Personal Development Planning and eportfolios. A Guide for Staff

Transcription

1 Personal Development Planning and eportfolios A Guide for Staff Alison McEntee, CAPLeD, September 2013

2 Contents Introduction... 3 What is Personal Development Planning (PDP)?... 4 The Concepts Underpinning PDP at UWS... 6 Concept 1: The Cyclical Model... 7 Concept 2: The Effective Learning Framework (ELF)... 8 Concept 3: Reflective Learning... 9 Concept 4: Significant incidents Concept 5: Generic Questions (GQs) and Focused Learner Questions (FLQs) Generic Questions (GQs) Focused Learner Questions (FLQs) Concept 6: PDP & Employability Graduate Attributes HEA Student Employability Profiles The Benefits of Engaging in PDP What is an e-portfolio? UWS e-portfolio tools Mahara Mahara Video Tutorials: Mahara User Guides MyPortfolio student briefing Mahara User Manual e-portfolios in practice Campus pack Additional sources of Information MyLinC JISCMail The Higher Education Academy HEA Case Studies Moodle Guides PDP Policy What is the University s strategy? References

3 Introduction This guide provides an introduction to Personal Development Planning (PDP) at the University of the West of Scotland. It is designed to be used as a reference document, providing basic information on the underpinning principles and process of PDP. It provides a brief summary of the benefits students gain from effective engagement with PDP, highlighting effective approaches to embedding PDP in the curriculum. In addition, it introduces the eportfolio tools available at UWS, and provides examples of how they might be used. This guide should be used in conjunction with the University PDP policy and relevant school implementation plans. Further information on your school s approach to the implementation of PDP can be obtained from your school PDP co-ordinator. The guide provides information on: The concepts underpinning PDP The benefits to students of engaging in PDP eportfolio information and examples/tools PDP Policy Additional sources of information and support 3

4 What is Personal Development Planning (PDP)? Personal Development Planning (PDP) is a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development (Quality Assurance Agency (QAA), 2009a, p.2). PDP at UWS is an inclusive process, open to all learners at all levels. Effective PDP improves the capacity of individuals to review, plan and take responsibility for their own learning and to understand what they learn and how they learn it (QAA, 2009a, p.2). Engaging in the process of PDP helps learners to articulate their learning and achievement more explicitly and supports learning as a lifelong and life-wide activity (QAA, 2009a). The primary objectives of PDP are to enhance the capacity of learners to reflect, plan and take responsibility for their own learning, and to enhance their knowledge of what they learn and how they learn it. PDP is: concerned with learning in a holistic sense (in academic, personal and professional contexts) based on reflection and planning skills which are integral to knowing how to learn in different contexts and knowing how to apply learning in different contexts something that an individual does with guidance and support. Support decreases as personal capability is developed so that the process of PDP becomes self-sustaining intended to improve the capacity of individuals to communicate their learning to others (for example, academic staff and potential employers). a process that involves self-reflection; the creation of personal records; and planning and monitoring progress towards the achievement of personal objectives (QAA, 2009a). As part of the process of PDP students should produce an eportfolio which records their learning experiences and their reflection on those experiences. An eportfolio should identify achievements and development needs and record students plans to engage in activities which address those development needs. The process of PDP involves students reflecting on learning and achievements in their academic, personal, and work life and making plans for their educational, personal and career development. 4

5 Engaging in the process of PDP enables students to: become more self-aware, effective, independent and confident self-directed learners understand how they learn and relate their learning to a wider context improve skills for learning and career management articulate personal goals and evaluate progress towards achieving them have a positive attitude to learning throughout life Decisions on particular approaches to PDP will be made within your school and/or programme. More information on your school s particular approach, and any local plans on the design and delivery of PDP, can be obtained from your school PDP co-ordinator. 5

6 The Concepts Underpinning PDP at UWS The UWS PDP model is based on 6 core concepts; The cyclical model The Effective Learning Framework (ELF) Reflective Learning Significant Incidents Generic and Focused Learner Questions Employability 6

7 Concept 1: The Cyclical Model The concepts and processes underpinning PDP are linked to work on learning theory which proposes that effective learning occurs in a four-stage cycle of concrete experience, reflective observation, abstract conceptualisation and active experimentation (QAA, 2009a). This is the basis for the model of PDP shown in figure 1 below. The provision of guidance and support is a key aspect of this process. Guidance and support may be provided through and/or alongside the curriculum, and can involve tutors, peers or 'significant others' (for example, workplace or placement supervisors, careers advisers and effective learning tutors) (QAA, 2009a). Figure 1 summarises the cyclical model of PDP, which involves an individual at the centre of a cycle of activity: reviewing progress towards the achievement of goals set gathering evidence of learning experiences and achievement identifying new learning needs and creating development plans reflecting on learning experiences and achievement Figure 1: The cyclical model of PDP; adapted from the four-stage cycle of effective learning (based on Kolb, 1984) (Adapted from QAA, 2009a). 7

8 Concept 2: The Effective Learning Framework (ELF) The Effective Learning Framework (ELF) 1 is a key pedagogical concept underpinning the process of PDP (details of the ELF are available at The framework comprises three overlapping spheres of student learning, labelled as Personal (P), Academic (A) and Career and Employability (CE). The model is depicted in Figure 2: Figure 2: The Effective Learning Framework The Effective Learning Framework was developed to provide: a holistic framing for students and staff to reflect upon, and develop plans for, effective learning and to relate these, as appropriate, to academic, personal and/or career aspirations, considerations and expectations. Such explorations would be enabled by the use of [Focused Learner Questions]. (QAA, n.d, p.3) The overlapping regions in the diagram represent instances where students will identify learning and development that relates to more than one area. Through the process of PDP students review learning and development in each area, and reflect on: Past experience and achievement Current needs, preferences and experiences Future aspirations and plans. 1 Devised by the JWG of Universities Scotland and SACCA set up in 2003 to develop implementation plans for PDP in Scotland 8

9 Concept 3: Reflective Learning A structured approach to reflective learning is central to the process of PDP. Reflection involves an individual thinking deeply about an experience and making the most of the potential for learning that the experience provides. Reflection can be an everyday activity, without a structure or formula. We reflect on a wide range of everyday experiences when we process our thoughts and feelings about them. As a result, we might choose to do something differently in future. Structured reflection involves standing back from an event or experience and using a framework to think carefully about what happened, exploring the experience in depth to find meaning in it, to learn from it, and to develop a more effective approach to tackling subsequent situations. The importance of reflection is summarised by Gibbs (1998, p.9): It is not sufficient simply to have an experience in order to learn. Without reflecting upon this experience it may quickly be forgotten, or its learning potential lost. It is from the feelings and thoughts emerging from this reflection that generalisations or concepts can be generated. And it is generalisations that allow new situations to be tackled effectively. Models of structured reflection share some variation of three basic stages: Experience (the event and feelings toward it) A critical analysis of the experience and any new knowledge gained Development and internalisation of new perspectives and strategies to apply in the future (Schneider, 2011, non-paginated). A structured approach to processing thoughts and feelings can be applied to a wide variety of experiences in a student s personal, academic and professional life. Models of reflection can be used to help guide and structure reflective thinking and writing. More information on models of reflection is located on MyLinC 2, and at Focused learner questions can also be used to guide structured reflection. More information on the use of questions to prompt reflective learning can be found in the Generic Questions and Focused Learner Questions section of this guide. Less structured approaches to reflective learning can also be used, and can include: Brainstorming Network diagrams or mind mapping Free writing (stream of consciousness approach; writing as thoughts develop) Drawing diagrams or images 2 MyLinC contains a number of resources to support PDP, and can be access from the My Modules section of the Moodle home page. 9

10 The place of reflection in the cycle of PDP is represented in the diagram below: Reflection Evaluating judging self, determine how to:- develop improve move on Reflection Reviewing reflect on what has happened Planning how to achieve objectives Reflection Doing learning through experience of doing Reflection Recording thoughts, ideas, experience, evidence of learning Figure 3: The Place of Reflection in the Cycle of PDP 10

11 Concept 4: Significant incidents A significant incident can be any event which prompts students to question their existing beliefs, values, attitudes or behaviours. A significant incident will generally provide an opportunity for feedback and critical reflection and has the capacity to impact on learning and personal development. Significant incidents can relate to issues of communication, knowledge, culture, relationships, emotion or belief. Typical significant incidents in a university setting may include: Feedback on assessment A student s first experience of academic writing A student s first experience of placement An aspect of project or group work that went particularly well/was very difficult A piece of work that was particularly demanding A piece of work which increased awareness, or challenged pre-existing understanding An incident that led to feelings of inadequacy in some way An incident which led a student to think differently, or caused them to question their assumptions or beliefs. (CALT Learning Support, Monash University, 2007) These significant incidents provide opportunities for the provision of structured support, and to highlight the value of critical reflection. Activities to support this are most effective when embedded as an integral part of teaching, and linked to the use of structured reflection on significant incidents as part of the production of an e-portfolio. Generic templates to facilitate this approach are available as part of UWS e-portfolio tools. Focused Learner Questions (see below) can also be used to construct more specific exercises and/or templates which help students to reflect on their learning experience. 11

12 Concept 5: Generic Questions (GQs) and Focused Learner Questions (FLQs) Generic Questions (GQs) Generic Questions form a core part of the pedagogy underpinning the ELF model (see figure 2 above). GQs were developed to help institutions identify where their key mission and strategies fit with students experience of studying a particular subject at that institution and to link that with students expected achievements. GQs may be useful to identify the most appropriate approach to PDP in your subject area: Questions for Programme Teams/Schools What does it mean for a student to study sociology/physics/ law etc in this Department/School/in this institution? What is different about our students from other departments in this institution and/or equivalent departments in other institutions? How do we articulate this to ourselves, our students, the institution, employers etc? What is done to embed this into the student experience? Are there gaps in that experience? If so what should we do about them? How do we support and enable our students to deal with increasing independence as learners within this department? Questions you might ask about your own teaching practice: Does my learning, teaching and assessment strategy provide flexibility in recognising students entry profiles? How do I raise the awareness and confidence of students in the transference of learning skills from personal to academic experiences and vice versa? How does my formative assessment inform student understanding and learning? How do I work with other university support/academic staff to build bridges across the student experience? Why do I teach this material in this way? How does my teaching develop and make explicit the transferable skills required for employment? How do I prepare students to bridge into new experiences such as dissertations, work placements, field classes or internships? 12

13 Questions you might ask about your students: What makes our students distinctive? What attitudes, approaches and skills do we expect our students to develop in their time here? How do we articulate this to students, staff and others? How do we monitor it? What do we do/need to do to ensure students develop it these ways? Who/what will support the student to develop in these ways through academic study, extracurricular opportunities, work/voluntary experiences? (QAA, 2007) The responses to these questions will inform the nature of the Focused Learner Questions you then use to prompt students reflective learning. Focused Learner Questions (FLQs) Focused Learner Questions make up another element of the core pedagogy of the ELF 3 model and were developed to provide a structure to facilitate and support the process of reflection. They are most effective when used in conjunction with the provision of guidance and support, until the learner becomes familiar with, and skilled in, the process of reflection. For instance, beginning a course of study in Higher Education is recognised as being a point of transition for students. The following FLQs may help students to critically reflect on, and learn from, the experience of transition: Why did I decide to come to university? What do I hope to achieve? What attracted me to this course? What do I feel will be most challenging? What strengths do I bring from my previous studies? How can I use my previous experiences and knowledge to good effect? What academic challenges do I face? How can I address them? What can I do to prepare myself for my new experiences at university? (QAA, 2007) FLQs can be used to construct reflective exercises that form the basis of supported PDP activity. The QAA publication Effective Learning Framework: Using focused Learner Questions in Personal Development Planning to Support Effective Learning (QAA, 2007) provides information and case studies on the use of FLQs in supporting effective learning: er_questions.pdf 3 The origin of GQs and FLQs lies in the work of the Effective Learning Framework team formed by QAA and Universities Scotland in 2002; to develop a PDP model for the Scottish sector that would transcend the problems of previous models and allow for more effective implementation of PDP. 13

14 Concept 6: PDP & Employability The link between PDP and employability is the acquisition, articulation and collection of evidence of key skills and attributes. Employers expect students to be able to define and explain the skills and attributes that they have, and to be able to communicate and provide evidence of the development of them. Engaging in PDP enables students to identify the development of their skills and attributes, and to collect and present evidence of that development. Graduate Attributes An enhancement led and learner centred approach to quality and standards in higher education (HE) in Scotland is led by a partnership that includes the Scottish Funding Council (SFC), Universities Scotland, the National Union of Students in Scotland (NUS Scotland), the Quality Assurance Agency for Higher Education (QAA) Scotland and The Higher Education Academy (HEA) (QAA,n.d Employability: Effective Learning and Employability). Working on the Enhancement Themes project Research-Teaching Linkages: Enhancing Graduate Attributes ( ) the partnership: Asked institutions, departments, faculties, disciplines, staff and students to reflect on the intended outcomes of HE and [to examine] how links between research and teaching [could] help develop 'research-type' graduate attributes (QAA, 2009b, p.3). The report highlights the: importance of translating graduate attributes into learner centred curricula; and supporting staff and students in developing shared meanings of them in their particular disciplinary and institutional contexts (QAA, 2009b, p. 12). Graduate attributes are defined as: At undergraduate level: Critical understanding Informed by current developments in the subject An awareness of the provisional nature of knowledge, how knowledge is created, advanced and renewed, and the excitement of changing knowledge The ability to identify and analyse problems and issues and to formulate, evaluate and apply evidence based solutions and arguments An ability to apply a systematic and critical assessment of complex problems and issues An ability to deploy techniques of analysis and enquiry 14

15 Familiarity with advanced techniques and skills Originality and creativity in formulating, evaluating and applying evidence-based solutions and arguments An understanding of the need for a high level of ethical, social, cultural, environmental and wider professional conduct At Master's level: Conceptual understanding that enables critical evaluation of current research and advanced scholarship Originality in the application of knowledge The ability to deal with complex issues and make sound judgements in the absence of complete data (QAA, 2009b, p.12). The full report on graduate attributes can be accessed at: More information on the full range of Enhancement Themes can be accessed at: Graduate attributes can provide a framework for students to reflect on and enhance their learning and development. This is most effectively achieved by developing a shared understanding with students of how graduate attributes link to learning and assessment activities in a particular subject area. Through the process of reflecting on learning and assessment activities, students can be encouraged to identify where and how they are developing graduate attributes, and to collect and present supporting evidence of this in an e-portfolio. This approach encourages students to reflect on their on-going development throughout their programme of study. 15

16 HEA Student Employability Profiles The Higher Education Academy (HEA), working with the Council for Industry and Higher Education (CIHE), produced a number of Student Employability Profiles which define the more specific graduate attributes expected in a particular subject area. A range of templates were devised which are relevant for: designing and delivering curriculum supporting students personal development planning activities providing career guidance and support to students and graduates communicating what disciplines can offer to prospective students undertaking employer liaison (HEA, 2007) In a similar way to Graduate Attributes, the profiles can provide students with a useful framework in which to situate their learning, and provide a focus and language for reflective writing when constructing an e-portfolio. This works most effectively when a shared understanding is developed of how the relevant employability profile links to learning and assessment activities in a particular subject area. The HEA have produced a guide on the use of Employability Profiles: 07.pdf A range of student employability profile templates and summaries for use in particular subject areas are available here: More information on the links between PDP and employability can be found here: 368_learning_and_employability_series2_pdp_and_employability.pdf Information on professional associations that accredit HE programmes (in Annex B of the report): 16

17 The Benefits of Engaging in PDP Effective engagement with PDP enables students to recognise, evaluate, develop and give evidence of their learning, skills and abilities. It aids students understanding of the value added through learning, and enables them to develop to be independent and autonomous learners, and to clearly identify and articulate the value of that learning. The main advantages of engaging in the process of PDP are that; Engagement with the PDP process enables learning by supporting thinking, reflection and planning It provides opportunities for students to make links between different components of their studies, their personal experiences and their career aspirations It provides opportunities for students to take ownership and responsibility for their own learning and to become autonomous, self-directed learners Effective engagement in the process of PDP: Provides opportunities for the acquisition and development of lifelong learning skills Enhances skills and attributes for effective study and career management Develops awareness of,and the ability to articulate, learning, skills and attributes The production of an eportfolio also provides a valuable collection of evidence for use when writing application letters, CVs and when completing applications for employment or further study. The process of collecting this evidence allows students to become more aware of the skills and attributes they are developing, and therefore be more able to clearly express them and their development needs. For students to be motivated to engage with the process, it is important that staff embed PDP as an integral part of the teaching and learning process, and highlights its positive impact on student progression and achievement. Studies have shown that the integration of PDP into the curriculum, in conjunction with student and staff participation, enhances students academic development; improves their chances of attaining higher marks through having a means to managing their studies; and aids students personal growth and development (Gough et al., 2003). Increased student participation in PDP has been found to help students manage the skills and knowledge which they acquire throughout their degree programme, by providing a platform from which to record, reflect on and make sense of their learning experiences (East, 2005). Students benefit from having a documented PDP progress file which records their learning journey, their academic and soft skills and shows an audit trail of how they have developed personally and professionally (HEA, 2005). The development of an eportfolio has also been found to enhance students chances of securing employment by providing a readily available vehicle for the presentation of examples of their best work (HEA, 2005; Jackson & Ward, 2004). 17

18 What is an e-portfolio? An e-portfolio is an electronic collection of evidence of a students personal, academic and professional development. The process of creating the eportfolio is as important as the content of the eportfolio itself. Collecting evidence and preparing it for presentation prompts students to record and reflect on their development and identify their development needs. Students gain greater benefits from the PDP process when it is embedded in their programme; when they are supported in the development of reflective learning skills; and when provided with guidance on how to link their learning in specific activities to the development of the skills and attributes outlined above. The use of structured eportfolio templates and focused learner questions (discussed above) can scaffold and support the development of students reflective learning skills. The eportfolio templates, focused learner questions, employability profiles, and graduate attributes can be used to provide a framework for the structure, focus and language students should adopt in developing an effective approach to reflective learning, reflective writing and eportfolio construction. Evidence can be gathered from a wide range of experiences in a variety of situations; personal reflections, work placement reports, coursework assessments, skills evaluations and general statements and plans for future development. The construction of an e-portfolio prompts students to think about past and current experiences and formulate plans for future development. The UWS eportfolio tools allow students to: Add content in standard templates which are designed to prompt reflective thinking and writing, record personal goals and carry out skills assessments etc Add content such as text or pictures Link to files and web pages Share an e-portfolio with staff, other students and people external to the University Allow people who view the eportfolio to add comments and feedback UWS e-portfolio tools Mahara Mahara was introduced as the new UWS eportfolio tool in 2012/13. Mahara is an electronic portfolio system with social networking features which can be used to create online learning communities. Mahara eportfolios are flexible in nature, allowing students the freedom to provide evidence of achievements using a variety of tools and in a format of their choosing. Links to a selection of online Mahara guides and resources are listed below. Links to these resources can also be found on the Mahara Dashboard page, which is the default home page that you will see each time you access Mahara. 18

19 Mahara Video Tutorials: This range of video tutorials is useful for staff and students. They offer a brief introduction to the use of Mahara, covering the following topics: Mahara Overview Accessing Mahara Updating your Profile Building your CV Adding your Goals and Skills Managing your Contacts and Groups Uploading a File Adding a Blog Creating a View Exporting 20Tutorials%20Dec%2011.html Betty Hurley-Dasgupta of SUNY Empire State College produced this introductory video tutorial series. The tutorials are sequential and are best viewed in order. Totalling over 30 minutes in length, they are easy to follow and contain suggestions, hints and comments that are applicable to any Mahara system. The tutorials cover the following topics: Tutorial 1: Introducing Mahara Tutorial 2: The Mahara Profile Tutorial 3: Journaling in Mahara Tutorial 4: Uploading Content Tutorial 5: Developing a Page Tutorial 6: Groups Tutorial 7: Sharing and Copying Pages 19

20 Mahara User Guides A range of short user guides introducing some Mahara basics, including: How to Access Mahara Customising your Account Settings Adding and Editing your Mahara eportfolio Mahara eportfolio: Creating Pages and Collections Creating a Page Copying a Mahara Page/Collection Creating a Group Creating a Controlled Group MyPortfolio student briefing This Prezi presentation, devised by UCL's Learning Technology Support Service, provides an overview of the uses of Mahara eportfolios in education: Mahara User Manual An online manual providing comprehensive details of the full range of Mahara functions. e-portfolios in practice A collection of resources to raise awareness, provide a common understanding of, and support the implementation of e-portfolios in FE & HE in Scotland. 20

21 Listed below are a number of links to sample eportfolios created by students and staff in UK Universities: (UWS B.Ed sample student eportfolio) (Learning summary) (Student profile) (Student profile) (Staff profile) (UWS Staff profile) (UWS Staff profile) Campus pack Some student groups will continue to develop an eportfolio using the Campus Pack system. A link to online information and training resources can be accessed here: This page also includes a link to which contains help, downloads and documentation to support the use of Campus Pack, including: Quick start guides - The Quick Start Guides provide the focused information users and administrators need to begin immediately to understand and use Campus Pack. Topics include how to work with the Text Editor, as well as details for adding, managing, contributing to, viewing, and monitoring wikis and blogs Pre-recorded training webinars on a selection of topics Video Tutorials - These short videos offer walk-throughs of various aspects of using wikis, blogs, private journals, and podcasts 21

22 User guides -User Guides provide the detailed help documentation that end-users (e.g., students and instructors) need to have in-depth knowledge of how to use Campus Pack to its fullest potential Additional sources of Information MyLinC The Moodle module 'MyLinC to PDP' is accessible to all staff and students under the 'My Modules' section of the Moodle homepage. MyLinC provides a range of resources to support the process of PDP, and eportfolio creation and development, including information on: Reflective learning and models of reflection Information on eportfolios PDP and skills development PDP and employability JISCMail The National Academic Mailing List Service, known as 'JISCMail', is a service designed specifically for the further and higher education and research communities. JISCMail uses the World Wide Web and to enable groups of academics and support staff to communicate and share information. There are thousands of groups covering many categories. If you are unable to find a group on your chosen subject and you can satisfy the JISC criteria, you may start a group of your own. More details on the JISCMail service can be found here: The JISCMail service hosts a number of discussion groups to facilitate communication and sharing of information on best practice in PDP and eportfolios: JISCMail lists relating to PDP: JISCMail list relating to eportfolios: 22

23 The Higher Education Academy The Higher Education Academy (HEA) develop and deliver subject-specific services including: workshops and seminars, teaching development grants, journals, support and guidance for staff new to teaching, resources and networking opportunities. Information on these resources can be found on the HEA website: General resources for learning and teaching (including a range of resources and information on PDP, accessed by performing a search of the HEA resource centre using the search term PDP or Personal Development Planning ): HEA Case Studies This case study evaluates a pilot scheme for Personal Development Planning at Edinburgh College of Art/Heriot-Watt University, School of Planning and Housing, for all postgraduate planning students in 2001/02: This case study describes the process of introducing Personal Development Planning into a first year module of a Sociology degree, the activities undertaken and the lessons learned from working with the first cohort who took the module: The links below relate to a range of general resources on PDP:

24 Moodle Guides The Moodle guides module is accessible from the my modules area of Moodle. The module contains a range of useful information relating to: Taught classes and workshops on the use of Moodle and Mahara A range of Moodle user guides and official documentation Moodle video tutorials and getting started guides Use of Turnitin, assignments and quizzes in Moodle The use of Big Blue Button, Camtasia Relay and Helix Freely available open educational resources Useful software and websites PDP Policy What is the University s strategy? The University has developed a strategic approach that supports embedding PDP in programmes of study. See your module descriptors, Section 7, to find out what PDP elements must be covered. The approach supports a model that sits within the student s curriculum, with PDP being conceptualised as a whole-learning experience. To students PDP should appear as a seamless part of their course of study. The University PDP policy is available on the CAPLeD web pages: 24

25 References CALT Learning Support, Monash University (n.d) What is a critical incident. [Online] Available: [Accessed 20 August 2013] East, R. (2005). A progress report on progress files: The experience of one higher education institution. Active learning in Higher Education. Vol. 6(2), pp Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. London: Further Education Unit. Gough, D.A., Kiwan, D., Sutcliffe, K., Simpson. D. & Houghton, N. (2003) Evidence for Policy and Practice Information and Co-ordinating Centre: A systematic map and synthesis review of the effectiveness of personal development planning for improving student learning. EPPI-Centre team, University of London [Online] Available: [Accessed 20 August 2013] Higher Education Academy (2005) The Higher Education Academy: Integrating personal tutoring with personal development planning. [Online] Available: asebook_intergrating_personal_tutoring_with_personal_development_planning.pdf. [Accessed 20 August 2013] Higher Education Academy (2007) Student Employability profiles, A guide. [Online] Available: [Accessed 20 August 2013] Jackson, N., & Ward, R. (2004) A Fresh perspective on progress files a way of representing complex learning and achievement in higher education. Assessment and Evaluation in Higher Education. Vol. 29 (4) pp

26 Quality Assurance Agency, (n.d) Employability: Effective Learning and Employability. [Online] Available: [Accessed 20 August 2013] Quality Assurance Agency, (2007) Effective Learning Framework, using focused learner questions in PDP to support effective learning. [Online] Available: er_questions.pdf [Accessed 20th August 2013] Quality Assurance Agency, (2009(a)) Personal Development Planning: Guidance for institutional policy and practice in higher education. [Online] Available: [Accessed 20 August 2013] Quality Assurance Agency, (2009(b)) Research Teaching Linkages: Enhancing graduate attributes. [Online] Available: [Accessed 20 August 2013] Schneider, D. K. (2011) Reflection. [Online] Available: [Accessed 20 August 2013] 26