problem-solving: student as researcher analysing and responding to “real-world” issues, with
guidance of academic supervisor
Aims and Rationale
Partnerships: involve undergraduates (and TRS staff as supervisors) in building partnerships with external organisations; “test out” possible links, strengthen existing ones
• Essential criterion: all placements have to involve work that is genuinely useful to the partner organisation
Skills development for employability: critical reflection on experience and practice; project planning; teamwork; negotiation
Aims and Rationale (2)
• Leeds City Council: 2 students reviewing how due regard was given to “religion or belief” in equality impact assessments and
making recommendations for changes in practice
• Left Bank Leeds: 1 student helping to set up and evaluate an art exhibition that explored religious themes in challenging ways
• West Yorkshire Police: 1 student conducting interviews and developing recommendations on how a neighbourhood policing
team engages with Black majority churches
Examples of Placements 2012-13
• Student feedback was extremely positive – “the highlight of my year” (though workload issues were noted)
• One was offered a job by the partner organisation! Others drew extensively on the experience for job applications
• Partners found the work useful and wanted to continue- especially, but not only, as part of ongoing larger partnerships
• External examiners praised the module’s innovation (but raised some issues)
What worked in the first year?
• Negotiating the requirements of university and partner – and how to empower/support the students in this
negotiation
• Workload, research ethics
• Partners’ understanding of what TRS can offer
• Keeping it academically robust, as the/a culmination of the degree course not “something completely different”
• Defining clear and achievable outputs – and ensuring realism on the part of the partner organisation
• Relationship-building takes time!
What are the ongoing challenges?
• For 2013-14 we defined “research pathway” and “reflective experience pathway”, to strengthen academic
base
• 40 credit version in development, as (version of) independent research project
• Would like to find private sector partners
• Long-term partnership with Leeds City Museum (every year for 5 years)
• How can we use past reports, and “alumni” of the module, more effectively?
• Uncertain balance of supply and demand…
Future of the module
SEC3 2014 Engaging Leeds
Learning for Sustainability:
professionals who can make a difference
Employability Symposium
Dr Alice OwenLecturer in Business, Stakeholders and Sustainability,
Programme Leader MSc Sustainability (Environmental Consultancy & Project Management) Sustainability Research Institute
School of Earth & Environment
SEC3 2014 Engaging Leeds
• MSc Sustainability (Environmental Consultancy & Project Management) • 32 out of 80 MSc Sustainability students in 2013/14• Semester 1: theory• Semester 2: apply the heck out of the theory• Semester 3: a project placement instead of a dissertation - 10 weeks, client led
Why?• There are jobs in consultancy• Consultants can just “turn the handle” on known processes (like EIA), or they can
… make a difference, creating knowledge and pathways to action
What’s the Programme? What’s it for?
Alice Owen, Employability Symposium
SEC3 2014 Engaging Leeds
• Understanding a client brief – what’s really the issue?• Identifying knowledge gaps and a method to bridge those gaps• Resourcing, budgeting, building a team• Selling yourself, and your firm (benefits not features)• Managing a project, coping when it goes wrong• Reflecting and learning so it’s better next time
All in the context of “making a difference”
What are the skills developed?
Alice Owen, Employability Symposium
SEC3 2014 Engaging Leeds
• Case studies and group work on consultancy projects in Semester 1 and 2 • Workshops on CVs, personal effectiveness, presentation skills, time
management• Lots of input from external speakers and potential employers – >30% of
programme-specific content, plus programme of non-curriculum speakers/alumni.
• Placement project is applied for – experience of a recruitment process• Self-managing placement project – assessed through presentation as well as
report and reflection • IEMA accreditation – in progress
How are those skills developed?
Alice Owen, Employability Symposium
SEC3 2014 Engaging Leeds
• It is research- based – applied research!• Critical engagement and evaluation at every stage• Reflective practice
If it’s so vocational, how’s it an MSc at Leeds?
YOUR NAME HERE, Employability Symposium
SEC3 2014 Engaging Leeds
• Networking skills• Empathy for employers • Clarity of communication – user-focussed!• Translation – from academic to employer• Project management and planning• Capacity to track and work with alumni – keep offering them something back
• War stories and personal experience • Controversially – NOT research knowledge and experience
Skills and knowledge needs – for staff
Alice Owen, Employability Symposium
SEC3 2014 Engaging Leeds
Social Accountability in the School of Medicine
Employability Symposium
Nicholas Leigh-HuntPublic Health Registrar & Honorary Lecturer, Leeds Institute of Health Sciences
Laura StroudDirector of Student Education, School of Medicine (Current)
Deborah Murdoch-EatonDirector of Student Education, School of Medicine (Previous)
SEC3 2014 Engaging Leeds
• “…The obligation (of medical schools) to direct their education, research and service activities towards addressing the priority health concerns of the community, region, or nation they have a mandate to serve. The priority health concerns are to be identified jointly by governments, health care organisations, health professionals and the public…” (Boelen & Heck, 1995)
• Detailed in the Global Consensus Statement for Social Accountability of Medical Schools
• How does this relate to employability?
What is Social Accountability?
Nicholas Leigh-Hunt, Employability Symposium
SEC3 2014 Engaging Leeds
• Instilling professional values alongside practical skills and knowledge to be a caring and competent practitioner
• Engaging with the community to teach adaptability to different environments, populations, and the changing nature of medicine
• Facilitate new medical graduates to advocate for populations they serve• The Francis Report: putting patient needs, transparency and accountability
before organisational needs
Relevance to Employability
Nicholas Leigh-Hunt, Employability Symposium
SEC3 2014 Engaging Leeds
• Social Accountability Working Group• Mapping activities and identification of action plan in line with School of Medicine
Student Education Strategy Action Plan• Link with environmental sustainability• Research to identify the levers and barriers to adoption
Adoption of Social Accountability
Nicholas Leigh-Hunt, Employability Symposium
SEC3 2014 Engaging Leeds
• Literature Review• Semi-structured interviews of senior staff in Leeds• Qualitative analysis of findings• Feedback to Social Accountability Working Group
Identification of Levers and Barriers to Adoption
Nicholas Leigh-Hunt, Employability Symposium
SEC3 2014 Engaging Leeds
• External factors• Institutional Systems & Values• Student Selection & Values• Curriculum Content & Delivery• Research Priorities & Design• Partnership Issues• Evaluation Methods & Frameworks
What are the Levers and Barriers to Adoption?
Nicholas Leigh-Hunt, Employability Symposium
SEC3 2014 Engaging Leeds
Examples of Levers and Barriers to Adoption
Nicholas Leigh-Hunt, Employability Symposium
Factor Lever Barrier
External factors Reduced funding promoting change
Instability in funding of healthcare partners
Institutional Accountability to funders/taxpayer
Pre-existing ideas on curriculum content
Student Widening access programmes
Disengagement with community placements
Curriculum Flexibility of Curriculum
Narrow focus of curriculum
Research Patient & public participation
Cost & difficulties of some study designs
Partners Collaboration with variety of partners
Lack of leadership from institution
Evaluation Availability of guidance
Assessment fatigue
SEC3 2014 Engaging Leeds
• Encourage applicants from underrepresented backgrounds via outreach programmes, targeted information, financial and psychological support and avoid the use of preferential admission policies
• Select students with appropriate values by assessing personal attributes, cognitive abilities and requiring demonstration of their involvement in socially useful voluntary work
• Consider the impact of the economic recession on student diversity• Prioritise graduate retention for areas with doctor shortages or with a need for clearly
identified locally relevant skills
Study Recommendations (Students)
Nicholas Leigh-Hunt, Employability Symposium
SEC3 2014 Engaging Leeds
• Develop innovative curricular strands such as IDEALS to develop adaptable, caring competent practitioners avoiding a narrow focus on the acquisition of clinical skills
• Introduce the concept of social accountability early and throughout the curriculum, and engage students with it by using community placements and projects
• Foster opportunities for voluntary work and provide opportunities for paid employment in community placements for less well off students
• Empower students to challenge health professionals in ethically dubious situations via peer reflective learning sessions
• Enable students to learn from inspiring tutors from local communities, their international peers, and maximise their learning from electives
Study Recommendations (Curriculum)
Nicholas Leigh-Hunt, Employability Symposium
SEC3 2014 Engaging Leeds
• We aim to move from being socially responsible to becoming socially accountable• New graduates will then be better suited to meet the current and future requirements
society will have of them
Conclusion
Nicholas Leigh-Hunt, Employability Symposium
SEC3 2014 Engaging Leeds
• Boelen, C. & Heck, J. E. (1995). Defining and measuring the social accountability of medical schools. Geneva: World Health Organisation.
• Global Consensus Statement for Social Accountability of Medical Schools, http://healthsocialaccountability.org/
• The Mid Staffordshire NHS Foundation Trust Public Inquiry (Francis Report) (2013). http://www.midstaffspublicinquiry.com/report
• School of Medicine Student Education Strategy Action Plan (November 2012)• IDEALS, https://www.medicine.leeds.ac.uk/curriculum
References
Nicholas Leigh-Hunt, Employability Symposium
SEC3 2014 Engaging Leeds
Delivering a cultural change in the perceptions of incoming students towards
employability
Employability Symposium
Gillian BarberSenior Careers Consultant, Careers Centre
SEC3 2014 Engaging Leeds
Gill Barber, Employability Symposium
To deliver culture change in the perceptions of incoming students, encouraging them to understand and play an
active role in the development of their employability.
Aims•Students to actively engage with employability at an earlier stage•40% of level 2 students moving to the ‘Plan stage’•Faculties to include ‘Employability’ in pre entry information to incoming students
SEC3 2014 Engaging Leeds
Gill Barber, Employability Symposium
To achieve this:-
Active Engagement with more incoming students by•Liaising with the Education Engagement team to support the work they are doing•Work closely with Faculty colleagues to offer sessions for pre entry and level 1•Encourage employers to consider level 1 students for placements and to identify these on our webs
SEC3 2014 Engaging Leeds
Gill Barber, Employability Symposium
Range of activities
•Pre entry – Summer School, Access to Leeds, Open Day, Festival of Science, Maths 6th form conference, working with the Foundation courses•Level 1 – increase inductions, targeted talks, Career Planning modules, employability seminar•Encouraging level 1 students to attend sessions that are put on for all students
SEC3 2014 Engaging Leeds
Gill Barber, Employability Symposium
Results
•Numbers seen at pre entry and level in year 1 of project
123 sessions delivered to level 1 students compared to 43 the previous year 151% increase•Aim to have 40% level 2 students at the Plan stage Results show 39.75 in Sept 2013 compared to 37.39% in 2012
SEC3 2014 Engaging Leeds
Gill Barber, Employability Symposium
Sustainability
•Employability issues are now looked at by all Faculties through the FEWGs•Network of Employability colleagues in Faculties•Part of the university strategy to enhance the student experience
Risks•The current enthusiasm needs to be maintained, as so many people are involved
SEC3 2014 Engaging Leeds
Nurturing Talent – career mentoring that makes a difference
Employability Symposium
Hamieda BegumLeeds University Business School
SEC3 2014 Engaging Leeds
And now for something completely different!
Engaging medical students by broadening their experience.
Employability Symposium
Josie Mellor & Jodi GunningResearch, Evaluation & Special Studies Project
MBChB Programme
SEC3 2014 Engaging Leeds
Research, Evaluation & Special Studies is a core strand of the undergraduate medical curriculum at Leeds.
The GMC recommend medical schools “include opportunities for students to exercise choice in areas of interest.” as an “integral part of the curriculum”.
To deliver GMC TD requirements we run the RESS 2-3 Special Studies Project.
Each year, 2nd and 3rd year students are given the opportunity to study areas outside of ‘mainstream medicine’ via an intensive 2 week project.
Introduction & Background
SEC3 2014 Engaging Leeds
Students choose from a wide portfolio of projects including topics such as;
Uniquely, second and third year peers work together on their chosen project.
Students are assessed on a 2500 word reflective journal.
The Special Studies Project
Medicine and the Police Foreign Language Skills British Sign Language
Spirituality & Medicine Social Entrepreneurship Yorkshire Ambulance
History of Medicine Teaching Skills Community Placement
Alcoholism International Health Medics & Social Justice
SEC3 2014 Engaging Leeds
The Special Studies Project
SEC3 2014 Engaging Leeds
Today we will discuss how this module aims to..
Equip students for their future career, empowering them to consider their career paths.
Focus on transferrable skills essential for graduates’ future careers.
Encourage students to engage with the wider community.
Foster understanding of other organisations and disciplines they will encounter during their careers
SEC3 2014 Engaging Leeds
Choosing their own projects encourages students to manage the direction of their careers and allows them to explore areas for future specialisation.
Exposure to different working environments gives students first hand experience of the real world they will encounter on graduation. E.G. Medicine & the Police.
All projects are designed to develop critical reflection, personal development and enterprise skills.
On graduation students will be working in a business . Businesses need enterprising people who can see opportunities for enhancement and have the confidence to make change happen.
Specific projects focus on navigating the changing environment of the NHS and the corporate sector. E.G. Understanding Organisations, Professional & Personal Development
Employability
SEC3 2014 Engaging Leeds
Each project designed to develop specific skills from the range here.
E.G. Spirituality & Medicine offer communication, negotiation and team working.
The critical reflection process enables students to articulate how they have learned these essential skills.
Transferrable Skills
Adaptability Communication
Creative Thinking Innovative Ideas
Leadership Negotiation
Networking Organisation
Planning Team Working
From our students..
“As this project highlights race and cultural differences it’s the perfect opportunity for me to develop my understanding of equality and diversity and learn to be diplomatic when expressing different viewpoints.”
SEC3 2014 Engaging Leeds
Student Engagement
Experiential Learning•Talks by specialists•Talks by service users•Attending meetings E.G. AA, Afro-Caribbean Diabetes Group•Role-play•Giving presentations•Site visits E.G. HMP Armley, St Georges Crypt•Ambulance shifts•Teaching in primary schools
Engaging with Others
Students work with•Peers in years 2 and 3.•Academics from other disciplines•Cross-institutional working E.G. Chaplaincy, Language Centre•External organisations E.G. West Yorkshire Police, Yorkshire Ambulance Service, Leeds City Council•Community groupsE.G. Leeds Organic Growers, Big Issue, Emmaus, Leeds Mind.
SEC3 2014 Engaging Leeds
Student Evaluation
“Learning an aspect of medicine that one would not learn directly from the curriculum. This stimulates intellectual curiosity.”
“Having a non-medical academic teach really broadened my perspectives and allowed me to observe an outsider's view of the medical profession.”
“Unique insight into an organisation I would not have had the opportunity to experience”
I was fully engaged with this module 91%
I developed my understanding of an area outside mainstream medicine
97%
The module content was intellectually stimulating
91%
I have benefited from being able to choose a project that broadened my experience and exposed me to different learning environments
95%
The module enabled me to reflect on my learning
97%
SEC3 2014 Engaging Leeds
International Business award and patent for wireless heart monitor (Enterprise project):
Scott Murgatroyd, Helen Whitward, Matthew Stanford, Ayelet Melman.
University of Leeds Enterprise Scholar: Chiraag Thackrar
Student Achievements
SEC3 2014 Engaging Leeds
• We are proactively seeking new ideas and suggestions for future small projects related to medicine in some way.
• Students have been asked this year what projects they would like to see in our portfolio (E.G. Music Therapy, Yoga, Child Protection).
• Any questions….
Thank you for listening.
What’s next for the RESS SSP?