powerpoint presentation dublin june 2015 final

Changes in Global Citizenship, personal and professional development in Australian students following a humanitarian work experience study tour in India.

Professor Glen BatesPro Vice-Chancellor (Student Advancement)Mary ApplebyAssociate Director, Student Professional Development

Swinburne

SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN

International Internships and graduate employability

- Volunteering for Australians 18 to 24 increased from 16% in 1995 to 27.1% in 2010 (State on Volunteering in Australia, 2010)

- In Universities demand has increased for short term internship study tour opportunities in a range of formats

- Current top destinations are Europe (42.5%), Americas (26.4) and Northeast Asia (17.1%). South Asia (Afghanistan, Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan & Sri Lanka) is at 1.6%

- A focus on South Asia is sensible given available funding, proximity, convenience of travel time, employability outcomes and career prospects in Asia

2

Swinburne


Our Research Questions

- Do short term study tours impact sufficiently on students to produce change in global citizenship, personal and professional self-views?

- What are the drivers of change personally and professionally?

- Does the experience raise the student’s confidence in their employability?

3

Swinburne


Placement and Student Profile

- 14 Female students and 11 male students- 13 went to Jaipur and 11 were in Delhi- Mean age 24.78 years range 19.60 to 51.90- Seven had travelled before overseas and three had

visited India- 19 were engaged in community work in Australia

4

Swinburne

SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 5

Global Citizenship

Social Responsibility

GlobalCompetence

Global Civic Engagement

• Global Justice and Disparities

• Altruism and Empathy

• Global Interconnectedness and Personal Responsibility

• Self-Awareness• Intercultural

communication• Global Knowledge

• Involvement in Civic Organizations

• Political Voice• Global Civic

Activism

Swinburne


Self-Report Measures

- Global Citizenship Scale (Morais & Ogden 2011)- Social Responsibility, Global Competence & Global

Civic Engagement

- Cultural Distance (Demes & Geeraert, 2014)

- Cultural Adaptation (Demes & Geeraert, 2014)- Sociocultural Adaptation; Psychological Adaptation

6

Swinburne


Dimensions of Global Citizenship

Social

Res

pons

ibility

Self aw

arene

ss

Interc

ultura

l

Global

Knowled

ge

Civic I

nvolv

emen

t

Politic

al vo

ice

Civic A

ctivis

m0

5

10

15

20

25

30

35

Pre Study TourPost Study Tour

Swinburne


Cultural Distance, Psychological and Sociocultural Adaption

Cultural Dis-tance

Psychological Adaptation

Sociocultural Adaptation

0

10

20

30

40

50

60

70

80

First assessmentOn return

Swinburne


Interview Questions

Pre Study Tour QuestionsWhat attracted you to apply for this study tour?What outcomes do you hope to achieve from this experience?

Personally and professionallyDo you have any concerns about taking part in the tour?

Post Study Tour QuestionsCan you tell me what you remember most about the study tour?What sort of impact do you think the activity has had on you?What were the benefits of the activity?What were the negative aspects of the tour?

9

Swinburne


Thematic Analysis

- New experiences & expanding their world view“I want to do something different to everyday life…..life changing and I am looking forward to that”

- Belief that there was a responsibility to be involved in humanitarian work

“I wanted to do humanitarian work, I might make a difference and you should do your best to help”

- Professional development“The volunteer placement fits in within my degree. I want to put my learning into practice”

- Serendipity“Applying was easy. It was an opportunity to be taken”

10

What attracted you to apply for this study tour?Motivation

Swinburne


Thematic analysis

Personally- Novel experiences and reflections on one’s own reactions“I want to test my problem solving skills in a new situation, out of my comfort zone.”

- Becoming more open-minded and globally cognisant- Altruism“With regard to employability I want to be seen as the one who gives back.”

Professionally- Gaining and international prospective“Working overseas shows more worldly views and experience.”

- Enhancing existing skills and development new ones

11

What outcomes do you hope to achieve from this experience?

Swinburne


Thematic analysis

- Cultural difference“I am concerned that I may attract a lot of attention because I am blonde and have pale skin.” “I do not want to offend someone, I want to be empathic.”

- Health and language- Psychological- stress and anxiety“I am concerned about a security or terrorist attack.”

- Interpersonal conflict within the volunteer group- Frustration from not achieving personal expectations“I want to have a learning experience, not a clinical experience but an authentic experience that is not touristy.”

12

Do you have any concerns about taking part in the tour?

Swinburne


Critical analysis post interview

- Experience of feeling valued and achieving positive change

“We took them to an amusement park to give them the chance to have some fun and be happy and the right to be kids, it made my relationship with the kids so much stronger, I got to know them in an informal way. It felt like a family.”

- Shared experience and goals“We all aligned in wanting to help others, it drew the group together.”

- Physical and cultural differences between India and Australia

“The environment was totally different. The traffic was full on, you have to mentally prepare for smells, bad body behaviour – urinating.

- A change in global prospective“The most important part of the experience for me was a major paradigm shift in my personal beliefs on world views.”

13

Swinburne


Personal impact- Increase in self confidence- Greater tolerance and compassion- Greater appreciation of life in Australia

Global- Greater global awareness- Engagement in global issues

14

What sort of impact do you think the activity has had on you?

Swinburne


- Learning about new cultures- Increase in personal confidence- Enhancing employability“…team work and problem solving were benefits.”

Negatives- Concerns about poverty and lack of sanitation- Concern about living and working with others- Frustration from differences in the expectations and

actuality of placement structure

15

Benefits

Swinburne


16

Employability

Pilot approach

Pre-departure Employability development workshop

Career Decision Self-efficacy Employability Skill Assessment(Pre & Post)

Re-entry Employability development workshop

Swinburne


17

Employability

Career Decision Self-efficacy scale

Designed by Betz & Taylor (1983) the scale used Crites (1978) five Career Choice Competencies as the basis for five subscales to define the domain of interest for competent career decision-making.

1. Accurate self appraisal (3 items)2. Gathering occupational information (3 items)3. Goal selection (4 items)4. Making plans for the future and (3 items)5. Problem solving (4 items)

17 items used for our assessment

Swinburne


18

Employability

Career development & graduate attributes

Source: 2013, Core Skills for Work in Context ,Australian Government Department of Industry, Innovation, Climate Change, Science, Research and Tertiary EducationAnd Department of Education, Employment and Workplace Relations.

Core skills for Work Framework

Swinburne


19

Employability

Employability Skill Assessment

Cluster 1: Navigate the World of Work• Manage career and work life• Work with roles, rights and protocols

Cluster 2: Interact with others• Communicate for work• Connect and work with others• Recognise and utilise diverse perspectives

Cluster 3: Get the work done• Plan and organise• Identify and complete the steps needed to undertake tasks and manage

workloads

Swinburne


20

Employability

Bringing the learning home

Swinburne


21

Employability

Experience + Reflection = Learning

Swinburne


22

Employability

Key Findings

1. Students had difficulty with planning and organising themselves individually and as a team prior to departure

2. Students improved their ability to translate humanitarian work experience in employability and career development skills; planning and organising, problem solving, communication skills, learning and career goal selection

3. Indicated challenges in self-management and teamwork

4. Decision-making in work, learning and life and technology remained the same

Swinburne


23

Employability

Qualitative responses

“I have looked further into becoming a nurse because they can be employed all over the world, even in places like India. I would like to work with street children again, but more in relation to health education.”

“Being exposed has allowed me to find areas of myself that I can see are my strengths and weaknesses and has given me a sense of where I need to develop further to promote myself for my future.”

Swinburne


24

Employability

Implications

• It had impact on self

• Biggest source of change was in the “out of comfort zone” which was in the teaching

• Students would have benefited from a more reflective component

• Measure the employment outcomes of the students within 6 months of graduation

• Provided an opportunity for students to connect with the Centre of Career Development

Swinburne


25

Employability

Questions?

powerpoint presentation dublin june 2015 final

Documents