Te a c h i n g a n d L e a r n i n g C o n v e r s a t i o n s T L C s e r i e s 1 F e b - J u n e 1 1 ADU

2 March 11, 12-1pm

Seminar title: Learning to be Professional

Presenter: Donna Berwick

•

Conversation Structure

• Define the meaning of ‘professional’ in an HE context

• Examine the relationship between PDP and the development of professional competencies

• Consider how this supports the development of initiatives at Salford

• Discuss the validity of ‘learning to be a professional’ as an objective in HE programmes

Te a c h i n g a n d L e a r n i n g C o n v e r s a t i o n s T L C s e r i e s 1 F e b - J u n e 1 1 ADU

What does ‘professional' mean?

Q: When you’re being most professional you’re like what?

Te a c h i n g a n d L e a r n i n g C o n v e r s a t i o n s T L C s e r i e s 1 F e b - J u n e 1 1 ADU

Learning to be a Professional

Te a c h i n g a n d L e a r n i n g C o n v e r s a t i o n s T L C s e r i e s 1 F e b - J u n e 1 1 ADU

‘…how we prepare learners so that they develop the understandings, practical capabilities, dispositions and personal agency that will enable them to progress quickly into and be effective in their chosen professional role or to engage in further study or training relevant to their intended professional role.’

Jackson 2009

Learning to be a Professional

Curriculum

In an HE context

co/extraCurriculum

Subject Experience

Knowledge Technical skills Work placement Transferrable skills

Understanding Academic Skills Volunteering Emotional Intelligence

PDP

Self awarenessSelf reflection

Self development

Te a c h i n g a n d L e a r n i n g C o n v e r s a t i o n s T L C s e r i e s 1 F e b - J u n e 1 1 ADU

Employers’ PerspectivesGraduates and students applying for placementopportunities are not selling themselves.

Not enough students are ‘getting their hands dirty’ –Work experience or part time work on the shop floorcan give valuable experience of the company from the bottom up.

Students should be using their time at university to explore all aspects of their employability.

Te a c h i n g a n d L e a r n i n g C o n v e r s a t i o n s T L C s e r i e s 1 F e b - J u n e 1 1 ADU

The Student Explorer - PDP on legs•Exploration through extra curricular activities and life-wide experiences recorded through reflection

•From Planning and designing their learning journey to presenting and evaluating the experience

•Having explored they gain a new understanding of the landscape which gives them the confidence and ability to plan for new ventures in the future

•Concrete experiences to use when evidencing their professionalism to potential employers.

Te a c h i n g a n d L e a r n i n g C o n v e r s a t i o n s T L C s e r i e s 1 F e b - J u n e 1 1 ADU

Te a c h i n g a n d L e a r n i n g C o n v e r s a t i o n s T L C s e r i e s 1 F e b - J u n e 1 1 ADU

Aims of the University’s Learning, Teaching and Enhancement Strategy

To provide the highest quality student learning experience that combines academic rigour, personal development and employability through introducing students to the most up to date knowledge that will enhance and develop their skills for independent academic study, information literacy, innovation and working in professional contexts:

STG2

Te a c h i n g a n d L e a r n i n g C o n v e r s a t i o n s T L C s e r i e s 1 F e b - J u n e 1 1 ADU

Goal 1 – Transforming Learning and Teaching

Increase the level of Graduate Employment to be in the upper quartile (92 per cent)

Student voices• I do wonder if many young people are left feeling a little

disappointed after their graduation, when they attempt to enter work, only to find that there is a range of professional skills they have yet to be taught. Though it is vital that many of those skills are learnt through practical experience, I feel many prospective students may expect, with the rise in tuition fees, for these skills to be covered in some way during their studies.

• If universities can ready students with the skills employers are looking for, this would make it easier for students to find jobs when they graduate as they will be in possession of job-ready skills, which are a key requirement in the recruitment process by most employers.

Te a c h i n g a n d L e a r n i n g C o n v e r s a t i o n s T L C s e r i e s 1 F e b - J u n e 1 1

Student voices• Some of these skills you get to develop because life is sometimes

forcing you to but you have to be aware of the fact that you don't posses most of them and be willing to develop them.

• I see PDP as an integral part of higher education and I believe that students should be encouraged to be active and committed as it provides grounds for building up on top of the already attained professional skills and facilitates many future successes.

• I believe that an undergraduate, upon finding that a work placement in their chosen career field is perhaps unsuitable or impractical, should seek some way in which to gain life-wide learning skills. The Student Life Award and the PDP sessions are an excellent way to enrich students in this area.

Te a c h i n g a n d L e a r n i n g C o n v e r s a t i o n s T L C s e r i e s 1 F e b - J u n e 1 1

Te a c h i n g a n d L e a r n i n g C o n v e r s a t i o n s T L C s e r i e s 1 F e b - J u n e 1 1 ADU

Some questions for discussion

• To what extent should the development of capabilities useful in professional work settings be an objective of higher education programmes?

• What are the basic criteria/requirements to be professional in the career pathways chosen by learners on your progammes?

• How do learners develop their understandings of what being professional means?

Te a c h i n g a n d L e a r n i n g C o n v e r s a t i o n s T L C s e r i e s 1 F e b - J u n e 1 1 ADU

Some questions for discussion

• Given the variability of programmes, can there be any commonality in outcomes related to attitudes and personal qualities that are relevant to the professional world of work?

• If yes, what might they be?

References

Te a c h i n g a n d L e a r n i n g C o n v e r s a t i o n s T L C s e r i e s 1 F e b - J u n e 1 1 ADU

Jackson, N.J. (2009) ‘Learning to be a Professional through a Life wide

curriculum’. Introduction to conference. Available online at

http://learningtobeprofessional.pbworks.com/w/page/15914982/Learning-to-be-

professional

Houghton, W. (2002) ‘Promoting constructive alignment through programme

specification and subject benchmarks’. Paper presented at the Imaginative

Curriculum Sympostium ‘ Constructive Alignment in Action’, November 2002 on-

line at http://www.ltsn.ac.uk/genericcentre/index.asp?id=17721

Berwick, D.J. (2010) ‘The Student Explorer – ‘PDP on Legs’ in On Reflection an

e-Journal for CRA members, Issue 19, Pages 41-44

forthcoming TLC eventsDates time/ 1h mode location facilitator theme

23 Mar 8.30pm webinar Elluminate Dr. Chris Smith Enhancing teaching and learning

at Salford through peer

observations

4 May 12pm seminar Mary Seacole

MS3.02

Neil Currant Portfolio-based learning

25 May 8.30pm webinar Elluminate Prof. Martin

Hall

Teaching in a world of social

media: what’s different?

22 June 12pm seminar Pankhurst Room

Faraday House

Chrissi

Nerantzi

The language of feedback

Te a c h i n g a n d L e a r n i n g C o n v e r s a t i o n s T L C s e r i e s 1 F e b - J u n e 1 1 ADU

If you would like to lead a future event, please contact Chrissi Nerantzi at c.nerantzi@salford.ac.uk