Please refer to 1.8 above many ACAP courses have work placement requirements and it is through undertaking these placements that ACAP students not only satisfy the requirements of professional bodies but also can beneficial work experience.
The C&ES, situated within the Student Success Unit, has adopted a multi-tiered systems of support approach to its work with career development learning. Students with more specialised or complex needs have access to more specialised support and development. In terms of CDL in curriculum, C&ES have an Account Management allocation of Career Development Consultants to support each group in curriculum design and development partnership, providing 0.5 FTE to each. The Career Development Consultants work with academic staff (course convenors and Program Directors) on high priority programs and courses that are being reviewed or redeveloped; this is determined by the Dean-Learning and Teaching portfolio within each Academic Group.
The Careers Service has also produced Career Focus online modules that can be deployed into curriculum that reached some 5,000 students in 2018, along with resources to support academic staff to embed career development learning into curriculum. The Academic Skills workbook, published in conjunction with Library Services, also contains some career development learning. C&ES do some direct teaching into curriculum (165 lectures this year – 6,100 students in 2018).
The C&ES has also developed the university's Employability Framework, which comprises four stages of a career success lifecycle: transition in, transition through, transition out and transition up (see section 6 6.1 for the framework detail). This framework provides a blueprint to position Griffith as a university of influence in graduate success and employability.
Moving forward, the Griffith Graduate Employability Review has recommended that, to improve the scalability of career development learning in the institution, that career development learning be included in the employability curriculum framework and included as a core part of the program development and review process, with appropriate resources and supports developed for program teams. A framework of scaffolded CDL capability development through the student lifecycle, with regular touchpoints for students throughout, will support Program teams to develop curriculum that provides a better foundation for disciplinary learning. To make this happen, C&ES staff will be required to engage in more curriculum co-design and development, and also train the trainer academic staff capacity building, than at present. This proposal may require some further re-profiling of C&ES away from 'counselling roles to educator roles.
Yes, careers education and support is accessible to all students across all academic programs; particularly as it relates to WIL Placements (Industry Training).
ICMS has a dedicated WIL Office which includes WIL Manager (1), WIL Placement Facilitators (4), WIL Assessment Facilitator (1) and an Administrator (1). The WIL Office leads career education and support in a number of ways (see below) and supports academics (i.e. via the provision of industry connections) in their employability activities including in-class industry speakers and external industry site visits.
Upon entering, all UG students are introduced to the Industry Training Program and aspects of career planning (incl. industry research, skills development) via a compulsory non-award subject (i.e. ICMS 101 delivered by the WIL Office).
All students from all programs undertake compulsory (placement) preparation workshops which include aspects of career planning (incl. employer research, self-assessment and mock interviews with WIL staff) via compulsory non-award subjects (i.e. IND200 delivered by the WIL Office).
All UG and PG students, from all academic programs, undertake a compulsory and assessable WIL Placement (nine months in the middle of the UG degree and six months at end of PG program). Each year the WIL team will prepare and secure WIL Placements for up 750 UG and PG students. The WIL Placement allows students to experience industry and network in order to make more informed career planning decisions and the compulsory assessment items during Placement develop skills required in career planning such as self-reflection and identifying areas of strength and areas for self development.
All students from all academic programs have access to the LMS which contains tools and resources students need to help them develop their knowledge before, during and after the Placement period.
As described earlier, the Institute's Learning and Teaching Policy defines all essential activities of curriculum design and delivery, including those related to employability.
Academic colleges historically used the Careers team to deliver career-related education. Careers staff would use a range of resources and make these available to students. To facilitate access for students studying off-campus, lecture slides and resources are available on the LMS and career tools and resources are available online through Careerhub. The demand for these services were mainly driven by academics and was very course specific and ad-hoc in nature.
To embed CDL across all programs, the Employability Strategy introduced the concept of College Employability Action Plans (CEAPS). CEAPS formalised a commitment by each college to undertake a variety of curricular and co-curricular activities to enhance career readiness. These agreements were negotiated at the beginning of the academic year and involved key academics (including College Deans and Directors of L&T) as well as key careers/employability staff within the university. This process is now evolving as VU moves to transform all degrees to block mode. As part of the Design & Development phase, all academic units will be redesigned so they can be taught in an intensive block mode. Employability concepts, skills and activities will be embedded in units as part of this redesign.
Furthermore VU has developed a series of complementary activities that support units of study (in first year) and courses for second year and beyond. In first year students are required to participate in a designated Study Essentials Activity as part of each unit of study. In second year these become Course Essentials and in their final year these are referred to as Future Essentials. All Essentials are mapped back to at least one 21st Century Skill and prepares students for the world of work in a course specific context.
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Supporting documents:
Beyond First Year - Curse Essentials
In the Career Development Team (the student facing part of Careers and Employability) each of the Career Consultants is assigned as a consultant to a Faculty. Their role is to make contact with key people from each school in order to
The Consultant ensures that relevant careers information (resources, events, jobs) are circulated to students from the faculty through their contacts. The academic lead within faculty may vary, but it will often be at the course coordinator level. They will contact the careers team and liaise with them about how to best introduce career development into the lecturer and tutorials. This is an ongoing process and it has been closely associated with Swinburne's Transforming Learning project.
The central Careers team offers career education delivery to all academic programs. Careers Development Learning (CDL) is offered in a variety of formats from bolt-on workshops added to an academic program, to integrated and tailored materials into a lecture format, through to a fully embedded and assessable suite of career development learning. The delivery can be accommodated as face-to-face or online webinars.
Currently UQ has one Careers staff member who works specifically with academic staff to embed employability and career development learning into the curriculum. The Bachelor of Communications, and Bachelor of Nursing and Midwifery for example, have been particularly committed to embedding Career Education into their programs and have a strong and established relationship with the Careers team. Other degree programs utilise the Careers service to varying degrees.
From 2019 the Career Development Advisors deployed to faculties will assist with this service provision and it is anticipated that this will result in increased embedded delivery.
The University has a centrally located Careers team which works with Colleges to embed employability.
A breadth unit The breadth unit, XBR110 - Discover your potential: Leadership, Service and Employability is open to all undergraduate and HDR students.
Yes, but previous arrangements have been quite loose and dependent on the good-will relationships that exist between individual academics and the Careers team. Not consistent approach across the institution. A greater investment is now being made through the alignment and partnership of Careers Education Consultants with Schools and discipline areas to co-create strategy. Work is also being undertaken between the Careers Team and The Placements Hub to identify the complementary tough points to assist and prepare students for placement and work experiences, and identify how to monitor and record where experiences are related to assessment and course outcomes, as well as where they value-add to a student's employability and general work experience.
The Student Transition and Employability team are assigned to Schools and areas within the institution and have formed productive relationships with academic champions.
The Associate Deans Teaching and Learning in each School promote careers and employability. Learning Designers support the embedding of curriculum development learning and employability activities in their Schools curriculum.
The School of Business and Law state they have a strong engagement with the importance of developing student employability and enhancing student outcomes. They have innovative work in this space, in particular placement and non-placement WIL, and academics are encouraged to connect with the Careers team to collaborate on interventions and activities to assist the employability agenda. This takes place in a number of ways in several different units, but is not mandatory or formally audited.
There is currently no formal arrangement in place between the Student Transitions and Employability team and the Schools, however, strong relationships have been formed through previous managers and operational staff in all Schools.
The ECU Strategic Plan (World Ready) highlights goals and objectives relating to employability and career readiness, while the Blueprint aligns a whole-of-institution approach to embedding curriculum development learning into the curriculum with professional and academic staff as partners.
The Staff Guide for academics addresses the importance and guidelines for embedding employability into their courses. Careers and Employability Advisers support academics in applying for and delivering on Teaching and Learning grants relating to curriculum development learning. e.g Bachelor of Health Science.
The senior lead for industry is Professor Cobie Rudd, Deputy Vice-Chancellor (Strategic Partnerships). Support, including account management, is provided by the Strategic Relationships Management team which comprises five staff members.
The senior lead for students is Professor Angela Hill, Pro Vice-Chancellor (Education). Support is provided by the Student Transition and Employability team in the Directorate of Student Life. The senior academic leads are noted, in some detail, in 2.2 and 2.3.
Course Coordinators are able to connect with the Career Development team to request contextualised embedded and contextualised lecturers/tutors to prepare their students for graduate employment, career decision making, strategically preparing for graduate employment, gaining industry experience and linking with industry, and identifying transferable employability skills. This is being utilised in some courses however it is not a compulsory practice and currently the uptake is sporadic and dependent on staff awareness of the service. An EOI process (Shopping list) that aims to create a more programmatic approach to embedding employability has been developed. This has only been implemented at the end of this year to create more engagement in 2019.
Evidence:
2.7a Career Development EOI Process
Not applicable as there is no separate careers team. Career services is embedded in the program
There is no directive in place to ensure all academic programs/courses actively engage with the Careers and Employment team to ensure careers education and support is a key feature accessible to all students. Career Development Consultants located in each Faculty generally have good working relationships and support from Associate Deans Learning and Teaching, generally at the instigation of the Careers consultant.
Macquarie's current curriculum transformation process is an opportunity to make Careers engagement more overt. Ideally, these engagements will be embedded as part of our new Curriculum Management System (CMS) and processes e.g. consultation with Careers as an element of approval process, however, this has not yet been formally flagged.
The Careers team has tried to engage with all academics through the Directors of Learning and Teaching in each College but have not yet achieved this for all programmes. All first year students get some information and engagement with the Careers and Employability services through Orientation and Careerhub.
The recent move of Careers and Employment into the PVC (Education) portfolio will see expanded work in embedding Career Education into the curriculum with the aim to provide greater accessibility for all students. A new Director of Academic and Career Success is currently being recruited to provide an academic bridge from the careers service to academic staff in faculties.
There are no formal arrangements in place, but certain academic staff do engage the Career Service to assist with embedding careers education into a particular unit of study. This is often done in capstone units, and to date the Careers Service have been involved in units in criminology, communications, biomedical science, chemistry, psychology, exercise science and nursing. There is little other active engagement by academic staff.
No formal mechanisms require Schools to engage with Careers and Employability. Instead, C&E are reliant on word of mouth and relationship building with academic and professional staff champions within each School. When staff leave, relationships need to be rebuilt or disappear. There is opportunity to work with Schools to systematically embed key career management and employability skills in a scalable and scaffolded manner across each year to benefit student learning, engagement and motivation with their studies. Formal links also need to be established with postgraduate programs.
Examples of where such School partnerships work well include:
Other opportunities:
No, but there are no formal arrangements in place. Unlike WIL, Careers Centre activities are generally not for credit. With Faculty of Arts, Business, Law, and Education (FABLE) placements, however, students are required to attend two Careers Centre workshops or complete the online EMPLOY 101 modules.These modules focus on the following topics :Self-Awareness (Module 1), Labour Market (Module 2), and Your Toolkit (Module 3). The Careers Centre provides customised workshops on request from Faculties.
FABLE offers one undergraduate WIL unit and three post-graduate WIL units. Each unit is for academic credit and upon the successful completion of the unit requirements, an ungraded pass is awarded.
In the case of WILG2201 Professional Experience Practicum (6 points credit), the undergraduate WIL unit, it is both an elective and broadening unit that can be undertaken by all students enrolled at UWA, where the unit can be included in their academic program. For the three post-graduate WIL units, WILG5001 Professional Development Practicum 1 (6 points credit), is an elective unit and is again available to students in FABLE who can include this unit in their academic programs. The remaining two post graduate WIL units, WILG5002 Professional Development Practicum 2 (6 points) and WILG5003 Professional Development Practicum 3 (12 points) are only available to students on a course specific basis. For example, a Masters of Strategic Communications student can include all three post-graduate units in their academic program.
The FABLE WIL units have been developed in collaboration with UWA Careers Centre and a very close relationship exists with UWA Careers Centre in terms of how students seek admission to and actually undertake their WIL experience.
For the FABLE units, there is one Academic Coordinator -Work Integrated Learning, who is directly engaged in the design, management and delivery of the academic side of FABLE's WIL program. Providing overall leadership and direction is the Associate Dean, Teaching and Learning for the Faculty.
This works in practice by a significant proportion of student engagement in FABLE's WIL program is initiated and executed through UWA Careers Centre and the online portal CareerHub. Apart from Careers Centre having a web page dedicated to WIL, students are required to submit an Expression of Interest (EoI) and supporting documents, including a cover letter and resume, through CareerHub. Students are encouraged to apply for practicum-relevant employment, either paid or unpaid, that are advertised by Careers Centre.
Furthermore, once enrolled in a WIL unit, each student has a WIL work flow hosted on CareerHub that assists them to complete the tasks associated with the completion of their WIL placement. The tasks managed through each student's CareerHub work flow include:
1. Career-related workshops:
2. Pre-placement modules:
3. Student and host interim and post completion online surveys:
4. Practicum completion checklist:
There are however, in-house career education development for students within majors and the McCusker Centre for Citizenship. In some majors, as part of achieving professional accreditation, unit coordinators can invite professionals in to conduct mock interviews, short courses into active citizenship, and Aboriginal Cultural Awareness Training Sessions. In the Musker Centre scenario, the academic works with a placement officer, but within majors it is usually the academic who organises these career education development for students.
Furthermore, the LinkedIn Learning project has developed pathways around student employability content and activities for students to undertake at their leisure.
Curtin Careers and Employment Centre have developed a process to encourage active engagement in careers education by the faculties and teaching areas. Career Development Consultants with the skills to work alongside academic programs to embed career development learning reside in the Careers and Employment Centre. However, this service is not consistently adopted by teaching staff resulting in equitable access by students as it depends on the level of engagement of their teaching area. There is not an academic role that is allocated responsibility for leading strategies to embed careers education in programs at Curtin University.
There is nothing to ensure this is done, however,