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Rob Ward (Director, the Centre for Recording Achievement)

Rob Ward (Director, the Centre for Recording Achievement) (with input from Jane Denholm (Independent Consultant, Critical Thinking)). Emerging perspectives, new directions. ‘Work in progress’…. an investigation of employer perspectives;

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Rob Ward (Director, the Centre for Recording Achievement)

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  1. Rob Ward (Director, the Centre for Recording Achievement) (with input from Jane Denholm (Independent Consultant, Critical Thinking)) Emerging perspectives, new directions

  2. ‘Work in progress’… • an investigation of employer perspectives; • the HEAR as a developmental, formative tool for students…

  3. Key employer feedback… Employers a very varied bunch! Expect to reap benefits substantively butindirectly; Support HEAR as an aide memoire/resource for students; Students cannot start consciously making the most of their time in higher education too soon… ‘Richer picture’ welcome but mediated through the student tailoring their application using the employer’s system. Electronic format key – “to be really useful, and used, the HEAR needs to be a seamless part of our process – it can’t involve extra work”. Access to verified information prior to graduation welcomed. Attraction of business efficiencies that could potentially arise through being able to verify the HEAR electronically. For those who will read parts of the HEAR information needs to be short/concise/within the common template.

  4. Formative use of the HEAR … the role of the HEAR as the undergraduate experience develops, i.e. as a formative document which may be available and used from the point of a student’s entry throughout their HE experience…this might involve use of the HEAR: 1.   as a basis for reviewing progress and planning future activities, whether individually or with support from a tutor; 2.   in supporting student engagement in opportunities beyond the curriculum, and the recording of appropriate achievements in relation to these; 3.   as an aide memoire for students in making applications which may be needed before the final award is made, e.g. for sandwich placements and internships; permanent employment; further study or training opportunities; 4.   as a basis for the development of partnerships with students unions to support the second of these in particular.

  5. A resource for students… Supporting awareness and planning… A helicopter view of their achievements (integrative)… A microscopic view of their achievements (evidential)…

  6. Supporting formative and developmental use... Institutional developments…‘a catalyst for re-thinking the landscape, forcing thinking about the wider student experience, within and beyond the curriculum’ > • Institutional agenda; • Subject grounding; • Rethinking the academic year; • ‘Packaging’ the HEAR.

  7. Working with students… ‘There is no point in investing in the HEAR if we don’t see benefits for students, it’s about raising aspiration, emphasising to students that they do have the wherewithal to apply for, and obtain, graduate level jobs’ > • Induction; • Reminders; • Electronic access; • Richer information-to facilitate discussion; • Regular review; • Phased use appropriate to the student lifecycle.

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