Information on the innovative curricular dimensions and initiatives emerging in higher education to stimulate the employability of graduates in the physical education and sports sector

Van Vuuren-Cassar, G.

English

Canterbury Research and Theses Environment

XII ENSSEE Forum Groningen The NetherlandsSporthorizon 2020: share qualities towards innovative sport educationCurricular Innovation in Physical Education Sport and Exercise Sciences: Entrepreneurship and Employability23-26 October  2013Dr Gemma van Vuuren-CassarBackground Why is there a demand in curricular innovation in Higher Education in the areas of Entrepreneurship and Employability? Entrepreneurship Governments are calling for better enterprise and entrepreneurship education within university and higher education institutions.  Entrepreneurship education to date has been accused of failing to deliver enterprising and innovative graduates (Smith and Patton, 2011). Employability Employability is a performative function of universities Employability discourses have an impact on pedagogies and curricula(Boden and Nevada, 2010) EMPLOYABILITYThe employability of graduates has become an aim that governments around the world have, to varying extents, imposed on national higher education systems. This interest in employability reflects an acceptance of human capital theory.https://unistats.direct.gov.uk/subjects/employment/10000961FT-X300UPHEDYOS-SW-BSC/ReturnTo/SearchAGCAS: Association of Graduate Careers Advisory Services (Pierce, 2002)ESECTEnhancing Student Employability  co-ordination Team  (York, 2006) Graduates obtaining jobs  Students being prepared for employment Students gaining work experience (formal or informal, structured or not) Students becoming equipped with a defined range of skills Getting a (graduate) job Skilful career planning and interview technique A mix of cognitive and non-cognitive achievements and representationsEMPLOYABILITY: what is it- what is it not?Constructs of Employability(Yorke, 2006) 1. employability as demonstrated by the graduate actually obtaining a job;2. employability as the student being developed by his or her experience of higher education (curricular and perhaps extra-curricular process); and3. employability in terms of the possession of relevant achievements (potential).Employability “A set of achievements - skills, understandings and personal attributes - that makes graduates more likely to gain employment and be successful in their chosen occupation, which benefits themselves, the workforce, the community and the economy” (Yorke,2004: 7). “Employability is not just about getting a job. Conversely, just because a student is on a vocational course does not mean that somehow employability is automatic. Employability is more than about developing attributes, techniques or experience just to enable a student to get a job, or to progress within a current career. It is about learning and the emphasis is less on ‘employ’ and more on ‘ability’. In essence, the emphasis is on developing critical, reflective abilities, with a view to empowering and enhancing the learner”.  (Harvey, 2003) Employment sectors Most important employment sectors for graduates in physical education, sport and recreation in various European states: Education Sector: Flemish (46%) and French (64%) graduatesSports Sector:German Graduates (63%)(Europe Sports Observatoire of Employment study: Taks et al 2003)What is entrepreneurship? “acquisition and development of the propensity, skills and abilities to found, to join, or to grow a venture”  (Hamilton, 2011: 9) “The teaching of entrepreneurship is not yet sufficiently integrated in higher education institutions’ curricula” (European Commission, 2008) Why entrepreneurship?• “action needs to be taken to scale up and embed enterprise and entrepreneurship education to reach all students” (Rae et al. 2012:4). • Single person enterprises is the dominant type of business organisation in UK economy  • Incidence of self-employment for the employability aspects of the HE curriculum cannot be ignored“The teaching of entrepreneurship is not yet sufficiently integrated in higher education institutions’ curricula and highlights the need for more experienced-based teaching methods, more interactive learning approaches and multi-disciplinary collaboration, as essential elements in building entrepreneurial skills and abilities”(European Commission, 2008) Who are the entrepreneurs in physical education?www.sportscoachingltd.co.uk/ “Our excellent team currently work within over 100 primary schools nationwide and have been doing so since 2003 specialising in the planning and delivery of quality PE for PPA Cover to primary aged children” (http://www.sportscoachingltd.co.uk/ Accessed 10 October 2013)Case studyWHAT CURRICULAR INNOVATIONS ARE NEEDED IN UNIVERSITY COURSES IN PHYSICAL EDUCATION AND SPORTS?Case Study: Knowledge Exchange Project Focus groups/Workshop: Students  of Physical Education and Sports Sciences (46 students) Germany – 6 Italy – 9  Portugal - 21  United Kingdom – 10 Semi-structured interviews:  Academic staff: Physical Education and Coaching – 7 (Germany, France, Italy, Portugal, United Kingdom)Sample ProfileStudents Gender: 44% female,  56% male Year of study: undergraduate & post graduateAcademic staff Gender: 5 female, 2 maleCurricular innovationKey questions What do universities need to include in the curriculum? What will help graduates find employment and/OR employ themselves (entrepreneur, set up a company...) Focus Group Results General Concerns Themes-Greater variety of  physical activities and  sports-How to teach different populations (children, adults, disabled) and different age groupsWork Based Learning-Official coaching licenses embedded in university courses Qualifications and  Employment-More contemporary topics; few core modules; and MORE choices of modules -Use of scientific equipment and software for sports and physical activities -Sessions about: Compiling a CV,  job interviews, where to look for  jobs on line…)-Options of learning languages for employment abroad (English and Mandarin)Curricular content for better employment prospects-More placements in schools and clubs  with different age groups and special populations-Internships  in different  sectors in each year of the courseWork Experience for employment-How to set up a company-More partnerships with clubs and companies-Support from the state  for students to set up their own company and offer more jobsEntrepreneurial learning - Courses for lifelong  participation in physical activities for all stages in life, not just children -Courses for professions with children, athletes, special needs, fitness, elderly- Universities need to have partnerships with employers and professional bodiesContinuous professional developmentCurricular Innovation - examplesExtra Curricular Innovation - examplesFormal education (BA-MA) can include optional modules  linked to a “sectarian” qualification/ licence . On-line Continuous Professional Development activity for professional and vocational programmes and new professions, including external input.Practical experience  to engage undergraduates with ‘physical activity’ through the life course of participants in different settings.“Careers services” to offer simulation experiences of  applying for a job, mock interviews, and feedback. Students can take responsibility for social enterprise and community based projects, organising activities and events. Engage with social and distributed media.Develop social and career networks and engaging with business in the physical activity  sector, internships and pro-active networking.Physical Activity jobs awareness: Understands and engages with processDevelop an entrepreneurial mindset. Participate in enterprising learning and activities.Develop entrepreneurial capacity.  Participate in enterprising learning and activities . Develop confidence through guided experience.Physical Activity jobs: Independent self direction. Progress individual goals and entrepreneurial effectivenessConclusion The demand for curricular innovation supports the need for action-oriented learning  and work-based learning What do we teach & What we should teach Evidence to support curricular and extra curricular  entrepreneurial learning   employability skills  continuous professional development networking and partnerships between stakeholders in Higher Education, Employability and Entrepreneurship.T H A N K  Y O U  G E M M A . V A N - V U U R E N -C A S S A R @ C A N T E R B U R Y . A C . U KQuestions?ReferencesBoden, R., and Nedeva, M. (2010) Employing discourse: universities and graduate ‘employability’, Journal of Education Policy, 25:1, 37-54.Harvey, L. (2003) Transitions from Higher Education to Work: A briefing paper prepared by Lee Harvey (Centre for Research and Evaluation, Sheffield Hallam University), with advice from ESECT and LTSN Generic Centre colleagues. Available from: http://www.qualityresearchinternational.com/esecttools/esectpubs/harveytransitions.pdf (13 October  2013). Pierce, D. (2002) Careers Service Overview of Strategies for Employability. York: LTSN.Rae, D., Martin, L., Antcliff, V., Hannon, P. (2010) The 2010 Survey of Enterprise and Entrepreneurship in Higher Education [online] available from http://eprints.lincoln.ac.uk/4955/2/Enterprise_survey_report2010.finalpublication.Mar12%5B1%5D.pdf (15 September 2013) Smith, A. M-J., & Patton, R.A. (2011). Delivering enterprise: A collaborative international approach to the development, implementation and assessment of entrepreneurship. International Journal of Entrepreneurial Behaviour & Research, 17(1): 104-118.Taks, M., Delheye, P., Hartmann-Tews, I., and Demuynck, N. (2011) Tracking the careers of graduates in sport and sport related programmes: a European perspective, Managing Leisure 8(2), 97-103.Yorke, M. (2006) Employability in higher education: what it is -what it is not, No. 1 of the Enhancing Student Employment Coordination Team  (ESECT), York: Higher Education Academy (UK).

Curricular innovation in physical education sport and exercise sciences: entrepreneurship and employability

https://repository.canterbury.ac.uk/download/affee74d5facdcef2c24094460e54edeff513f59992cb03754e740d4d71c19ab/645823/Curricular_Innovation_in_Physical_Education-GvVC-Final.pdf

Curricular innovation in physical education sport and exercise sciences: entrepreneurship and employability

Abstract

Similar works

Full text

Available Versions

Canterbury Research and Theses Environment