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SOLSTICE & CLT Conference 2014. Which way works better? A comparison of two forms of PDP initiative in a first year psychology curriculum. Linda Kaye 1 , Elizabeth Bates 2 & Susan Elliot 2 1 Edge Hill University, 2 University of Cumbria. 5 th & 6 th June 2014. Employability Agenda.

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SOLSTICE & CLT Conference 2014

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Solstice clt conference 2014

SOLSTICE & CLT Conference 2014

Which way works better? A comparison of two forms of PDP initiative in a first year psychology curriculum.

Linda Kaye 1, Elizabeth Bates2 & Susan Elliot 2

1 Edge Hill University, 2 University of Cumbria

5th & 6th June 2014


Employability agenda

Employability Agenda

  • Enhanced fees:

    • Employability expectations (Bates & Kaye, 2014)

    • Career-focused motivations (Kaye & Bates, under review)

    • Staff perceptions of “employability” role (Bates & Kaye, under review)


Pdp context

PDP context

  • Multi-dimensional concept

  • What actually is it?

  • How is it best implemented?


Pdp in practice

PDP in practice

  • Models (QAA, 2009):

    • Discrete

    • Linked

    • Embedded

    • Integrated

    • Extended

  • Resources?


Which way works better

Which way works better?

Edge Hill University

University of Cumbria

Embedded model

PDP activities within all first year modules

  • Linked model (some elements of Integrated)

  • Stand-alone first year PDP module


Why is this important

Why is this important?

  • Student satisfaction relating to employability expectations/motivations

  • Other factors on satisfaction?

    • Approaches to learning

    • Motivation


Methodology

Methodology

PDP indicators

PDP indicators

Awareness

Awareness

Attitudes

Attitudes

Intention

Intention

Motivation

Satisfaction

Approaches to Learning

Time 1 (October 2013)

Time 2 (March 2014)


Findings changes in pdp

Findings- Changes in PDP

PDP indicators

PDP indicators

t(56) = 4.37, p < .001

Awareness

Awareness

t(56) = 1.44, p = .156

Attitudes

Attitudes

t(56) = 1.31, p = .795

Intention

Intention


Findings embedded pdp

Findings- Embedded PDP

PDP indicators

PDP indicators

t(35) = 6.29, p < .001

Awareness

Awareness

t(35) = .01, p = .989

Attitudes

Attitudes

t(35) = 1.04, p = .305

Intention

Intention


Findings linked pdp

Findings- Linked PDP

PDP indicators

PDP indicators

t(20) = .12, p = .904

Awareness

Awareness

t(20) = 2.20, p <.05

Attitudes

Attitudes

t(20) = 4.14, p < .01

Intention

Intention


Findings

Findings

PDP change scores

Satisfaction

β = -.26, p =.065

Awareness

β = .05, p =.715

Attitudes

β = .19, p =.136

Intention

Motivation

β = .26, p =.166

Intrinsic

β =.20, p = .230

Task value

Self-efficacy

β = .34, p < .05

Approaches to Learning

β = -.09, p = .515

Surface

β = .17, p =.305

Deep


Implications

Implications

  • Some indication that PDP provision was effective in enhancing awareness overall (particularly for Embedded)

  • Linked appeared to enhance PDP attitudes and intentions

  • Self-efficacy as key factor


If you re interested

If you’re interested….

Bates, E. A., &Kaye, L. K. (2014).“I’d be expecting caviar in

lectures”: The impact of the new fee regime on

undergraduate students’ expectations of Higher Education.

Higher Education, 67 (5), 655-673.doi: 10.1007/s10734-013-9671-3

Bates, E. A., & Kaye, L. K. (under review). Exploring the impact of the

increased tuition fees on academic staffs’ experiences of Higher

Education. Studies in Higher Education

Kaye, L. K & Bates, E. A. (under review). The impact of the new fee

regime on students’ reasons for attending university. Studies in

Higher Education


If you re interested1

If you’re interested…..

  • Dr Linda K. Kaye

    • [email protected]

    • @LindaKKaye

    • @Edgehill_Psych

  • Dr Elizabeth A. Bates

    • [email protected]

    • @Uoc_Psychology


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