‘Whose Job Is It Anyway?’ The University of Liverpool Learning and Teaching Conference 2006
The context for this workshop • New Academic strategy = Learning and teaching strategy + Research Strategy • Consultation paper on employability • Departments will have to report back on 4 themes from Dec 06 through APR (in addition to existing requirements) • WP • E-Learning • PDP • Employability There will be stated criteria for these 4 themes • Who has responsibility for the employability of our graduates – the graduates? Teaching staff? Central support services?
Career focus Effective learners Intellectual capacity coupled with ability to transfer and use skills Personal effectiveness - self awareness, ability to communicate, negotiate, network, work in team, make decisions, cope with uncertainty Understanding of business environment Careers Perspective – What do employers expect? • Myths & Realities
Format of the workshop • 3 inputs – approx 15 mins each including immediate questions • Presentation 1 on the use of an interactive website and Peer mentoring programme to support language students (Pollie Bromilow) • Presentation 2 on developments of group-based teaching modules in Computer Science (Peter McBurney) • Presentation 3 on how students can gain credit for the development of their skills/support for staff (Linda Evans and Alice Bennett) • General/open discussion
New Initiatives to Promote European Work Placements in the School of Modern Languages Dr Pollie Bromilow School of Modern Languages
Working on the Year Abroad • Year Abroad: ‘compulsory third year of degree in Modern Languages’ • One of three pathways offered to students. Other two are: • British Council Teaching Assistantships (ie. teaching English in a school) • Socrates-Erasmus Studentships (ie. studying at University)
Why are work placements important for Modern Languages? • Enables students to use the target language very intensively • Gives students an important opportunity to broaden their skills beyond studying or teaching • Adds ‘vocational’ element to degree • Helps us keep pace with our major competitors; plays significant role in student recruitment
What difficulties face students who want to do a work placement abroad? I • Finding a job! At a distance… • Defining areas of interest • Sourcing vacancies • Making applications • Understanding employers’ requirements.
What difficulties face students who want to do a work placement abroad? II • Finding accommodation • Financing placement • Adapting to foreign-language business environment (adds a layer of complexity to all of the above!)
How can these problems be overcome? • By PREPARING students for the work placement experience • By SHARING INFORMATION amongst staff and students about vacancies, jobhunting, applications, interviews etc. • By STRENGTHENING LINKS WITH EMPLOYERS to increase students’ chances of getting individual posts
Developing a ‘joined-up’ approach with the Careers Service • Award-winning website created by Diane Appleton in 2000 www.liverpoolyearabroad.org.uk • Close liaison throughout conception of projects • Diane posts to e-mail list; secured funding from Deloitte to start peer-mentoring scheme; hosts seminars on employability; presents at Year Abroad Preparation Days
Working-Abroad@liverpool.ac.uk • E-mail list started in 2004 to distribute vacancies and other information to Year Abroad ‘stragglers’ • Started as ‘Working-in-France’ in November 2004 with just four members • Potential benefit to a wider constitutency of students soon realised
Working-Abroad@liverpool.ac.uk • Now has approximately 240 student members including students from across the SML, School of English, Management School, Edge Hill College and beyond… • List members include Careers Advisors, academic staff, administrative staff and UoL applicants.
How does the list work? • Distributing vacancies from employers who ‘cold call’ the School of Modern Languages (usually by e-mail) • Forwarding vacancies received by the Careers Service • Maintaining a list of contacts in different countries (over 100 in France, growing number in Spain and Germany) • Posting news of students’ successes through messages entitled ‘Congratulations to…’
What benefits are derived from the list? • Students have been successful in getting vacation work, work placements, graduate jobs. • Time-effective way of distributing information, reporting on students’ successes. • Enhances employer liaison work as list can be used as a focus for activity. • List can also be advertised to University applicants as a cost-effective way of maintaining contact
Peer-Mentoring Scheme • Introduced in September 2005; thanks to sponsorship from Deloitte. • Pairs up (via e-mail) students who have experience of working abroad with those who are looking for work in similar sector • Peer-mentors contribute to seminars • Aims to help students share information, whilst freeing up staff time
Working-Abroad Seminars • Series of six seminars run in semester 1 on a variety of placement-related topics: • ‘What jobs do Liverpool students do?’; • ‘Job-hunting Strategies’; • ‘Our Resources at Liverpool’; • ‘Placement and Graduate Opportunities at Deloitte’ • ‘What to do when things do wrong’ • ‘Hitting the target with employers!’
Socrates-Leonardo Scheme • SML has been allocated 25 grants this year from the EU-funded student work mobility project • Each grant worth about €110 per week PLUS travel and insurance. • Year Abroad students given priority, although vacation work also eligible. • So far, XX applications received.
PLUS… • One-to-one consultations with placement co-ordinators in the SML • Extensive support from Careers Service • generic skills seminars • ‘quick query’ interviews • Careers Guidance interviews • e-mail support
Conclusions: What has been achieved? • 240 students have ‘signed up’ for e-mail list • 90 bulletins sent out in 2005 • 38 bulletins sent so far in 2006 • Students employed at gofluent, ID-AL, the AA, jobs-in-the-alps, ETS, Le Fleuray Hotel, Eurogroup, Haven Europe, ARC UK, Zaenker& Kollegan. • Students interviewed at Oxbow, Megalos, Language Safaris, Marcel Advertising, Hays Personnel, Aderly, Bellavista, ID-AL…
Other benefits • encouraging students to work abroad during holidays. Eg. the AA, Language Camp in Siberia, Siblu • Encouraging students to think realistically about their options • Maintaining students’ motivation during job hunt! • Peer-pressure (through reports of other students’ successes)
What does the future hold? • Possible collaboration with Higher Skills Development Programme and LUSTI to expand preparation seminars • Possible use of VITAL to upload, store and exchange information • Incorporation of new initiatives into www.liverpoolyearabroad.org.uk
Taking it to the next level: What difficulties do these initiatives face? • Problems of implementing initiatives evenly across language areas (work was started in French, but is being ‘rolled out’ across the School) • Difficulty in obtaining sponsorship • Resources! Large increase in numbers from 2004-2005 to 2005-2006
Thanks for listening…and over to you! • Feedback? • Comments? • Questions? • What applications do you see for similar innovations in your subject area(s)?
Team-work in Computer Science Presentation to University of Liverpool Learning & Teaching Conference 2006 Peter McBurney Agent ART Group Department of Computer Science University of Liverpool www.csc.liv.ac.uk/~peter
Software Developmentis almost always a team effort • Windows XP • 40 million source lines of code (SLOC) • LINUX: RedHat GNU/Linux 7.1 • 30 million SLOC • 8,000 person-years of effort • Cost (if developed conventionally) > US $1 bn. • Debian GNU/Linux 3.1 • 213 million SLOC (predicted). Source: Wikipedia: “Source Lines of Code” (consulted 18.01.06)
Consequently, in computer science: • Team-working skills are required by: • Employers, and • The British Computer Society • For accreditation of our degrees. • Research in CS includes the design and study of methods for software engineering • Varying degrees of formality • Formal use of schematics and diagrams • Research also devoted to team-working tools • Computer-supported collaborative work (CSCW) s/w • Open-source s/w development • Email, bulletin-boards, blogs, wikis, folksonomies, etc.
But: Our education system (& modern western culture) favours: • Individual effort over team effort • Thinking over doing • Output over process • Formality over informality • Language over non-verbal communication • Text over image • The permanent over the ephemeral. • At least, until recently.
COMP 208/214/215/216: Group Software Project • Module aims: To give experience of working as part of a team to develop a substantial piece of software. • The task: To develop a database application in any domain • Students have all done a module on database theory and practice • Teams choose their own domain (eg, sporting events, CD store) • Successful completion requires a mix of skills (technical, managerial, & academic), their effective combination, to firm deadlines. • Work is undertaken in teams of 4 or 5 students. • Work follows a standard s/w development process.
The software development process used • Definition of system requirements and specification • 4 weeks • Creation of system design • 4 weeks • Implementation of the system • ie, writing program code • 2 weeks • Preparation of final project reports • 2 weeks.
Assessment • Minutes of weekly meetings (10%) • Requirements Walkthrough (15%) • Design Walkthrough (20%) • Demonstration of working system (20%) • Team portfolio (35%) • Written documentation of system and project • Individual reports & peer assessments • Used to assess self-learning and to moderate team marks for each individual.
“Teaching” team work • Learning through doing • Lectures on (eg) running meetings, making presentations, etc • Sessions on group working conducted by Dr Trish Lunt and Dr Wendy England • Team-work exercises • Reflection on individual personality type • Reflection on team combination of types • Required individual statement of learnings • Required individual assessment of each other’s performance.
Experiences • Individual reactions vary • Some students love this, some detest it • Team experiences vary • Some teams are self-created, some imposed • Some teams work well together, some do not • Each year, 1 or 2 teams usually divorce • Cultural & language issues sometimes a problem • Language skills vary • Technical competencies vary (different skills are required) • Some cultures do not rate non-technical skills highly • Some students show a marked increase in • Self-confidence • Ability to make presentations • Ability to work with others.
The Skills Award designed to support students in the development and articulation of personal and professional skills Linda Evans and Alice Bennett Centre for Lifelong Learning
General Information • Helps produce effective students / employable graduates • Developed from national standards for key skills • Students produce a portfolio of evidence to show their development • Start as 1st or 2nd year student and complete before graduation
Sponsors • BT • Fullard learning • Irwin Mitchell • Tachograph Analysis • Worldwide Learning
Skills audit (LUSID) Agree skill levels Action planning and evidence gathering Reflection and evaluation Contexts: Academic Work-based Personal / professional interest What’s Involved for Students?
Skills and Levels QCA level • Management of Learning 4 • Creative Problem Solving 4 • Effective Communication 4 • Teamworking 4 • Information and Communication 2,3,4 Technology • Working with Number 2,3,4
Problem Solving 1 problem Teamworking Examples + theory ICT – use of: PowerPoint Word Excel /Access/ SPSS / Minitab (some choice here) For level 4 – IT system Communication written oral (presentations) visual Number 1 example (level depends on complexity) Management of Learning evidence from other skills reflection on personal development How Much Evidence?
Web site: www.hsdp.ac.uk Workshops: LUSTI Careers Service On-line: LUSID Learning Bites Excel PowerPoint One-to-one / small groups Excel PowerPoint Access File Management Resources
On-going Advice and Assessment • Regular meetings with Skills Adviser • Regular assessment of evidence • Final assessment • Internal moderation • External moderation – York University
Developments • Formal University Award • Recorded on Student Transcript • Certification • Accountable through Academic Practice Sub-Committee • Available on VITAL • Seeking to expand / integrate with PDP • Programme revised for 2006/07
Links • Complies with Learning and Teaching Strategy • Supports policy on Enhancing Student Employability • Supports Personal Development Planning • Voluntary work / mentoring / work-based experience • Exemptions for ECDL / Key Skills work
Some Statistics • 122 students on programme 2005/06 • Departments / Schools • Engineering ■ SES • Maths ■Psychology • Law ■Management • Most other departments represented • 46 successes to date
Success Hannah Charnock (former Guild President) receiving her Award from Dr Anne Merry, Director of Lifelong Learning
Students’ Comments • “The programme has helped me to reflect on skills that I possess and has been invaluable when going for job interviews.” • “It highlighted my strengths and weaknesses so I could be confident in my strengths and work towards my weaknesses.” • “I already knew what I wanted to do in the future, but the programme helped show me which skills I had and which skills I needed to improve” • “By highlighting my strengths, I can stand out from my peers.”
Students’ Comments • “I think it shows I have necessary skills and helps to give examples of particular skills that companies are looking for.” • “It allowed me to work on the areas that I needed to improve.” • “It helped me to give examples of particular skills that I wanted to show I had.”
How Can Tutors Help? • Promote The Skills Award to students / staff • e-mail information to students in faculty • Invitation to lectures / seminars • Support participating students: • Written assessment of presentations • Witness testimony of group work • Witness testimony of participation in discussions email@example.com@liv.ac.uk
LearnHigher Centre of Excellence in Teaching and Learning • Largest collaborative CETL • 16 institutions • 20 learning areas • Understanding Organizations • Peer-reviewed resources available electronically for all • Researching commercial awareness