TRAINERS
TRAINING KIT WS1
Funded by the Erasmus+ Programme of the European Union
Contents
03
Introduction
04
Workshop 1: Employability Skills
15
Best Practices Case Studies
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Introduction The objective ...of this training Kit is to give a theoretical overview of the contents that would be developed during the three workshops. They were prepared for 4 hours each one and if you want to get all the activities done during this time, you should use our time suggestions. In this training kit you can find ideas of exercises, the main authors for each theme, materials to use if you want to develop the skills in your own class. You can use parts of the training or the entire training.
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Workshop 1: Employability Skills Authors: Ventura, M; Alexandre, A.; Mendonça, M; Mota, G; Valinhas, R. Entity: ISCTE-Institute University of Lisbon
Agenda Activity Type
Timeline
Materials
Small description
1. Presentation and objectives.
00:20
Slides 1-3
Brief overview/ Theme explanation; Show presentation of the participants in the training.
2. Challenge Academy presentation.
00:20
Challenge Challenge Academy Presentation followed by a short Academy Slides brainstorming.
3. Theoretical Background/ Reason Why?
00:05
Slide 4
4. Employability Skills
00:15
Slides 5-9
Differences between employability and employability skills; Perceived employability; Technical and generic skills and main attributes to employability.
5. Drivers of Change
00:10
Slides 10-11
Relation between career paths and socio-economic and technological changes in the world. Human-machine dynamics.
6. Exercise 1: Forecast Scenario
00:20
Slides 12-13
Forecast scenario based on the main drivers of change. Duration: 10 minutes to solve the problem + 10 minutes to the resolution.
7. Are graduates ready for the future? Skills Trends of the future
00:35
Slides 14-19
8. How can universities increase their gradudates’ employability?
00:20
Slides 20-24
Universities role in the graduate´s employability. How to be part of employability engagement.
9. Mini Break
00:15
Slide 25
Break
10. How can this work in the classroom?
00:20
Slides 26-31
Pragmatic approach to HEI universities: Useful tips for the daily work. How to implement changes with a direct impact in employability engagement.
11. Exercise 2: Strategy Plan 00:55
Slides 32-33
New market trends and future skills needed to be a successful employee. Conceptual approach.
The employability skills gap; employers and student perception and further implications. Desired skills in the future. Comparative historical analysis; trend skills for the following years.
Wrap-up exercise which consists in planning a specific strategy for a university. (you should previously print the HEI Case studies and split participant in 3 groups before the workshop starts). Duration: 5 min to explain, 10 min to read the document, 30 min to do the exercise, 10 to final notes.
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Theoretical key points to support the slides
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Theoretical Background/ Reason Why? Slide 4
The world is changing every day and so is the economy (Jeswani, 2016). There is a lot of discussion regarding what will be the main future skills needed to be a successful employee (Gow & McDonalds, 2000) and it is known that the next ten years will demand a new set of skills and drivers in order to follow future trends (Davies, Fidler & Gorbis, 2011). For a proper analysis on these trends, we will reflect about employability basic notions and explores the concept of Perceived Employability (PE). The challenge is to deal with new popular jobroles that 5 or 10 years ago did not even exist. Thus, around 2 out of 3 children entering primary school will work in roles that are not created yet (World Economic Forum, 2016). Therefore, the question is, are graduated students ready for the current labour market? Why do they need a set of new skills and what have changed? We will try to answer this and other questions and make some suggestions about how graduates, universities and companies can improve their methods and follow this future trend. These insights can bring some useful tips for Linkyou project teachers in order to get a deeper knowledge on employability and share this information during classes with their own students. In this workshop, we will help teachers identifying the main trends for the future world of work and knowing how to develop these skills during their classes. Although professional services groups, such as Career Services, were taking an active role in developing students employability, the link of employability skills and the curricula is crucial, so it is important to have the right balance between the provision of this support and embedding it into the curriculum. It is fundamental that the career services have a connection with the academic curricular department, in order to accomplish a good balance between giving employability-related support and integrating it with academic aims and curriculum (O’Leary, 2017).
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Employability Skills Slides 5-9 When talking about future skills, employability is a basic concept to keep in mind. The definition of Employability is the ability to gain, keep and evolve in a job on the labour market and includes basic educational qualifications and employability skills (Jeswani, 2016). This basic educational qualification refers to the academic student background while employability skills are a set of needed tools that will be approach later on. Employability has different elements and perceptions. It can be seen differently through ‘the eyes’ of companies, universities/ students. Organizations see employability as ‘being ready to work’ which includes possessing skills, knowledge, attitudes and business skills and at the end to meet organizational goals (Jeswani, 2016). Higher Education Institutions (HEI) tell students ‘that investment in one’s human capital is the route to career success’, take care about the perceived employability of their students and promote professional experience while studying (e.g. internships, part-time jobs), so they can have a proper WIL (work-integrated learning) (Jackson & Wilton, 2017). “Yet, despite extensive development and evidence of innovative practices to foster employability within universities, employability remains a complex and problematic area without clear or obvious solutions. Increasingly, enterprising students and graduates are regarded as more employable, and there appear to be advantages in integrating career and enterprise development themes within the curriculum. Students are lacking professional experience and consequently practical knowledge about how the market works, they should considerer all interactions as opportunities that can help them to foster essential skills in this fast-growing market (Parasuraman & Prasad, 2015). It is also important to guarantee that the university has well-trained professionals to properly guide students across this process (Parasuraman & Prasad, 2015). However, such approaches can pose challenges to the structure, system and culture within HEI’s (Beyrouti, 2011), because to build these kind of teaching, both technical skills and generic skills (e.g. attitudes) are needed (Parasuraman & Prasad, 2015). There are four attributes to consider (Gow & McDonalds, 2000): a) Adaptability to changing work environments, b) Accountability, c) Business management skills and d) Cross-cultural competence. “It is a fair conclusion then that those skills bracketed within the term employability skills are fast becoming a requirement for employment rather than desirable, and that employers see the responsibility for the development of such skills lying with educational institutions. With this in mind and given that a primary aim of many undergraduate – if not all – programs is employability, then course development, delivery and assessment should include the development of employability skills as a major focus” (Beyrouti, 2011).
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Drivers of Change Slides 10-11 Thus, employers are seeking more than just a degree because they are looking for other ways to distinguish amongst candidates as transferable skills. In this context, universities are under pressure to promote the employability of their graduates (Farenga & Quinlan, 2016). To understand in a wider prospect what is causing many changes in our educational system, Davies, Fidler & Gorbis (2011) and The World Economic Forum (2016) share some insights as drivers of change. For Davis, Fidler & Gorbis (2011) lifespan is increasing so people will work until later years and companies have to adapt their ‘career paths’, ‘creating more diversity and flexibility’. Moreover, technological grow will simultaneously take off and create at the same time jobs (Davies, Fidler & Gorbis, 2011). The World Economic Forum (2016) defines drivers as socio-economic and technological. The first ones include remote work with little full-time employees, the rise of middle class especially in Asia and the demand for a greener economy. As technological they consider the productivity growth and little use of software resources caused by mobile internet and cloud tech, the big data growth that requires human literacy to use it and adapted systems and the new energy supplies like renewable energy and hydraulic fracturing (World Economic Forum, 2016).
Exercise 1 Slides 12-13 Flexible work is one of the main elements of job transformation since “Telecommuting, co-working spaces, virtual teams, freelancing and online talent platforms are all on the rise” (World Economic Forum, 2016). Considering this scenario, it’s expectable that employment will grow in areas such - Architecture, Engineering, Computer Science and Mathematical jobs’ family - and decrease in areas such Business and Management Financial operations; Sales; Construction and Extraction. The decline of the three main referred areas happens due to ‘automation of checkout processes and smart inventory management’ and ‘costume service roles’ since technology can maintain the relationship with the client replacing the employee (World economic forum, 2016). Although ‘STEM (science, technology, engineering and mathematics)’ graduates are increasing, this number is not enough to fill all the job market.
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Are graduates ready for the future? Skills Trends of the future Slides 14-19
Organizations are crossing a hard time in finding the right people prepared for today jobs. The problem is that expectations from employers are not meeting the graduates’ current skills or the performance presented by them in the workplace. The authors named this disparity ‘the employability skills gap’ (Jeswani, 2016). Graduates are not so prepared for the skills needed by companies. To reduce it, organizations and universities work together to find a common understanding. “While the University has made great strides in identifying the skills template, establishing its relationship to the curriculum and in identifying the skills inherent in every module, work remains to be undertaken on ensuring skills are fully embedded in practice, and on assessment” (Atlay & Harris, 2000). The example of Hamid and coll. (2014) gives us some clues about the important role universities may have in helping their students becoming more employable, through the development of the soft as well as hard skills. There is still a long way to go for students since they perceive themselves as having lack of experience, lack of knowledge of organizations to job-search and feel with little access to professional networks (Jackson & Wilton, 2017). On other hand, at the moment, rather than learning specifically how to write something, students need to be in contact with different experiences in order to develop a high sensibility to adapt their knowledge and communication to each situation (Moore & Morton, 2017). “Among others, university students are generally older and students demand creative use of technology in instruction. In such a fast-changing context, the questions what kind of leadership strategy is needed for universities and colleges to survive and remain competitive” (Beyrouti, 2011). In addition, Lucas and colleagues (2004) proposed a skills framework that places the subject knowledge in the centre. The inner core focuses on three intellectual (thinking) skills – problem management, critical thinking and enquiry. The other five key (transferable) skills are the ones students are supposed to acquire when they graduate – communication, numeracy, information technology, working with others, planning and organization.
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How can universities increase their graduates’ employability? Slides 20-24
In this chapter, we will focus on practical tips that may be useful for Higher Education Institutions (HEI) teachers interested in helping their students in employability skills’ development. Some years ago, higher education perceived employability issues in a more liberal way. In this previous perspective, the role of the HEI was to enable the individual to grow in order to, autonomously, find a way to fulfil his/her role in society. Now HEI are becoming to be more focus in student’s future jobs, and some teachers may be resistant to this inclusion of employability skills during the degree. Some may think that adapting the learning to the work labour is anti-intellectual and may have doubts that this is part of their role as academics. Nevertheless, Washer (2007) argues that including key skills in the curricula do not necessarily threaten the notion of a liberal education, but an internal mindset change, once in the past-times graduates had a long period of training in a new job, now they should be “ready to go” to market. In sum, employability may be developed and assessed in multiple ways, such as through the curriculum, career services, with personal development plans, via external speakers, case studies, consultancy projects, volunteering, and many others. Regardless of the approach, in the end graduates must be aware of their skills and of where they have acquired them (Washer, 2007). This way, it seems to be important to involve different actors of the academic environment in the process: teachers, staff, and career services. Washer (2007) identifies some success criteria to key skills projects, which we summarize in the following topics: a) The project should have support from all levels (senior management, academics, other university staff and students); b) The project should attract academics from different departments, who can motivate students to get involved. Between delivering employability skills in higher education curriculum that goes from total embedding of employability skills (delivered by subject lecturers and mandatory) to parallel development of generic skills – which it is optional, and delivered by, for example, Careers and Employability Unit personnel each should choose which model fits better for their own students. When there is an embedded subject model, soft skills are included in the teaching and learning activities across the curriculum, (e.g., integrated into core subject such as mathematics, statistics, economics, or others). On the contrary, in a stand-alone subject model, we have specific courses that aim to develop specific soft skills, such as English language, entrepreneurship and others (Hamid, Islam & Manaf, 2014). Beyond these, there are also other approaches to develop employability skills among students. For instance, work-integrated learning is a practical way of learning that alternates times for study with periods of applied work in business, industry or government agency. This is a valuable experience, since it challenges the student to incorporate theory and
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practice. It is also demanding because of the responsibility required for the student to be in a real workplace (Hamid, Islam & Manaf, 2014). For instance, in on-the-job learning, students are able to develop their confidence levels, teamwork and communication skills. This requires a connection between universities and labour market, to ensure that students are having contact with the right companies and the right tasks to their specialization, so the teachers’ work is crucial in this mediation process (Hamid, Islam & Manaf, 2014). Volunteering is another example that can help students in increasing their perceived employability (Goodman & Tredway, 2016). Goodman and Tredway (2016) found that the more frequently students volunteered, the greater their expectation that potential employers would view their employability positively. Eventually universities can offer some volunteering projects or invest in sharing some external opportunities. It is important to think about how students will work with key skills once it is expected that even students with the same background may be willing to work in different settings that require different skills. This way, it is important to guarantee that student will be able to transfer the skills to several different contexts.
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How can this work in the classroom? Slides 26-31
Although it is a student personal task to manage their own career development, in early stages teachers can help students by promoting their autonomy through providing structured opportunities and providing a supportive and secure environment where students can apply the skills learned. Students may take the skills’ training more seriously if it is part of the curriculum than when it comes in form of stand-alone courses. Besides, it is important that they understand the value of employability skills, which is easier to happen if teachers recognize these projects and present them as a useful tool. Although, we may find students who are willing to protect their self-esteem by avoiding trying different and challenging experiences. Knowing this, teachers should try to understand their students’ beliefs about skills’ development and be aware if they are on the fixed or on the malleable dimension. It is important to create a learning culture that relates to malleability, which is associated with the improving outcomes along time (Knight & Yorke, 2002). In fact, to find the best way for an individual to improve employability skills we must analyse the course’s specificities, since the academic background by itself also plays a role in different levels of skills development. For example, it is possible that an engineering student has more experience of problem solving during his course length than a history graduate. In addition, some skills may be more relevant to certain work contexts, when comparing with others (Cranmer, 2006). Teachers can use different approaches as simulations, problem-based learning, project work, simulations of the workplace, role-plays of dealing with “mock” clients, and so on (Washer, 2007). Some academic tasks like, for instance, the writing of a literature review can also help the students in their skills’ development. If there is a sequence of well-designed tasks and if the students do it in groups, they will increase both the scientific knowledge and soft skills, such as dealing with deadlines, teamwork and communication (Anderson & Lees, 2017). Practical experiences, such as internships and work-based training, are also very worthwhile. Knight and Yorke (2002) present their model for skills’ development called USEM, which is an acronym for: Understanding; Skills (subject-specific and generic); Efficacy beliefs (and self-theories generally); Metacognition (including reflection). The authors define Understanding and Skills as discipline-based and generic and they found that curricula usually focus on these and pay little attention to personal qualities, self-theories and efficacy beliefs (Knight & Yorke, 2002). In the USEM model, both self-theories and personal qualities are valued because they may influence employability in many situations that require inter-
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personal contact. Some personal qualities required may be, for example, disposition to get things done, the taking of initiative, the willing for learn and the preparedness to stick at difficult tasks (Knight & Yorke, 2002). Teachers should encourage progressively higher levels of autonomy, by involving a variety of pedagogic methods and styles. It is important that they incite deep learning among their students and help them to become aware of their improvement. This can be accomplished by asking students to do portfolios (a useful way of personal-assessment) and in providing them regular feedback (Knight & Yorke, 2002). Students, as has been said before, need to understand the utility of these skills for the world of work. In the classroom teachers can give practical examples of the application of the skills and their utility in different settings (Qualifications and Curriculum Authority, 2001). Teachers can also use modelling strategies, such as demonstrating how they use these skills in their work. Teachers may also use different methods, as by trying to correlate theory with practice and by setting challenges for students to solve by themselves (problem-based learning), providing opportunities for collaborative work and using and making links across subjects and between the subjects and the real world of work. Students relate their skills with personal attributes. In their view, some skills arise naturally from personality types and develop naturally with aging. This way, students experience skill development as a tacit process.
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Exercise 2 Slides 32-33 On this section, we will make an exercise which consists in planning a specific strategy for a university. Before we start the brainstorming, we will now provide you a document with some examples of best practices in Higher Education Intuitions related with the development of transferable skills. This document consists on an analysis of practices of several organizations known for their expertise and innovative practices in the field of employability skills development. The best practices were selected based not only the expertise, but also the type of approach. Those examples comprise the effort of involving academics in the skills development process and, in some cases, which embedded the skills training in the curricula. When making this selection we also endeavour to have examples of different strategies in order to give different perspectives. You have 10 minutes to read the document. -10 minutes after– Now, considering all the information provided and best practices analysed, plan a strategy for your organization. The following topics must be considered on your plan: • • • • •
What we want to achieve (Concrete and measurable objective in terms of developing employability skills)? What skills to develop and why? How will we (teachers) win (competitive advantages, value proposition)? Who to involve (main capabilities correlated with strategic partnerships with stakeholders inside and outside your organization)? Implementation plan (how to implement the defined strategy, by topics)?
You have 30 minutes starting now. Good luck!
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Best Practices Case Studies
Contents 17
Alborg University (AAU)
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Oxford Brookes University
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York University
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Catรณlica Porto Business School
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Catรณlica Faculty of Biotechnology
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Aalborg University (AAU) Denmark
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The Program Based Learning (PBL) method is the pedagogical approach adopted across the entire university. In this scope, this project involves students working in groups on a large assignment and academics as supervisors along the process. The first step in the process is creating the groups. The main criteria to do this is taking into account the subject that students are interested in. Similar interests lead to the creation of a work group. After establishing the groups, the participant students here given a problem, based on real life situations. Together students discuss and decide what theory suits their needs in order to solve the problem. Along the process, they have a supervisor to guide them and make sure that they are on track. However, the group is responsible for defining and writing the project. The project work, combined with lectures, literature and cooperation with the corporate sector, will help students to go deeper into the subject they are examining, compared with the work done in an individual way. The project work ends with a group examination, consisting on a small presentation that involves all group participants, but they will receive individual evaluation about their performances. Students refer to the supervisors as being supportive and the relationship established is very “relaxed�. While they are working on the project, they also have to do individual exams. In this type of approach, the skills training/developed is embed in the curricula and takes a lot of involvement from the academics.
Examples of Skills Developed
By working in groups and investigating on a problem in order to reach a solution, students will develop several transversal skills: Academic kwoledge
Self learning
Put theoreticel kwoledge into practice
Team work
Contact with enterprises and real problems
Leadership
Critical thinking
Interpersonal communication
Decision making
Networking (...)
Problem solving
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Oxford Brookes University United Kingdom
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Like many other higher education institutions, Brookes has a considerable number of strategies that focused on enhancing the students’ skills along their educational path. This strategy is design to: • •
Ensure that learning and teaching are at the leading edge and relevant to contemporary contexts; iProvide an environment where students are proactively engaged in shaping their experience.
In line with this strategy, they created a list of Graduated Attributes that are described as characteristics that students should acquire along their courses and they represent knowledge, skills and perspectives that graduates will have developed through studying on Brookes programs and which can help equip them for life in the 21st century. Promoting personal development, they can prepare graduates for successful and rewarding employment. The Graduated Attributes are Academic Literacy, Critical Self-awareness and Personal Literacy, Digital and Information Literacy, Active Citizenship and Research Literacy. They provide a complete definition of each of them and list the characteristics that each graduated should have after completing each level of studies (3 levels of Brookes Attributes). They also provide resources that will help others to understand how their academics develop the Brookes graduate attributes on their lectures. These resources include the disclosure of examples of good practices, presented for each of the five graduate attributes. In this type of approach, the training of the skills is embedding on the pedagogical method of the academics and they develop strategies that are in line with the university policy on skills development.
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Promoting personal development, they can prepare graduates for successful and rewarding employment.
Examples of Skills Developed Academic Literacy Writing and learning skills
Methods of presenting data and evaluating hypotheses
Collecting and structuring information for diffe- Structures of different forms of written presenrent purposes tations Presenting information in different and appropriate media
Making logical connections in writing
Critical Self-awareness and Personal Literacy Critical thinking
Teamwork
Negociation
Communication
Self-reflection
Digital and Information Literacy Using digital tools
Digital communication
Active Citizenship Respect for cultural differences
Understanding other’s points of view
Political and cultural awareness
Research Literacy Self-reflection
Research management
Self-assessment
Independent work
Providing and receiving feedback
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University of York United Kingdom
The York award is a formal award of this Higher Education Institution. When a student gains this award, it demonstrates the employers that the he is a proactive person, working to develop both as student and as future employee. The York Award process requires students to apply and demonstrate that they have been concentrating their efforts in not only the academic field, but also taking extracurricular activities and attending to events that will help them in developing transferable skills. There are no specific rules concerning what is considered a good application, however, students are advised to undertake two or three activities with some level of commitment (joining a society, a College Committee, being a student ambassador, having a part time job or volunteering, plus some one-offs like visiting a Careers Fair or a College event, having a part-time job). Academic experiences and experiences as student are also valuable. Everything in the application must be related to the current study year on each the student is in. There are also skills training courses that often run by employers. There are three stages open to each year: • York Award - First year students can apply to this award; • iStage two - York Award Gold - Open to all second year and PGR students plus PG taught students who completed their undergraduate degree at York; • iStage Three - York Award Leaders – Gold Award students are invited to complete this stage. Students are encouraged to think about their experiences and convert their experiences in competences that will contribute for their employability in the future. In this type of approach, the skills training/developed I not embed in the curricula, but academics and future employees are largely involved in the process.
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The York Award process requires students to apply and demonstrate that they have been concentrating their efforts in not only the academic field, but also taking extracurricular activities and attending to events that will help them in developing transferable skills.
Examples of Skills Developed
By participating in several activities like part-time work experiences; volunteering, participation in extra-curricular activities, focused on student’s interests, and attending to skills training courses, students will develop: Self-management
Social, Cultural and Global Awareness
Communication
Commitment
Teamwork
Resourcefulness
Problem solving
Perseverance
Creative and Innovation
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Católica Porto Business School Portugal
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In 2007 and 2009, the Employability & Entrepreneurship Tuning Universities & Enterprises was implemented with the coordination of the Católica Porto Business School, under the Erasmus – Lifelong Learning Programme. This project main objective was to improve the Higher Education Institutions by adjusting the curriculum to the work marked needs. This was achieved through the PIC - Portfolio of Individual Competences” and it involves three components: 1. Think: aims at identifying and valorising skills; 2. Communicate: aims at articulating experiences with the requirements of the job market; 3. Act: aims at strengthening the quality of training and finding the way in the world of work. At the beginning of the program there is an individualized assessment of skills (based on self-assessment). The next step is for the individual to identify which skills he needs to developed along the process. Finally, the student as to demonstrate that he acquired the skills required. This demonstration is made by the presentation of an individual skills portfolio, which is a “collection of supporting evidence of skills developed during the whole process”. The PIC strategy helps students to achieve academic success, by enhancing the teaching and learning process, and career goals, by connecting learning with the requirements of the world of work. In the process students, employers and academics are the key elements. Employers accept students for project work and for internship and have an active role in the students’ assessment made in a public skills demonstration. They are also inquired about the skills they need and, in some cases, they are invited to provide lectures and be mentors for the students. The academics have a double role, by providing the lectures on their subject and having a straight and intensive interaction with the students as their leaders/tutors, providing them the support they need and working with them along the process. This type of approach involves a change in the teaching paradigm, in the sense that academics have to be more focused on the skills
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needed by the future employers and readjust their teaching programs in order to respond to this requirement. The PIC - Portfolio of Individual Competences� initiative was so successful that gave rise to the Strategic Leadership Hub (SLH) that works constantly on the development of soft skills in straight relation with the economic tissue, involving business and alumni. The SLH intervenes in a transversal way in bachelor´s and master´s degrees. In this type of approach, the skills training/ developed is not embed in the curricula, but academics and future employees are largely involved in the process.
The PIC strategy helps students to achieve academic success, by enhancing the teaching and learning process, and career goals, by connecting learning with the requirements of the world of work.
Examples of Skills Developed The students develop their competences along the 3 years of the bachelor degree program, and development is a systematic process. 1. On the 1st Year, by making an individual mini research/learning project that leads to an individual learning portfolio and a presentation of the outcomes achieved, students develop: (i) Individual thinking; (ii) Problem solving skills. 2. On the 2nd Year, by working in small group typically on real life situations and making a presentation of the results reached, students develop: (i) Communication; (ii) Teamwork skills. 3. On the 3rd year, by making an internship, conducting an organizational diagnosis of a company and creating a business plan (in the case of business students) or through the resolution of case studies (economics students), students develop the ability of Applying knowledge in real life situations.
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Católica Faculty of Biotechnology Portugal
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The FS Biotech was a co-financed Erasmus Multilateral Projects. The main goal of this project was related with the “modernization of teaching/learning systems in higher education institutions (HEIs), by strengthening the links and cooperation between higher education institutions and Business to define and develop key skills in terms of student employability.” (Project Final ReportPublic part, 2011). By doing so the graduates would become more adapted and competitive in order to face the challenges of the job market. The Skills Profile for graduates, that is product of the project implementation, will disclosure the transversal skills that will respond to the needs of the employers and should be developed among the curricula.
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References •
Anderson, D., & Lees, R. (2017). Marketing education and the employability challenge. Journal of Strategic Marketing, 25(2), 128137.
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Gow, K., & McDonald, P. (2000). Attributes required of graduates for the future workplace. Journal of Vocational Education and Training, 52(3), 373-396.
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Atlay, M., & Harris, R. (2000). An institutional approach to developing students’ ‘transferable’ skills. Innovations in Education and Teaching International, 37(1), 76-84.
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Hamid, M.S.A, Islam, R. & Manaf, N.H.A. (2014). Employability skills development approaches: an application of the analytic network process. Asian Academy of Management Journal, 19, 93–111.
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Beyrouti, N. (2017). Digital Technology Management and Educational Innovation: The Marketabilityand Employability of The Higher Education Degrees. The Journal of Developing Areas, 51(1), 391-400.
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Jackson, D., & Wilton, N. (2017). Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics. Higher Education Research & Development, 36(4), 747-762.
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Cranmer, S. (2006). Enhancing graduate employability: best intentions and mixed outcomes. Studies in Higher Education, 31, 169-184. Davies, A., Fidler, D., & Gorbis, M. (2011). Future work skills 2020. Institute for the Future for University of Phoenix Research Institute, 540.
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Farenga, S. A., & Quinlan, K. M. (2016). Classifying university employability strategies: three case studies and implications for practice and research. Journal of Education and Work, 29(7), 767-787.
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Goodman, S. & Tredway, G. (2016). Antecedents of perceived graduate employability: A study of student volunteers in a community-based organisation. SA Journal of Industrial Psychology, 42, 1-10.
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Jeswani, S. (2016). Assessment of Employability Skills Among Fresh Engineering Graduates: A Structural Equation Modeling Approach. IUP Journal of Soft Skills, 10(2), 7.
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Knight, P.T. & Yorke, M. (2002). Employability through the curriculum. Tertiary Education and Management, 8, 261–276.
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Lucas, U., Cox, P., Croudace, C. & Milford, P. (2004). ‘Who writes this stuff?’: students’ perceptions of their skills development. Teaching in Higher Education, 9, 55-68.
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Mason, G., Williams, G., & Cranmer, S. (2009). Employability skills initiatives in higher education: what effects do they have on graduate labour market outcomes? Education Economics, 17(1), 1-30.
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Moore, T., & Morton, J. (2017). The myth of job readiness? Written communication, employability, and the ‘skills gap’in higher education. Studies in Higher Education, 42(3), 591-609.
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O’Leary, S. (2017). Graduates’ experiences of, and attitudes towards, the inclusion of employability-related support in undergraduate degree programmes; trends and variations by subject discipline and gender. Journal of Education and Work, 30, 84-105.
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Contact Marina Ventura, Coordinator. Career Services and Alumni office. Instituto Universitario de Lisboa (ISCTE-IUL) T: +351 21 790 3000 marina.ventura@iscte.pt Av. das Forรงas Armadas, 1649-026 Lisboa, Portugal.
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This project has been funded with support from the European Commission. This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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