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In this post, Helen Stringer, Assistant Director of the CareersService at The University of Edinburgh, summarises key themes from the latest Advance HE review of employability literature, such as work-integrated learning and employment inequalities. Last year, Advance HE conducted a thorough […].
The University of Edinburgh, McEwan Hall, Careers Fair Day, Photo credit: Neil Hanna Photography. This is essential to help students make more informed choices about the kind of work they will really enjoy, and also because employers really value that experience in their recruitment processes. Importantly these are all paid.
CC0 [Pixabay] For a number of years now, the School of History, Classics and Archaeology (HCA) has been working closely with the CareersService to help address the question every arts and humanities students faces at some point in their career: ‘So your degree; what are you going to do with that?
The first phase of the primary research involved a series of focus groups held with students (drawn largely from Edinburgh College of Art), supplemented by contextual interviews with relevant professionals and key university staff. Before retraining as a careers adviser, Lynsey was Lecturer in French at the University of Nottingham.
I was motivated not only to gain professional accreditation via a Fellowship of the Higher Education Academy, but also to reflect on my teaching practice and pedagogical approaches within the context of my new role that involved designing and delivering training for postgraduate researchers and research staff across career stages.
Photo credit: unsplash,Alejandro Escamilla, CC0 In this post, Eilidh Steele, Internships Manager at the CareersService, highlights the Insights Programme, which exemplifies the fourth and final strand of the Widening Participation Strategy: ‘Support to Progress”. She is responsible for the Insights Programme and the Employ.ed
Image credit: Clark Tibbs, unsplash, CC0 Dr Sharon Maguire, a Careers & Employability Manager at The University of Edinburgh , proposes the “creative, iterative, human-centered, problem-solving methodology” of Life Design as an answer to urgent questions of studentemployability, curriculum transformation, and the future of work.
Seeing the imperfections, assumptions and short-cuts needed to implement research into practice is revelatory to students. Students keep a blog (≥10 weeks) and write a reflective report of their experiences. This surely fosters a proactive and creative approach among students to find suitable opportunities.
Compounded by the wider pressures facing Gen Z, these curricula developments have given urgency to the need for update links between ECA/Music and the University CareersService , and also to generate new networks and resources that can better serve both students and academic staff.
Employability is not just the job of a CareersService. Planning and managing one’s career is a skill in itself, and Sharon’s blog post illustrates how student’s need support and reassurance as they develop their self-awareness. Alongside internship modules, we deliver a range of Career Management modules.
But, at a personal level, how does an international student perceive they develop their employability during a one-year Masters-level study in a UK university? This is the title of my PhD research. However, this blog post is a reflexive piece about developing my employability during my Masters programme. Jan 13, 2017
Ruth is Assistant Director, CareersService, and SACHA Programme Director, and Emma is SACHA Programme Manager. Ruth Donnelly Ruth Donnelly is Assistant Director, CareersService, and SACHA Programme Director. This series is introduced in the this post by Emma Taylor and Ruth Donnelly. What is SACHA?
And a recent investigation into the perceptions of organisations who recruit our students suggests we are making progress in this regard. Developing the employability and graduate attributes of our students is consistent with research-led learning and teaching.
The project, funded by a PTAS grant, brought together academic staff from Moray House School of Education with practitioners in the CareersService. One of the project aims has been to develop a sustainable career learning intervention which will be integrated within various provisions offered to students by the CareersService.
Photo credit: unsplash,Alejandro Escamilla, CC0 In this post, Eilidh Steele, Internships Manager at the CareersService, highlights the Insights Programme, which exemplifies the fourth and final strand of the Widening Participation Strategy: ‘Support to Progress”. She is responsible for the Insights Programme and the Employ.ed
For example, think about the last task you gave to a student, directly or indirectly, academic or non-academic, practical or conceptual. Now multiply this across every task, experience and interaction a student has with the University during their lifetime with us.
Creative problem solving, risk taking, lateral thinking, communication, project management, amongst the many core design skills this student employed in order to fulfil this unique ‘task’. Since that time, she has maintained her professional practice and developed her research in the field of education.
If you or colleagues are interested in implementing the Pre-arrival or Start-of-year reviews, or if you would like to talk about ways to follow up with your students then please contact us – kirsty.stewart2@ed.ac.uk or gavin.mccabe@ed.ac.uk Kirsty Stewart Kirsty Stewart is the Edinburgh Award Coordinator at the University of Edinburgh.
With the group labour market project my aim was to make the assessment more relevant to the students (they will be entering the labour market at some point in the future after all) and to embrace the concept of students as co-creators of knowledge. So what was the result?
In 2016/17, Focus On took the postgraduate research (PGR) student experience as its theme, an important aspect of which was postgraduates who teach. Omolabake Fakunle Omolabake (Labake) Fakunle is a MSc Educational Research graduate and current PhD student at the University of Edinburgh. Aug 10, 2017
This led me to reflect on my previous teaching experience: how often had I asked students to really reflect on their learning and on the range of skills and experiences it provided? Before retraining as a careers adviser, Lynsey was Lecturer in French at the University of Nottingham. Jan 10, 2017
The Historian’s Toolkit takes students through all steps of the historical research process. The starting point is the skillset our students require, based on the QAA/SQA History Benchmarking Statement , and the order in which they need to apply them. At the same time, we have incorporated a new awareness of employability.
However, common measures and indicators of student success in higher education typically include the following: Academic Achievement Academic success is often a central component of student success. Career Outcomes The transition to the workforce or further education is an essential aspect of student success.
These projects also develop research and critical skills obtained when writing essays. Moreover, students engage with the ‘real word’ and solve ‘real problems’ compared to artificial ones posed by a lecturer. These are skills required to function in the professional world and match attributes outlined by the University.
I particularly enjoyed the interpersonal element of supporting academics and encouraging them to develop their advertising skills to engage the public in their vital research. I had worked in customer service roles prior to this internship.
In addition to the content from the subject-matter expertise and professional skills development sessions, the fellows also had access to EAB’s research library and experts, and they were paired with a partner to help develop ideas and get feedback along the way.
Since its establishment, the CAA has been instrumental in promoting the development of higher education in the UAE and ensuring that students receive a high-quality education. The CAA has also played a key role in promoting the UAE as a hub for education and research, attracting students and scholars from around the world.
Maybe, in response to these questions, you thought back to a course that asked challenging questions and encouraged learners to research and find the answers independently. This critical examination of past experiences with the intent of learning from them is a part of what is meant by reflection.
Image credit: Andrea Piacquadio, pexels, CC0 In this post, Helen Stringer, Assistant Director of the CareersService at The University of Edinburgh, summarises key themes from the latest Advance HE review of employability literature, such as work-integrated learning and employment inequalities.
CC0 [pixabay] Deborah Fowlis, Careers Consultant, shares with Teaching Matters how interactive workshops with chemical industry experts has helped Chemistry students prepare for the workplace… Many Chemistry students are keen to use their degree knowledge directly in a graduate job. May 3, 2018
This means that around 50% of PhD graduates are effectively going through a career change at the end of their degrees (with the exception perhaps of those who will go on to do research in private institutions). The PhD Horizons Careers Conference is a great place for PhD students to find out more about their future career options.
I was motivated not only to gain professional accreditation via a Fellowship of the Higher Education Academy, but also to reflect on my teaching practice and pedagogical approaches within the context of my new role that involved designing and delivering training for postgraduate researchers and research staff across career stages.
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