Preparing sport graduates for employment: satisfying employers expectations

Purpose The purpose of this paper is to explore from an employer’s perspective the skills, attributes, and capabilities required of a sports graduate, whilst also discovering how a student is expected to demonstrate these skills in the context of a sports organisation. Design/methodology/approach This study adopted a qualitative interpretive case study approach through the use of face to face interviews with six employers from sports organisations involved in the delivery of sport. Interviews lasted between 30-42 minutes and were recorded. This was followed by a thematic review to allow for common themes to be selected and represented. The results were then reviewed and evaluated by a further 15 industry professionals and sports educators. Findings The results suggest employers seek skills that are characteristically enterprise/ entrepreneurship skills, together with an articulation of a ‘sports graduate’ mind-set. This mind-set is described by the employers as being something which is demonstrated through a combination of behaviours and attributes. The paper concluded that in the classroom the use of case studies and challenges where students have to respond to and solve problems by the very nature of the activity is optimal. Originality/Value The originality of this paper lies in both the context of study and the integration of enterprise and entrepreneurship skills that are needed for the changing world of work in sport. The value of the papers is in both the employer’s description of the graduate mind-set and also examples of how the skills can be applied in the context of sport

Speech and language therapy students: How do those with 'non traditional' university entry qualifications perform?

Background Entry to speech and language therapy (SLT) undergraduate pre-registration programmes in the UK is usually achieved through qualifications attained at school (e.g. A-levels). A smaller number of people who did not succeed academically at school enter through qualifications achieved post-schooling, e.g. Access to Higher Education courses. This second group of students are attractive recruits to SLT training programmes as they bring different experiences and backgrounds to the programme and to the SLT profession. However, there are no published studies that explore the academic performance or degree and employment outcomes of students who enter university through this route. Aims To investigate the success of non-traditional entry students, specifically those with Access qualifications, on one pre-registration SLT undergraduate degree at a university in the UK. Success is measured in terms of module results, obtaining a degree, the ability to register as an SLT and first employment destination post-graduation. Methods & Procedures University applications were reviewed and students who entered via an Access course were identified for a ten-year period. Results for modules, individual assessments and final degree classification were obtained from their files and were compared against the mean score of traditional entry students on the years of the course covered by this study using a series of one sample t-tests. Outcomes & Results The students who entered through the non-traditional academic route are generally successful in completing their degree and in registering to work as an SLT. However, as a group they perform less well on the degree overall, on individual modules and on written examinations and they do not close this performance gap over the four years of the degree. In contrast, however, they perform on a par with their peers on other types of assessment (e.g. clinical placement, case study, data exercise). The Access students were more likely than traditional entry students to be working as an SLT six-months post-qualification. Conclusions & Implications These results suggest that some types of assessment may be more effective at tapping the skills of students from non-traditional academic backgrounds, and that more tailored support could be provided for this group of students in tackling university written examinations throughout all years of the programme. Despite limited preparation for university-level study and mixed performance on assessment, students from non-traditional academic backgrounds can do well at university and successfully gain employment as SLTs

The use of work-based learning pedagogical perspectives to inform flexible practice within higher education

The renewed emphasis on developing flexible learning practices in higher education underscores the importance of understanding pedagogies for students who are based in the workplace or undertake significant work-related elements of study. This paper draws on research that explores how work-based learning (WBL) pedagogy operates in UK higher education using three main perspectives that help to conceptualise the existing range of practice: discipline-centred, learner-centred and employer-centred. Data was collected from twenty academic practitioners with expertise in WBL using qualitative interviews, documents and observations at fourteen different institutions from seven regions in England. The research findings suggest that there are both commonalities and distinctive attributes across the range of practice that influence how academics develop and orient their pedagogy. It is argued that the characteristics and discursive features of these WBL perspectives present pedagogical approaches that could be adapted to inform more flexible mainstream provision

Relaciones entre la Asociación Profesional y la Academia. Notas desde la Universidad Nacional

Una amplia mirada al avance de la Terapia Ocupacional en Colombia permite identificar dos sustentos organizacionales básicos: la Asociación Profesional y la Academia. Desde los años 70, se han ido conjugando esfuerzos conjuntos para establecer relaciones mutuas que, de forma simultánea, han impulsado el desarrollo de una profesión joven

Image is everything: Educator awareness of perceived barriers for students with physical disabilities in geoscience degree programs

This exploratory pilot study builds on the image issues associated with geoscience degrees (namely physical geography and geology) and the potential obstacles this creates for prospective applicants with physical disabilities; departmental faculty may not be aware of the exclusive image projected that is thought to attract more students. While the industry has moved from field-based data collection to more office-based observation and interpretation of those data, universities still heavily rely on “adventurous geoscience” in their marketing, depicting students tackling challenging environments. The context of perception issues within the geoscience discipline is illustrated through selected program promotional materials, and student registration data. These issues were used for the basis of our study survey, sent out to higher education geoscience educators, which asked questions reading fieldwork and accessibility of the curriculum. These surveys were followed up with semi-structured interviews, investigating educator awareness of the perceived importance of fieldwork within the curriculum. The awareness of accessibility issues were connected with opportunities to lower perceived barriers sufficiently to encourage students with disabilities to apply for geoscience degrees. Outcomes of this exploratory investigation are hoped to provide the springboard for further conversations amongst the geoscience community

Social work education in Canada, England and South Africa: A critical comparison of undergraduate programmes

Please cite as follows:Spolander, G., Pullen-Sansfacon, A. Brown, M. & Engelbrecht, L. K. 2011. Social work education in Canada, England and South Africa : a critical comparison of undergraduate programmes, International Social Work, 54(6):816-861, doi:10.1177/0020872810389086.The original publication is available at http://isw.sagepub.com/content/early/2011/01/29/0020872810389086Globalized labour mobility has led to questions regarding the degree to which social work education in one country can be applicable to practice in another. This paper examines social work education programmes and practice contexts in South Africa, England and Canada as examples through which to examine this question.Post-prin