LINKING MED-GULF Barcelona (II)

Transcription

1 LINKING MED-GULF Barcelona (II) (4th 5th Nov 2013) universities employability programme design - needs of employers - academic standards - student learning experience - quality - QA agencies 4th November 2013 Nick Harris ANECA

2 What are we going to consider? Day 1: to what extent are the strategies and outcomes of the supply side matched to the (changing) needs of the demand side? Day 2: should the identified mismatches between supply side and demand side be addressed through a set of principles and if so what are they? OR through the development of a model? which can be complex or a one size fits all model

3 What has gone before? Barcelona: Jan 2013 the scope of the project would be largely limited to: a manageable and comparable set of factors concentrating on the (desirable) influences on the curriculum, and their quality assurance, regarding the improvement / enhancement of employability.. the curriculum diagram Tunis: 19 Sept 2013 the detailed SWOT Analysis the Recommendations for inclusion in the Green Paper

4 The Barcelona concluding summary diagramme CURRICULUM TEACHING and LEARNING

5 The Barcelona concluding summary diagramme CURRICULUM RESEARCH TEACHING and LEARNING?

6 The Barcelona concluding summary diagramme (EMPLOYER) DEMAND QA OTHER FACTORS e.g. national context, institutional governance RESEARCH CURRICULUM TEACHING and LEARNING EMPLOYABILITY IMPACT OF INTERNATIONALISATION

7 1. Work placements / internships (formal or not; +/- QA) 2. Curriculum design.. involving stakeholders Curriculum approval (formal validation / accreditation) Programmes (still largely supply side driven) Programmes (demand side driven) 3. Support offices for employment 4. Formal expectations from government (or agencies) 5. Monitoring / statistics

8 (UK) 1.a Work placements / internships (formal or not; +/- QA). examples even MANY years ago some UK universities offered sandwich courses (for 1 st cycle).. e.g.: 1 st year - 6months in and 6 months placement same for 2nd and 3 rd years (usually 3 different companies and often with international period) and 4 th year all at university OR.. instead of 3 x 6 months placements.. 1 complete year out.. (usually in the 3 rd or 4 th year) 2 nd cycle.. scheme of industry sponsored PhDs (CASE)

9 1.b Work placements / internships (formal or not; +/- QA) can be: an integral part of the programme an option within a programme not formally assessed but give the graduate extra formally assessed and lead to an extra certificate formally assessed and contributes to the main award If formally assessed there can be (should be) QA issues what is assessed? by whom? e.g.: the placement report and / or the placement work? by academic and industry supervisors or just academic?

10 2.a Curriculum design involving stakeholders.. is common for awards that also lead to licence to practice e.g. doctors, dentists, teachers, engineers, etc.. but what about architects, chemists, sociologists, etc? BUT.. generally - where no direct licence to practice the design of the curriculum is set to meet the university s concept of coherence of a programme / award And this is inked to programme validation / accreditation

11 2.b Curriculum design involving stakeholders BUT NOT ALWAYS the case.. In some cases the design of the curriculum can beset to the stakeholder s concept of coherence for a programme / award. validation / accreditation is then based on : an overall coherence statement provided by the employer/employee a relevant set of related learning outcomes which are guided by level descriptors.. European / national / etc AND an overall (and assessed) profile of achievements.. the soft skills guided by a qualification descriptor e.g. the Dublin Descriptors and/or (aligned) National Qualifications Framework

12 2.c Vision is focussed as a.. Business Facing University Single / Joint programmes driven/designed to supply side demands e.g.:

13 3. more typically.. UK universities offer LOTS of supporting stuff.. Swansea University

14 3. a sandwich course university e.g. University of Bath

15 4. Formal expectations from government (or agencies) UK may not have universal programme accreditation but there are LOTS OF EXPECTATIONS about easily accessible and comparable INFORMATION on programmes and their employability

16 4. Formal UK expectations Performance indicators on (social inclusion) (not completion rates) module completion rates research output employment of graduates

17 No hiding place! An overall table.. Who were the poor ones?! and the good ones

18 Monitoring / statistics for all to see!!.. at institutional level

19 Monitoring / statistics for all to see!!.. at the level of the individual student / graduate EVERY student receives a Diploma Supplement + in the UK.. the HEAR (Higher Education Achievement Record) which sets out all of the marks achieved but also all of the additional activities including employability stuff

20 The Barcelona concluding summary diagramme (EMPLOYER) DEMAND and INPUT RESEARCH QA CURRICULUM TEACHING and LEARNING OTHER FACTORS e.g. national context, institutional governance EMPLOYABILITY LOTS of data and INFORMATION

21 The Barcelona concluding summary diagramme (EMPLOYER) DEMAND QA OTHER FACTORS e.g. national context, institutional governance RESEARCH CURRICULUM TEACHING and LEARNING EMPLOYABILITY Another story! IMPACT OF INTERNATIONALISATION