Young Enterprise: Evaluating the impact of the Team programme

This report sets out the findings of the evaluation of the Team programme conducted by the International Centre for Guidance Studies at the University in 2016. The project adopted a mixed methodology which focussed on the experiences of staff, students and business advisers in a sample of twenty schools selected from a possible 40 which are funded for the Team programme as part of the DfE Character programme. The research findings are encouraging and show that the Team programme has a positive impact on the development of the knowledge, skills and attitudes required by young people to make a successful transition to learning, work and the adult world.Young Enterpris

Pedagogy For Employability

This guide, produced by the HEA, constitutes a revised and updated version of the Pedagogy for Employability publication first published in 2006. The publication has been updated with the practitioner in mind – those teaching in the classroom and those engaging with policy and student interactions in other ways, such as careers guidance and learning development workers. Practitioners are our focus, as we discuss the policy and institutional context that frames the environment within which people work. The early sections of this publication are intended to illuminate the possibilities and constraints that operate in different national, institutional and departmental situations, having a direct impact on the way that teaching and learning takes place between practitioners and students. Case studies of learning and teaching that support the development of student employability, in the classroom, through distance and part-time learning and in co-curricular and extra-curricular activities, are provided throughout the publication. In the later sections of the publication we focus particularly on the curriculum and learning and teaching practice

Evaluating Practice-based Learning and Teaching in Art and Design

The University of the Arts London is host to the Creative Learning in Practice Centre for Excellence in Teaching and Learning (CLIP CETL), which has funded a number of small course-based evaluative and developmental projects. These projects have been designed by course tutors in conjunction with the CLIP CETL team, who are evaluating them to better understand and extend the pedagogies of practice-based teaching and learning. Practice-based learning is a way of conceptualising and organising student learning which can be used in many applied disciplinary contexts. Such pedagogies we argue are founded on the claim that learning to practice in the creative industries requires engagement with authentic activities in context (Lave and Wenger 1991, Wenger 2000). This short paper will describe some of the initial evaluation and research activities in two colleges; identify and define practice-based activities in the context of the courses where the research is being carried out; identify emerging pedagogic frameworks; and discuss implications for further development. Activities identified in the projects undertaken include: Opportunities to develop students‟ direct contact with industry Simulating work-based learning in the University Event-based learning Enhancing professional practice and PPD The authors are seeking to elicit, analyse and evaluate what is often implicit in practitioner-teachers, and the experience of developing pedagogies for extending practice-based learning. We will be theorising from statements made by practitioners in semi-structured interviews and evidence provided in progress reporting from the project teams

Innovative learning in action (ILIA) issue three: Employability, enterprise & entrepreneurship

The theme of the 3rd issue of ILIA is Employability, Enterprise and Entrepreneurship, reflecting the University of Salford’s Learning and Teaching Strategy and our Goal “To produce graduates with the skills, creativity, confidence and adaptability to succeed in the labour market and make a meaningful contribution to society”. The creativity, problem solving and change orientation this implies recognizes Salford’s distinctive strengths in this regard, and provides us with a conceptualization of employability which embraces enterprise and entrepreneurship, manifest in the form of selfemployment, but equally relevant to those working within organizations i.e. to intrapreneurship. The contributions to this edition provide us with examples of excellent practice demonstrating how practitioners at Salford have responded to the challenge of providing a quality learning experience for our students. Consideration of the papers and snapshots reveal how colleagues have embedded employability into teaching and learning and assessment strategies, and into frameworks of student support, in differing and innovative ways, across the institution. As this edition of ILIA goes to print work is underway to develop an Employability Policy and Strategy for the University. Designed to provide a coherent and progressive approach to Employability, Enterprise and Careers Education and Guidance, this Strategy will be able to build on the good practice evident both in this edition of ILIA and across the institution. ILIA therefore has once again provided us with a range of perspectives on a key area of curriculum design and development. It also has provided an opportunity to reflect on practice and student learning, to share experience and hopefully to identify future areas for collaboration

Personal development planning in the first year

The approach to quality and standards in higher education (HE) in Scotland is enhancement led and learner centred. It was developed through a partnership of the Scottish Funding Council (SFC), Universities Scotland, the National Union of Students in Scotland (NUS Scotland) and the Quality Assurance Agency for Higher Education (QAA) Scotland. The Higher Education Academy has also joined that partnership. The Enhancement Themes are a key element of a five-part framework, which has been designed to provide an integrated approach to quality assurance and enhancement. The Enhancement Themes support learners and staff at all levels in further improving higher education in Scotland; they draw on developing innovative practice within the UK and internationally The five elements of the framework are: z a comprehensive programme of subject-level reviews undertaken by higher education institutions (HEIs) themselves; guidance is published by the SFC (www.sfc.ac.uk) z enhancement-led institutional review (ELIR), run by QAA Scotland (www.qaa.ac.uk/reviews/ELIR) z improved forms of public information about quality; guidance is provided by the SFC (www.sfc.ac.uk) z a greater voice for students in institutional quality systems, supported by a national development service - student participation in quality scotland (sparqs) (www.sparqs.org.uk) z a national programme of Enhancement Themes aimed at developing and sharing good practice to enhance the student learning experience, facilitated by QAA Scotland (www.enhancementthemes.ac.uk). The topics for the Enhancement Themes are identified through consultation with the sector and implemented by steering committees whose members are drawn from the sector and the student body. The steering committees have the task of establishing a programme of development activities, which draw on national and international good practice. Publications emerging from each Theme are intended to provide important reference points for HEIs in the ongoing strategic enhancement of their teaching and learning provision. Full details of each Theme, its steering committee, the range of research and development activities as well as the outcomes are published on the Enhancement Themes website (www.enhancementthemes.ac.uk). To further support the implementation and embedding of a quality enhancement culture within the sector - including taking forward the outcomes of the Enhancement Themes - an overarching committee, the Scottish Higher Education Enhancement Committee (SHEEC), chaired by Professor Kenneth Miller, Vice-Principal, University of Strathclyde, has the important dual role of supporting the overall approach of the Enhancement Themes, including the five-year rolling plan, as well as institutional enhancement strategies and management of quality. SHEEC, working with the individual topic-based Enhancement Themes' steering committees, will continue to provide a powerful vehicle for progressing the enhancement-led approach to quality and standards in Scottish higher education