Embedding Employability Skills within the Psychology Curriculum

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Embedding Employability Skills within the
Psychology Curriculum

• Isabella McMurray and Pat Roberts
• Third International Conference on the Teaching of
  Psychology
• July 12-16 2008

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AIMS AND METHODS

• PHASE ONE To gain a holistic understanding of
  the skills (e.g communication skills) specified
  within our current Psychology curriculum (by
  counting the frequency of skills cited in each
  modules quality assurance documentation)
• Curriculum Skills Audit
• PHASE TWO -To examine students perspectives of
  the skills that they develop in Higher Education
• Survey with a small sample of students - 77
  Students (33 level 1, 25 level 2, 15 level 3)
• 2 Focus Group with level 1 students
• PHASE THREE - Beyond University - To explore
  graduates and graduate employers views on the
  employability of Psychology graduates.
• Interviews with 10 graduates and their employers

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FINDINGS PHASE ONE CURRICULUM SKILLS AUDIT
Table 1 Frequency of skills mentioned in module
documents
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PHASE TWO - UNDERGRADUATES VIEWS OF SKILLS AND
EXPERIENCES GAINED DURING THEIR STUDIES

• At all levels
• Many opportunities to develop communication
  skills
• A prominence of practical research method skills
  including how to use Information Technology,
  Application of Number and Communicating this
  information effectively.
• Level 1
• Skills were related to academic studies.
• The transference of skills to an applied context
  was not recognised.
• The skills identified in Counselling Psychology
  were noted as skills that would be valuable for
  later employment.
• Students reported difficulty in reflecting on
  their own academic progress.

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PHASE TWO - UNDERGRADUATES VIEWS OF SKILLS AND
EXPERIENCES GAINED DURING THEIR STUDIES

• Level 2
• Acknowledged the development of professional
  attitudes, listening skills, verbal delivery and
  critical thinking skills.
• An awareness of self goals, interests and
  preferences.
• There was some emphasis on cultural awareness of
  society and working with others.
• Level 3
• The dissertation provided an opportunity to gain
  a deeper understanding of the discipline of
  Psychology.
• Gaining leadership skills whilst working with
  others was also identified.

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PHASE THREE - BEYOND UNIVERSITY - EMPLOYERS

• A good Psychology degree (21 or above)
• Communication skills and Analytical skills
• Confidence not arrogance
• Recognising Diversity
• Life skills
• An awareness of the job they are applying for
• A documented portfolio not always essential at a
  graduate level
• Graduates stated that at the time of their degree
  the skills they learnt were necessary for their
  academic studies. However in retrospect they
  wish they had made more use of the personal and
  career planning opportunities that were available
  to them

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CHANGES TO OUR CURRICULUM

• In light of this research we have now integrated
  a developmental perspective of skills into our
  curriculum. This draft plan includes guidelines
  regarding the skills we hope students will
  achieve at each level.
• The draft plan also includes working with our
  Centre for Personal and Career development (CDCP)
  to produce a developmental and integrated plan
  for incorporating real-world skills throughout
  the undergraduate curriculum.

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CHANGES TO OUR CURRICULUM THE DEVELOPMENT OF
SKILLS GUIDELINES

• Level 1
• Interpersonal Skills What is reflection?
  Models of reflection? introduction to the SOAR
  model. Questioning diversity and difference.
• Level 2
• Social processes and Lifespan Development
• How our professional identity has changed across
  our life span and the individual and social
  influences that have made that change. Going
  professional conference.
• Individual Differences
• Personality and career choices, how employers use
  psychometric testing
• Biological and Cognitive Psychology
• Communication How do we communicate ourselves
  to others?
• Research Methods
• Translating skills from an academic context to
  employability, think about how selecting a
  dissertation topic might impact upon future
  career prospects
• Level 3
• Career workshops aligned to the dissertation
  module relating to interview techniques and role
  play

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Future Directions

• Continue to foster close relationships with our
  careers department.
• To monitor the new initiatives within the
  curriculum.
• To have more graduates and employers involved in
  delivering aspects of the psychology curriculum.