embedding career education in the geography curriculum kate colechin & glen crust the university...
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Embedding Career Education in the Geography Curriculum
Kate Colechin & Glen Crust
The University of Plymouth
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Content
• Career education in the geography curriculum• Employability & career management• Embedding in the curriculum
– What happens– Why it happens– Who does it– Innovation
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Career Education in the Geography Curriculum
University experience
Geography curriculum
Career education
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Night out with housemates on North Hill:discuss in pairs how you developed…
• Team working – Supportive, organised, co-ordinator, deliverer
• Interpersonal skills – Listener, adviser, co-operative, assertive
• Oral communication – Communicator, presenter, influencer
• Leadership – Motivator, energetic, visionary
• Customer orientation – Friendly, caring, diplomatic
• Foreign languages
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Canoe Club
• Sales & public speaking at Fresher’s Fair• Rapport building with strangers
– All sorts of people & personalities– From various nations & walks of life
• Organising promotional materials– Quality management
• Committee working• Looking after yourself
– Getting out of the city, a break from the slog• Resilience: forces you to do things when you’re
tired
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The Geography Curriculum in Career Education
Career education
University experience
Geography curriculum
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Unexamined “Employment”
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Graduates employing their rapport -building, planning & negotiation skills
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Graduates employing their organisation, problem solving & drive for results
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Graduates employing their teamworking & coaching skills
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What we mean by employability
• The student’s motivation, skills & experience • To add value in
– Their choice of paid work &– Their broader roles, for example in their
• Family life• Social life• Community life
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The Big Picture• Stage 1: PDP
• Stage 2: – PDP– Work Based Learning module– Geography & Employability module
• Placement year– Growing proportion year on year– University-wide resources
• Final year– Geography & Careers module– PDP
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UoP Geography & National Landscape
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School of Mathematics & Statistics
School of Psychology
School of Humanities
School of Biological Sciences
School of Art & Performance
School of Law and Social Science
School of Media & Photography
School of Earth, Ocean & Environmental Sciences
Plymouth Business School
School of Geography
School of Computing, Communications & Electronics
School of Education
School of Architecture & Design
School of Engineering
Social Work & Primary Care
Health Professions
School of Nursing and Community Studies
Traditional Modern New Niche Non-graduate
UoP Geography & Institutional Landscape
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Career Management:The Icing on the Cake
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What we mean by career management
DOTS model• Self-awareness
– E.g. MBTI, values, strengths, preferences
• Opportunity awareness– E.g. graduate employment, SU clubs
• Decision making– E.g. matching self with opportunity, planning
• Transition learning– E.g. networking, written applications, interviews
or SODiT model
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Great icing, terrible cake
Well-written job application
Little evidence of achievement during
university experience
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Great cake, terrible icing
Plenty of evidence of achievement throughout
university experience
Badly written job applications, inappropriate vocational choice
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More Attractive to Employers?
Graduates from your programme• More capable• More experienced• Less appropriate vocational choices• Look mediocre on paper
Graduates from competitor HEIs• Less capable• Less experienced• More appropriate vocational choices• Look great on paper
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Recipe for Graduate Level Work
• Delicious cake– The degree
• Fruits, nuts, spices– SU clubs & societies
– Work-based learning• Part-time term time
• Vacation
• Voluntary
• Industry placement
• Icing & candles– Career management
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Baking the cake in the curriculum
GGX3103 Geography & Careers
• What happens
• Why it happens
• Who does it
• Innovation
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The Team Brian
Kate
Glen
Jane
EmployersAcademic colleagues
Students
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Employer involvement
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Employer Involvement
• Transition skill– Enterprise Rent-a-Car assessment centres– PricewaterhouseCoopers – Travel & gap years
• Sector briefings– Town planning: Plymouth City Council– Local government: West Somerset District Council– SMEs, e.g. Kitley House Hotel– Teaching & school management– Alternative lifestyles, e.g. Keveral Farm– Volunteering & international development, e.g. VSO, COPA– Corporate management e.g . Parcel Force, Acheson Colloids
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Student Participation
• Module design: what do you want?• Student presentations
– e.g. travel & international development
• Coursework• Module evaluation• Feedback from 1:1 interviews• Last year’s graduates: this year’s speakers
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Reflective Research-Led Teaching
• Students expectations & graduate experience• Career management self-audit• Myers Briggs Type Indicator• Peer-assessment
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Principle: Entertaining
Holding the students into the experience
• entre- "among" (from Latin inter)
• tenir "to hold" (from Latin tenere)
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Attractive “Plan B”Test pilot
Satisfactory “Plan C”Air cargo pilot
Safety netCareers adviser
Dream jobAstronaut
Safe Entry to the Graduate Labour Market: Contingency Planning
How
muc
h yo
u w
ant i
t
How likely you are to get it
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“Illusions commend themselves to us because they save us pain and allow us to enjoy pleasure instead.
We must therefore accept it without complaint when they sometimes collide with a bit of reality against which they are dashed to pieces.”
Sigmund Freud
Principle: Challenging & reality testing
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Where am I now?
Where do I want to be?
How do I get there?
Implementing my plans
Improving my plans
Career Management Self-Audit
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Myers Briggs Type Indicator
Describes you in terms of four preferences• Where you prefer to get and focus your
energy and attention• The kind of information you prefer to
gather and trust• The process you prefer to use in coming to
decisions• How you prefer to deal with the world
around you: your lifestyle
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Myers Briggs Type Indicator
Describes you in terms of four preferences• Where you prefer to get and focus your
energy and attention• The kind of information you prefer to
gather and trust• The process you prefer to use in coming to
decisions• How you prefer to deal with the world
around you: your lifestyle
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Which lifestyle do you prefer?
Judging Perceiving
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Which lifestyle do you prefer?
JudgingYou prefer to• Get things decided• Schedule & organiseYou enjoy• Decision making• PlanningYou dislike• Working under time
pressureYou trust experience
PerceivingYou prefer to• Keep options open• Be spontaneous &
adaptableYou enjoy• The process• No decision before its
timeYou’re energised by• Last minute time pressureYou trust inspiration
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How do you prefer to approach a coursework deadline?
Judging Perceiving
Start Deadline Start Deadline
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Your Preferences
Please tick one of these five options
JVery sure
Quite Sure
Not sure
Quite sure
Very sure P
JPSeparate students
in the lecturetheatre
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How About Working Together?
October 2007
Application deadline
June2008
J preference: deadlines
P preference: alternatives
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Student Peers Assessment Assessor bias = peer assessed score – self assessed score
Peer score = 16Self score = 12
Bias = +6
Peer score = 6Self score = 11
Bias = -5
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Credit Bearing Assessment
• Recruitment & selection simulation– 6 job descriptions– Application form– Interview– Academic assessment & competition
• Academic assessment– Choice of 2 essays
• One more reflective• One more academic
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Application Rank Interview Rank Mean Competition Baldric 56 7 74 1 65 Not shortlisted Edwina 68 1 61 7 64.5 Beaten at interview Xerxes 60 2 62 6 61 Offered the job Celia 54 12 67 5 60.5 Not shortlisted Quentin 49 14 70 2 59.5 Not shortlisted Victor 46 16 70 2 58 Not shortlisted Ulrika 60 2 51 13 55.5 Beaten at interview Norbert 55 10 55 12 55 Not shortlisted Wilomena 36 23 69 4 52.5 Not shortlisted Anne 59 4 44 16 51.5 Beaten at interview Kathryn 44 17 58 10 51 Not shortlisted Liam 59 4 43 18 51 Beaten at interview Georgia 56 7 44 16 50 Not shortlisted Ophelia 43 18 57 11 50 Not shortlisted Imogene 58 6 37 21 47.5 Beaten at interview Derek 33 24 60 9 46.5 Not shortlisted Harold 32 25 61 7 46.5 Not shortlisted Jeremy 52 13 40 20 46 Not shortlisted Frederick 42 20 49 14 45.5 Not shortlisted Tamsin 43 18 48 15 45.5 Not shortlisted Yvonne 56 7 35 22 45.5 Not shortlisted Percy 55 10 30 26 42.5 Not shortlisted Stephen 42 20 42 19 42 Not shortlisted Zebedee 47 15 34 24 40.5 Not shortlisted Rachael 38 22 32 25 35 Not shortlisted Margaret 30 26 35 22 32.5 Not shortlisted
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Application Rank Interview Rank Mean Competition Baldric 56 7 74 1 65 Not shortlisted Edwina 68 1 61 7 64.5 Beaten at interview Xerxes 60 2 62 6 61 Offered the job Celia 54 12 67 5 60.5 Not shortlisted Quentin 49 14 70 2 59.5 Not shortlisted Victor 46 16 70 2 58 Not shortlisted Ulrika 60 2 51 13 55.5 Beaten at interview Norbert 55 10 55 12 55 Not shortlisted Wilomena 36 23 69 4 52.5 Not shortlisted Anne 59 4 44 16 51.5 Beaten at interview Kathryn 44 17 58 10 51 Not shortlisted Liam 59 4 43 18 51 Beaten at interview Georgia 56 7 44 16 50 Not shortlisted Ophelia 43 18 57 11 50 Not shortlisted Imogene 58 6 37 21 47.5 Beaten at interview Derek 33 24 60 9 46.5 Not shortlisted Harold 32 25 61 7 46.5 Not shortlisted Jeremy 52 13 40 20 46 Not shortlisted Frederick 42 20 49 14 45.5 Not shortlisted Tamsin 43 18 48 15 45.5 Not shortlisted Yvonne 56 7 35 22 45.5 Not shortlisted Percy 55 10 30 26 42.5 Not shortlisted Stephen 42 20 42 19 42 Not shortlisted Zebedee 47 15 34 24 40.5 Not shortlisted Rachael 38 22 32 25 35 Not shortlisted Margaret 30 26 35 22 32.5 Not shortlisted
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Application Rank Interview Rank Mean Competition Baldric 56 7 74 1 65 Not shortlisted Edwina 68 1 61 7 64.5 Beaten at interview Xerxes 60 2 62 6 61 Offered the job Celia 54 12 67 5 60.5 Not shortlisted Quentin 49 14 70 2 59.5 Not shortlisted Victor 46 16 70 2 58 Not shortlisted Ulrika 60 2 51 13 55.5 Beaten at interview Norbert 55 10 55 12 55 Not shortlisted Wilomena 36 23 69 4 52.5 Not shortlisted Anne 59 4 44 16 51.5 Beaten at interview Kathryn 44 17 58 10 51 Not shortlisted Liam 59 4 43 18 51 Beaten at interview Georgia 56 7 44 16 50 Not shortlisted Ophelia 43 18 57 11 50 Not shortlisted Imogene 58 6 37 21 47.5 Beaten at interview Derek 33 24 60 9 46.5 Not shortlisted Harold 32 25 61 7 46.5 Not shortlisted Jeremy 52 13 40 20 46 Not shortlisted Frederick 42 20 49 14 45.5 Not shortlisted Tamsin 43 18 48 15 45.5 Not shortlisted Yvonne 56 7 35 22 45.5 Not shortlisted Percy 55 10 30 26 42.5 Not shortlisted Stephen 42 20 42 19 42 Not shortlisted Zebedee 47 15 34 24 40.5 Not shortlisted Rachael 38 22 32 25 35 Not shortlisted Margaret 30 26 35 22 32.5 Not shortlisted
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Application Rank Interview Rank Mean Competition Baldric 56 7 74 1 65 Not shortlisted Edwina 68 1 61 7 64.5 Beaten at interview Xerxes 60 2 62 6 61 Offered the job Celia 54 12 67 5 60.5 Not shortlisted Quentin 49 14 70 2 59.5 Not shortlisted Victor 46 16 70 2 58 Not shortlisted Ulrika 60 2 51 13 55.5 Beaten at interview Norbert 55 10 55 12 55 Not shortlisted Wilomena 36 23 69 4 52.5 Not shortlisted Anne 59 4 44 16 51.5 Beaten at interview Kathryn 44 17 58 10 51 Not shortlisted Liam 59 4 43 18 51 Beaten at interview Georgia 56 7 44 16 50 Not shortlisted Ophelia 43 18 57 11 50 Not shortlisted Imogene 58 6 37 21 47.5 Beaten at interview Derek 33 24 60 9 46.5 Not shortlisted Harold 32 25 61 7 46.5 Not shortlisted Jeremy 52 13 40 20 46 Not shortlisted Frederick 42 20 49 14 45.5 Not shortlisted Tamsin 43 18 48 15 45.5 Not shortlisted Yvonne 56 7 35 22 45.5 Not shortlisted Percy 55 10 30 26 42.5 Not shortlisted Stephen 42 20 42 19 42 Not shortlisted Zebedee 47 15 34 24 40.5 Not shortlisted Rachael 38 22 32 25 35 Not shortlisted Margaret 30 26 35 22 32.5 Not shortlisted
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Application Rank Interview Rank Mean Competition Baldric 56 7 74 1 65 Not shortlisted Edwina 68 1 61 7 64.5 Beaten at interview Xerxes 60 2 62 6 61 Offered the job Celia 54 12 67 5 60.5 Not shortlisted Quentin 49 14 70 2 59.5 Not shortlisted Victor 46 16 70 2 58 Not shortlisted Ulrika 60 2 51 13 55.5 Beaten at interview Norbert 55 10 55 12 55 Not shortlisted Wilomena 36 23 69 4 52.5 Not shortlisted Anne 59 4 44 16 51.5 Beaten at interview Kathryn 44 17 58 10 51 Not shortlisted Liam 59 4 43 18 51 Beaten at interview Georgia 56 7 44 16 50 Not shortlisted Ophelia 43 18 57 11 50 Not shortlisted Imogene 58 6 37 21 47.5 Beaten at interview Derek 33 24 60 9 46.5 Not shortlisted Harold 32 25 61 7 46.5 Not shortlisted Jeremy 52 13 40 20 46 Not shortlisted Frederick 42 20 49 14 45.5 Not shortlisted Tamsin 43 18 48 15 45.5 Not shortlisted Yvonne 56 7 35 22 45.5 Not shortlisted Percy 55 10 30 26 42.5 Not shortlisted Stephen 42 20 42 19 42 Not shortlisted Zebedee 47 15 34 24 40.5 Not shortlisted Rachael 38 22 32 25 35 Not shortlisted Margaret 30 26 35 22 32.5 Not shortlisted
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Experimentation & Innovation
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Electronic reading list since 2003
• Shallow end: entertain & engage
• Deep end: educate
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Economics
Economics is the science which studies human behaviour as a relationship between ends and scarce means which have alternative uses
Lionel Robbins
British economist 1898 -1984
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Educational cakenomics
Educational cakenomics is a science which studies human behaviour as a relationship between pedagogic ends and cakes which have alternative uses.
after Lionel Robbins
British economist 1898 -1984
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Applied Cakenomics
• Cake-powered continual improvement– Reflection & discussion
• How did that go? How can it be better? – At the end of a lecture / workshop
– At the end of the year
– With the students
– Colleagues own their work: thank you Brian– Long-term planning: cakey meetings scheduled across months
• Winning recipe– Change of personnel: thank you Mandy Burns– Structural continuity– Regular minor adjustments– Organise our way out of hard work: no time for that!
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A Balanced Team (in MBTI Terms)
Contribution ESFJ INFPCommunication Eliciting feedback
Providing organised information
Keeping the team on track
Listening Presenting provocative ideas Big picture focus
Team culture Helping colleagues understand their roles
Connecting the team Focusing on common ideas
Leadership Decisive consistent action Mindful of practical needs
Overarching vision Articulating ideas & values
Change Offering systematic practical perspectives based on experience
Managing day to day needs of people experiencing uncertainty
Encouraging colleagues to explore multiple perspectives
Promoting innovation, imagination and creativity
Problem Solving
Creating order out of confusion
Uncovering underlying connections and meanings
Stress Reduction
Taking colleagues’ feelings into account
Diffusing stressful situations with gentle humour
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A Balanced Team: Communication
Contribution ESFJ INFPCommunication Eliciting feedback
Providing organised information
Keeping the team on track
Listening Presenting provocative
ideas Big picture focus
Team culture Helping colleagues understand their roles
Connecting the team Focusing on common ideas
Leadership Decisive consistent action Mindful of practical needs
Overarching vision Articulating ideas & values
Change Offering systematic practical perspectives based on experience
Managing day to day needs of people experiencing uncertainty
Encouraging colleagues to explore multiple perspectives
Promoting innovation, imagination and creativity
Problem Solving
Creating order out of confusion
Uncovering underlying connections and meanings
Stress Reduction
Taking colleagues’ feelings into account
Diffusing stressful situations with gentle humour
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A Balanced Team: Leadership
Contribution ESFJ INFPCommunication Eliciting feedback
Providing organised information
Keeping the team on track
Listening Presenting provocative ideas Big picture focus
Team culture Helping colleagues understand their roles
Connecting the team Focusing on common ideas
Leadership Decisive consistent action Mindful of practical needs
Overarching vision Articulating ideas & values
Change Offering systematic practical perspectives based on experience
Managing day to day needs of people experiencing uncertainty
Encouraging colleagues to explore multiple perspectives
Promoting innovation, imagination and creativity
Problem Solving
Creating order out of confusion
Uncovering underlying connections and meanings
Stress Reduction
Taking colleagues’ feelings into account
Diffusing stressful situations with gentle humour
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A Balanced Team: Managing Change
Contribution ESFJ INFPCommunication Eliciting feedback
Providing organised information
Keeping the team on track
Listening Presenting provocative ideas Big picture focus
Team culture Helping colleagues understand their roles
Connecting the team Focusing on common ideas
Leadership Decisive consistent action Mindful of practical needs
Overarching vision Articulating ideas & values
Change Offering systematic practical perspectives based on experience
Managing day to day needs of people experiencing uncertainty
Encouraging colleagues to explore multiple perspectives
Promoting innovation, imagination and creativity
Problem Solving
Creating order out of confusion
Uncovering underlying connections and meanings
Stress Reduction
Taking colleagues’ feelings into account
Diffusing stressful situations with gentle humour
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A Relaxed Team
Contribution ESFJ INFPCommunication Eliciting feedback
Providing organised information
Keeping the team on track
Listening Presenting provocative ideas Big picture focus
Team culture Helping colleagues understand their roles
Connecting the team Focusing on common ideas
Leadership Decisive consistent action Mindful of practical needs
Overarching vision Articulating ideas & values
Change Offering systematic practical perspectives based on experience
Managing day to day needs of people experiencing uncertainty
Encouraging colleagues to explore multiple perspectives
Promoting innovation, imagination and creativity
Problem Solving
Creating order out of confusion
Uncovering underlying connections and meanings
Stress Reduction
Taking colleagues’ feelings into account
Diffusing stressful situations with gentle humour
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Embedding Career Education in the Geography Curriculum
Any questions?