governing universities to prepare students for career success · governing universities to prepare...

Governing Universities to Prepare Students for Career Success

Alfonso Sánchez-Macián

Vice Rector

Which governance strategies are the appropriate ones to prepare students

for career success?

Three main topics: • Creating/adapting structures to gather knowledge

about “how to better prepare students”;

• Creating/adapting structures and curricula to generate that knowledge and interact with the student throughout his/her life;

• Being able to make well-founded decisions, in a quick way.

Make the knowledge flow from the different stakeholders (internal and external) to the Board of Governors: • Companies and professionals • Government and policy-makers • Students • Faculty • Administration • Other stakeholders

Structures to gather knowledge about students and career success

Companies

Advisory Board

Cooperation in programs and

research

Internships (students)

President

Faculty & Deans Office of the

Rector

Student career service (Student Services Office)

Board of Governors

(Consejo de gobierno)


Government and policy makers

Advisory Board

CRUE and Meetings with the Office of the Rector

President

Office of the Rector

Board of Governors



Students Student

Representation Committee

Internships

Student Service Office & Quality

Assurance Office


Board of Governors


Student career service (Student Services Office)

Academic Advisor

Faculty & Deans


Faculty


Board of Governors


Deans


Administration

Office of the Rector and

General Manager

Board of Governors



Examples of the type of information collected: • Research about life, people and social skills;

• Skill mismatch and changes in demand;

• Ways of learning different types of skills;

• Technology trends to enhance learning and new

tech-based skills that can trigger the creation of new jobs (e.g., Community Manager).


Structures and curricula

to generate that knowledge

in Nebrija

Professional Skills Institute (Instituto de Competencias Profesionales) • Research on professional skills, market demand

(emerging paradigms) and how to help students to learn those skills. o E.g.: changes in the skills considered during the

evaluation of candidates in a job interview (see next slide);

• Specific modules in the entire official curriculum

oriented to learning skills.

Structures and curricula to generate that knowledge in Nebrija

Professional Skills Institute (Instituto de Competencias Profesionales) Traditional paradigm: • Results orientation • Planning, organization, time and project management • Values alignment • Motivating and developing others • Leadership • Negotiation • Teamwork • Communication (oral, written, 2.0,…)

Structures and curriculum to generate that knowledge in Nebrija

Professional Skills Institute (Instituto de Competencias Profesionales) Emerging Paradigm • Ethical behaviour • Own initiative, intrapreneurship, creativity, innovation. • Motivation for personal development • Emotional intelligence • Balancing professional and personal life • Multicultural and diversity management • Change management


Student Career Services (Student Services Office)

• Internships as compulsory modules in all our official studies since the creation of the University;

• Employment forum in its XXIXth edition;

• This relationship with companies was used to retrieve their opinion about curriculum requirements when new Bologna degrees were planned;

• Selected as one of the ten universities to be included in a report of best practices in career management (2007).


Student Career Services (Student Services Office)


1st year Skills Development I (6 ECTS)

2nd year Skills Development II (6 ECTS)

3rd year International student exchange program

4th year Skill Development III (6 ECTS)

EMPLOYMENT

/

MASTER

•Personal Development Plan (self-knowledge)

•PERSONAL BRANDING Workshop

•Personal Development Plan (academic and professional)

•ENTREPRENEURSHIP Workshop I

•Personal Development Plan (employability)

•ENTREPRENEURSHIP Workshop II

Final Year Project (18 ECTS)

Development of civic participation and solidarity (6 ECTS)

Internship (evaluation of professional skills) (18 ECTS)

Professional Skills Institute and Student Career Services Help the student with: • Personal SWOT Analysis • Individual development plan • Feedback 360º • Personal branding • Traditional and digital CVs (social networks) • Simulation of job interviews and group dynamics


Partnerships and curricula • Partnership with companies to develop a curriculum to

reduce the gap between Higher Education and labor needs: o Mainly in Master’s degrees. o Master in Television Journalism (A3 Media) o Master in Digital Journalism (A3 Media) o Master in Management of Integrated Advertising

(TBWA) o Master in Marketing and Digital Advertising (Yahoo!)


Nebrija Valley: Cooperation through projects and activities involving students


Bridgestone: • Students present innovative ideas

about road traffic safety and sustainable mobility related to the automotive industry.

• The three winners of the last contest will visit the Bridgestone Technical Center Europe in Rome, with internships and scholarships for a MSc.



TuentiMóvil: Cross-curricular student cooperation to create new TV series to be watched on mobile devices • Degree in Advertising and Public

Relations (episodes, length and structure)

• Master in Fiction Series Production and Direction (filmmaking)

• Degree in Performing Arts (actors) • Degree in Modern Languages (review

script)



Microsoft: social science students to design the applications for the future -- cooperation with engineering school • Professionals from Microsoft

• Dreamspark

• Imagine Cup (Microsoft & UNESCO)

International experience, foreign languages and lifelong learning • Encourage students to take part in an international

student exchange program;

• Institute of Modern Languages. Diploma in English Professional Skills. Modules in English;

• Club Nebrija and Alumni to provide lifelong learning.


Changing/creating degrees What if the required skills change? • Change the curriculum as much as needed. E.g.,

Degree in Journalism, Degree in Advertising and Public Relations, Degree in Audiovisual Communication.

• Create new degrees to fill the gaps (some have already been presented)


Motivation and Faculty • Courses--Learn about some of the skills that are

included in the curriculum.

• Meetings and journal clubs (e.g., Encuentros en la tercera clase – Close encounters of the third class) o One of the topics is “professional skills”


Well-founded decisions require: • Availability of information--already addressed in the

first part of the presentation.

• Well-prepared managers--training managers to be able to make decisions based on the appropriate information. o Diploma in Senior University Management

(Diploma en Alta Dirección de Universidades)

• Authority to make decisions

Being able to make well-founded decisions, in a quick way. Constraints

Quick decisions require, among other things: • An appropriate environment:

o Requirements from the regulatory environment in Spain;

• Internal communication to implement the decisions.

Being able to make well-founded decisions, in a quick way. Constraints

THANK YOU!

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