Transcript Slide 1

QUT Careers and Employment
www.careers.qut.edu.au
Career Development Learning
Whose responsibility is it?
Practitioners or academics?
Alan McAlpine
(Manager, Careers & Employment)
Career Development Learning
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Theoretical approaches
National
Local
Specifics (QUT Career Development Programs)
Discussion
Career development learning … learning about the
content and process of career development or
life/career management.
• The content of career development learning …. learning about
self and learning about the world of work.
• Process learning … the development of the skills necessary to
navigate a successful and satisfying life/career
“Career development learning places the student at the
heart of the learning process and enhances the quality of
workplace learning”
Professor Tony Watts, National Symposium, 2008
DOTS Model
Watts (1977, 2006)
Systems Theory Framework
(Patton & McMahon, 1999)
Career Planning and International Career
Counselling Models
McAlpine et al. 2006
Gibson et al. 2006
National Association of Graduate Careers
Advisory Services (NAGCAS)
Project Team
University of Wollongong
RMIT University
University of Southern Queensland
Flinders University
Monash University
Career Development Learning:
maximising the contribution of work
integrated learning to the student
experience
Developing graduate careers from workplace experiences
Project Purpose & Deliverables
• A scoping study to explore the contribution of
career development learning to work-integrated
learning in higher education
• Produce a set of learning resources, principles,
guidelines, models, and examples of practice:
– how, when, where, and why career development
contributes to work integrated learning
Career Development Learning
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Four facets of the DOTS model:
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Learning about Self
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Learning about Opportunities
Learning about Decision making
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Learning about Transitions (Watts, 2006)
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CDL Interventions
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Specific modules
Curriculum integration
Outside the curriculum
CDL questions:
Why am I doing this degree?
How can I make the most of my
studies?
How can I determine the best
pathway for me?
How can I achieve my career
goals?
How can I exploit my talent in the
workforce?
CDL and the literature…its value
• To the individual (contributions to transitions, retention
and completion rates and graduate outcomes)
• To their university experience (contributions to student
engagement and student satisfaction)
• To lifelong learning (contributions to managing lifelong
and lifewide transitions)
• To the workplace (contributions to retention, satisfaction
and workplace productivity)
• To the nation (contributions to inclusion, participation and
productivity)
Principles
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Flexible partnerships support effective career development learning.
Workplace experiences can provide genuine career development learning
opportunities for all students. Multiple experiences and contexts enrich
this learning.
Career Development Learning is student centred, and designed to actively
engage students in the workplace experience.
Career development learning supports quality student centred learning
opportunities across all aspects of students’ lives.
Universities encourage students’ career development and workplace
learning by supporting their capacity to systematically reflect, record, and
articulate the acquired skills and experience.
Quality assurance across the experience contributes to better outcomes.
CDL findings
• For workplaces to obtain the best outcomes, explicit
career development support needs to be articulated in
the workplace for students and employees.
• Disconnection between career development practice in
education and in workplace settings
• Dual role for human resources staff as career
development practitioners?
• Strengthen the industry/university nexus : university
career development practitioners providing a stronger
consultancy role to industry?
Further Details
Project Website
www.nagcas.org.au/ALTC
• All project reports, papers and evolving
resources available
• Join the community of practice on the website, to
share practice and keep up to date with other
practitioners
QUT - context
• 40,000 Students
• 2 main campuses plus satellite campuses
• 7 Faculties
– Built Environment and Engineering
– Business
– Creative Industries
– Education
– Health
– Law
– Science & Technology
Objectives
Core
• Systems
• Continuous Improvement
• Professional Development & Research
Direct
• Information
• Enquiries
• Career Counselling
Indirect
• Programs
• Outreach
• Graduate Destinations
• Employers
• External Activities
Schools
Industry Groups
Professional Associations
Conference Presentations
Enquiries
Resume feedback
Interview Coaching
Generic Workshops
Industry Expert Workshops
Elite Athletes
Information Seminars
Employer Liaison
Employer Presentations
Employer of Choice Breakfast
Careers Fair
Work Experience Scheme
International Placements
Job Vacancies
Faculty Booklets
Generic Handout
Newsletters
Career Development
Programs
Website
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Prospective
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International
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Postgraduate
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Career Planning
Overseas Linkages
DEST Contracts
Research
Prospective
Undergraduate
Postgraduate
International
BA Modules
IT Coop
Eng Coop
Education
Nursing
Law SEP
Career Development
Programs
Open Day
Orientation
Parents Evening
Student e-Portfolio
Graduate Destinations/CEQ
Career Mentor Scheme
First Year Experience
Ways we interact (CDL-WIL)
• General
– Raising awareness of service
– Providing generalist preparation workshops
• Introducing reflective tool(s)
– Introduction to, and use of ePortfolio
• Preparation for WIL experience
– Direct preparation for applying for WIL placement
– Preparing to get best from experience
• Providing WIL experience
– Hosting students
Student Lifecycle
Project Description
 A Careers & Employment and TALSS initiative for QUT-wide
impact
 Supports other major strategic projects
 Transitions In (FYE),
 Work Integrated Learning,
 Transitions Out
 Develop a number of online/blended co-curricular programs
 Students may receive formal recognition via a statement to
appear on their Australian Graduate Statement
Project Description
 Can be embedded into course curriculum or completed
by students at own will
 Each program is split into individual modules
 Students complete 5 modules plus one elective to
complete a ‘program'
 Students may swap programs at any time and still be
accredited for modules completed
Background
• Readiness, preparation, orientation…critical through entire
degree
• Major focus on linking Curriculum / PDP & Employability
• Strong push for a co-curricular approach
• QUT’s Real World philosophy - fostering Work Placements
• Visually interactive – maintain student interest - activities
Career Development Modules
Suite of Career Development Programs
Work Placement Program
Programs Matrix
Feedback - academic
• I wanted to share with you some positive feedback we got from an
INB 103 student who completed the new Self Understanding 1
module this semester. He said (see below) "I am just emailing to
give you positive feedback on the self understanding module. I
never thought the module would impact me as much as it did. It
made me really think about what I was really interested in and now"
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• Inspired by reflections the module generated, he saw his interests
also in tourism and is now also looking at getting qualifications in
this aspects as well...
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• I think it is great that we see how these modules are helping our
students to "find themselves" ...
• Many thanks for your help in integrating them to our curricula
Feedback - student
• I am just emailing to give you positive feedback on the self
understanding module. I never thought the module would impact me
as much as it did. It made me really think about what I was really
interested in and now I’m currently talking to TAFE to do a
Certificate III in Tourism, business and a Diploma of Information
Technology (Web Development). "TAFE Open Learning" offers
courses externally and you can enrol anytime, so I’m thinking I may
start one during the uni holidays.
• I think the inspirational one impacted me the most as it made me
realise how I got into uni today and the challenges I had to reach
this.
Review Process Questions
• What would a cycle of ongoing quality improvement
involve?
• What general feedback do you have on the content?
• How would you go about integrating into your
curriculum?
• What if any content is missing and could potentially be
added?
Career Development Learning
• Whose responsibility is it?
Practitioners or academics?
• Everyone's… and we must include the student