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Embedding Career Education in the Geography Curriculum

Embedding Career Education in the Geography Curriculum. Kate Colechin & Glen Crust The University of Plymouth. 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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Embedding Career Education in the Geography Curriculum

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  1. Embedding Career Education in the Geography Curriculum Kate Colechin & Glen Crust The University of Plymouth

  2. Content • Career education in the geography curriculum • Employability & career management • Embedding in the curriculum • What happens • Why it happens • Who does it • Innovation

  3. Career Education in the Geography Curriculum University experience Geography curriculum Career education

  4. 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

  5. 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

  6. The Geography Curriculum in Career Education Career education University experience Geography curriculum

  7. Unexamined “Employment”

  8. Graduates employing their rapport -building, planning & negotiation skills

  9. Graduates employing their organisation, problem solving & drive for results

  10. Graduates employing their teamworking & coaching skills

  11. What we mean by employability • The student’smotivation, skills & experience • To add value in • Theirchoice of paid work & • Theirbroader roles, for example in their • Family life • Social life • Community life

  12. 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

  13. UoP Geography & National Landscape

  14. UoP Geography & Institutional Landscape

  15. Career Management:The Icing on the Cake

  16. What we mean by career management or SODiT model 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

  17. Great icing, terrible cake Well-written job application Little evidence of achievement during university experience

  18. Great cake, terrible icing Badly written job applications, inappropriate vocational choice Plenty of evidence of achievement throughout university experience

  19. 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

  20. 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

  21. Baking the cake in the curriculum GGX3103 Geography & Careers • What happens • Why it happens • Who does it • Innovation

  22. Brian The Team Students Kate Glen Employers Academic colleagues Jane

  23. Employer involvement

  24. 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

  25. 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

  26. Reflective Research-Led Teaching • Students expectations & graduate experience • Career management self-audit • Myers Briggs Type Indicator • Peer-assessment

  27. Principle: Entertaining Holding the students into the experience • entre- "among" (from Latin inter) • tenir "to hold" (from Latin tenere)

  28. Safe Entry to the Graduate Labour Market: Contingency Planning Dream job Astronaut Attractive “Plan B” Test pilot How much you want it Satisfactory “Plan C” Air cargo pilot Safety net Careers adviser How likely you are to get it

  29. Principle: Challenging & reality testing “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

  30. Career Management Self-Audit Where am I now? Improving my plans Where do I want to be? Implementing my plans How do I get there?

  31. 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

  32. 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

  33. Which lifestyle do you prefer? Judging Perceiving

  34. Judging You prefer to Get things decided Schedule & organise You enjoy Decision making Planning You dislike Working under time pressure You trust experience Perceiving You prefer to Keep options open Be spontaneous & adaptable You enjoy The process No decision before its time You’re energised by Last minute time pressure You trust inspiration Which lifestyle do you prefer?

  35. How do you prefer to approach a coursework deadline? Judging Perceiving Deadline Deadline Start Start

  36. Your Preferences J P Separate students in the lecture theatre

  37. How About Working Together? J preference: deadlines P preference: alternatives October 2007 Application deadline June 2008

  38. Student Peers Assessment Assessor bias = peer assessed score – self assessed score Peer score = 16 Self score = 12 Bias = +6 Peer score = 6 Self score = 11 Bias = -5

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