Career Development Learning Whose responsibility is it? Practitioners or academics?

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Career Development LearningWhose responsibility
is it? Practitioners or academics?

• Alan McAlpine
• (Manager, Careers Employment)

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Career Development Learning

• Theoretical approaches
• National
• Local
• Specifics (QUT Career Development Programs)
• Discussion

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• Career development learning learning about the
  content and process of career development or
  life/career management.
• The content of career development learning .
  learning about self and learning about the world
  of work.
• Process learning the development of the skills
  necessary to navigate a successful and satisfying
  life/career

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• Career development learning places the student
  at the heart of the learning process and enhances
  the quality of workplace learning
• Professor Tony Watts, National Symposium, 2008

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DOTS Model
Watts (1977, 2006)
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Systems Theory Framework (Patton McMahon, 1999)
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Career Planning and International Career
Counselling Models
McAlpine et al. 2006
Gibson et al. 2006
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National Association of Graduate Careers Advisory
Services (NAGCAS)Project TeamUniversity of
WollongongRMIT UniversityUniversity of Southern
QueenslandFlinders UniversityMonash University
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Career Development Learningmaximising the
contribution of work integrated learning to the
student experience

• Developing graduate careers from workplace
  experiences

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Project Purpose Deliverables

• A scoping study to explore the contribution of
  career development learning to work-integrated
  learning in higher education
• Produce a set of learning resources, principles,
  guidelines, models, and examples of practice
• how, when, where, and why career development
  contributes to work integrated learning

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• CDL questions
• Why am I doing this degree?
• How can I make the most of my studies?
• How can I determine the best pathway for me?
• How can I achieve my career goals?
• How can I exploit my talent in the workforce?

Career Development Learning Four facets of the
DOTS model Learning about Self Learning about
Opportunities Learning about Decision
making Learning about Transitions (Watts,
2006) CDL Interventions Specific
modules Curriculum integration Outside the
curriculum
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CDL and the literatureits value

• To the individual (contributions to transitions,
  retention and completion rates and graduate
  outcomes)
• To their university experience (contributions to
  student engagement and student satisfaction)
• To lifelong learning (contributions to managing
  lifelong and lifewide transitions)
• To the workplace (contributions to retention,
  satisfaction and workplace productivity)
• To the nation (contributions to inclusion,
  participation and productivity)

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Principles

• Flexible partnerships support effective career
  development learning.
• Workplace experiences can provide genuine career
  development learning opportunities for all
  students. Multiple experiences and contexts
  enrich this learning.
• Career Development Learning is student centred,
  and designed to actively engage students in the
  workplace experience.
• Career development learning supports quality
  student centred learning opportunities across all
  aspects of students lives.
• Universities encourage students career
  development and workplace learning by supporting
  their capacity to systematically reflect, record,
  and articulate the acquired skills and
  experience.
• Quality assurance across the experience
  contributes to better outcomes.

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CDL findings

• For workplaces to obtain the best outcomes,
  explicit career development support needs to be
  articulated in the workplace for students and
  employees.
• Disconnection between career development practice
  in education and in workplace settings
• Dual role for human resources staff as career
  development practitioners?
• Strengthen the industry/university nexus
  university career development practitioners
  providing a stronger consultancy role to
  industry?

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Further Details

• Project Website
• www.nagcas.org.au/ALTC
• All project reports, papers and evolving
  resources available
• Join the community of practice on the website, to
  share practice and keep up to date with other
  practitioners

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QUT - context

• 40,000 Students
• 2 main campuses plus satellite campuses
• 7 Faculties
• Built Environment and Engineering
• Business
• Creative Industries
• Education
• Health
• Law
• Science Technology

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Objectives

• Core
• Systems
• Continuous Improvement
• Professional Development Research
• Direct
• Information
• Enquiries
• Career Counselling
• Indirect
• Programs
• Outreach
• Graduate Destinations
• Employers
• External Activities

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Schools Overseas Linkages Industry Groups DEST
Contracts Professional Associations Research Confe
rence Presentations
Enquiries Resume feedback Interview
Coaching Generic Workshops Industry Expert
Workshops Elite Athletes
Prospective Undergraduate Postgraduate Internation
al
BA Modules IT Coop Eng Coop Education Nursing Law
SEP Career Development Programs
Information Seminars Employer Liaison Employer
Presentations Employer of Choice
Breakfast Careers Fair Work Experience
Scheme International Placements Job Vacancies

• Faculty Booklets
• Generic Handout
• Newsletters
• Career Development Programs
• Website
• Prospective
• International
• Postgraduate
• Career Planning

Open Day Orientation Parents Evening Student
e-Portfolio Graduate Destinations/CEQ Career
Mentor Scheme First Year Experience
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Ways we interact (CDL-WIL)

• General
• Raising awareness of service
• Providing generalist preparation workshops
• Introducing reflective tool(s)
• Introduction to, and use of ePortfolio
• Preparation for WIL experience
• Direct preparation for applying for WIL placement
• Preparing to get best from experience
• Providing WIL experience
• Hosting students

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Student Lifecycle
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Project Description

• A Careers Employment and TALSS initiative for
  QUT-wide impact
• Supports other major strategic projects
• Transitions In (FYE),
• Work Integrated Learning,
• Transitions Out
• Develop a number of online/blended co-curricular
  programs
• Students may receive formal recognition via a
  statement to appear on their Australian Graduate
  Statement

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Project Description

• Can be embedded into course curriculum or
  completed by students at own will
• Each program is split into individual modules
• Students complete 5 modules plus one elective to
  complete a program'
• Students may swap programs at any time and still
  be accredited for modules completed

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Background

• Readiness, preparation, orientationcritical
  through entire degree
• Major focus on linking Curriculum / PDP
  Employability
• Strong push for a co-curricular approach
• QUTs Real World philosophy - fostering Work
  Placements
• Visually interactive maintain student interest
  - activities

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Career Development Modules
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Suite of Career Development Programs
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Work Placement Program
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Programs Matrix
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Feedback - academic

• I wanted to share with you some positive feedback
  we got from an INB 103 student who completed the
  new Self Understanding 1 module this semester. He
  said (see below)  "I am just emailing to give you
  positive feedback on the self understanding
  module. I never thought the module would impact
  me as much as it did. It made me really think
  about what I was really interested in and now"
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• Inspired by reflections the module generated, he
  saw his interests also in tourism and is now also
  looking at getting qualifications in this aspects
  as well...
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• I think it is great that we see how these modules
  are helping our students to "find themselves" ...
• Many thanks for your help in integrating them to
  our curricula

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Feedback - student

• I am just emailing to give you positive feedback
  on the self understanding module. I never thought
  the module would impact me as much as it did. It
  made me really think about what I was really
  interested in and now Im currently talking to
  TAFE to do a Certificate III in Tourism, business
  and a Diploma of Information Technology (Web
  Development). "TAFE Open Learning" offers courses
  externally and you can enrol anytime, so Im
  thinking I may start one during the uni holidays.
  
• I think the inspirational one impacted me the
  most as it made me realise how I got into uni
  today and the challenges I had to reach this.

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Review Process Questions

• What would a cycle of ongoing quality improvement
  involve?
• What general feedback do you have on the content?
•  
• How would you go about integrating into your
  curriculum?
•  
• What if any content is missing and could
  potentially be added?

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Career Development Learning

• Whose responsibility is it? Practitioners or
  academics?
• Everyone's and we must include the student