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IAEVG Quebec June 4-6 2014

Action research to study the implementation of the New Zealand Tertiary Career Education Benchmarks Dr. Dale Furbish Robyn Bailey David Trought. IAEVG Quebec June 4-6 2014. Career Development Benchmarks-Tertiary. Programmatic rather than practitioner competencies Compare

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IAEVG Quebec June 4-6 2014

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  1. Action research to study the implementation of the New Zealand Tertiary Career Education BenchmarksDr. Dale FurbishRobyn BaileyDavid Trought IAEVG Quebec June 4-6 2014

  2. Career Development Benchmarks-Tertiary • Programmatic rather than practitioner competencies • Compare • UK Matrix standard • AGCAS Careers Education Benchmarks statement • Australian Careers Education Quality Framework

  3. Benchmarks and standards Benchmarks are not evaluative standards but a guide or framework that can be used to improve practice Career Development Benchmarks-Tertiary are a self-review tool

  4. Development process • working team from Careers NZ • reviewing the literature • developing a working draft • field testing the draft with a wide range of tertiary providers around the country • an online survey • peer review • finalisation of the draft document Throughout the process the team consulted with external reference and governance groups, and feedback was sought from a cultural and international perspective Career Development Benchmarks – Tertiary launched 2012

  5. Inputs and output

  6. Employer and Industry Engagement is any contact between tertiary organisations and employers and industry that enables students to develop their career management competencies. • Student Engagement is the way in which students connect with careers programmes and services in order to develop their career management competencies. • Organisation Engagement deals with how the tertiary organisation as a whole enables its students to develop their career management competencies.

  7. Career management competencies for tertiary students

  8. Action Research • An approach of co-operative inquiry • Abolishes the line between research and action • Utilises a team approach to bring about change • Overtly “political” in order to improve the situation • Intended to generate solutions to practical problems

  9. Action Research • Action research is a method used for improving practice. It involves action, evaluation, and critical reflection and – based on the evidence gathered – changes in practice are then implemented. • Action research is participative and collaborative; it is undertaken by individuals with a common purpose. • It is situation-based and context specific. • It develops reflection based on interpretations made by the participants. • Knowledge is created through action and at the point of application. • Action research can involve problem solving, if the solution to the problem leads to the improvement of practice. • In action research findings will emerge as action develops, but these are not conclusive or absolute. Koshy, 2010

  10. Action Research Design • The team: The career practitioner and 2 academics • Each team member was an “insider” who had unique but important experiences and knowledge of the career services and the university • Fortnightly meetings • Planning, Action, Reflection in cycles

  11. Action Research Advantages • Lone practitioner. Ability to reflect and discuss with professionals • Additional support and credibility when promoting careers strategic plan to Faculty • Kudos of using academic expertise to underpin the development of the service

  12. SWOT analysis

  13. O1 Organisational Engagement Element 4. • Effective career development & support light on the ‘how”. Benchmarks outline “the how.” • Ability to enhance the employability of graduates, marketing potential, future pressure for destinations data. • AACSB re-accreditation 2016

  14. E1 Employer & Industry Engagement • Opportunity to maximise employer engagement for employment outcomes & Faculty engagement on many levels. • Joining the dots between existing activities and leveraging of these opportunities.

  15. Outcomes • The Career Development Benchmarks have added a framework which is logical and easy to follow for non practitioners • The framework makes it easy to highlight how careers can support wider faculty initiatives (AACSB, PRME) • Strategic plan developed that has been - accepted by Faculty Board -accepted by Faculty employer panel

  16. Future • The Benchmarks will be utilised to structure and monitor career development provision in Faculty • Findings can be utilised for the restructuring of the central University Careers Service and initiatives based in other faculties • Action research hasn’t just studied the development of career provision; it has contributed to its future

  17. Careers NZ http://www.careers.govt.nz/educators-practitioners/planning/career-education-benchmarks/tertiary-benchmarks/

  18. Dale.Furbish@aut.ac.nz Robyn.Bailey@aut.ac.nz David.Trought@aut.ac.nz

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