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Engaging with ‘the self’: a workshop
Mantz YorkeLancaster University
9th Pacific Rim Conferenceon the First Year in Higher Education
Griffith University, 12 July 2006
Employers say they want …
Self-confidence
Self-awareness
Effective learning skills
Self-promotion
Career management
Action planning
Networking
Negotiation
Political awareness
Creating opportunities
…
Hawkins & Winter (1995)
Knowledge
Intellect
Willingness to learn
Self-management
Communication
Team-working
Interpersonal skills
…
Harvey et al (1997)
Working under pressure
Oral communication
Accuracy
Attention to detail
Team-working
Time management
Adaptability
Initiative
Working independently
Taking responsibility
Planning etc
Brennan et al (2001)
Smaller employers say they want …
Commitment
Dependability
Working under pressure
Handle own workload
Oral communication
…
Yorke (1999)
Attitude / Character
Experience
Industry-related courses
Educational qualifications
Based on responses from c15,000 small businesses
Federation of Small Businesses, UK
Sternberg’s ‘Triarchy’ of abilities
Creative abilityAnalytical ability
Practical ability
Child……Young adult………………………………….Senior
IQ
Child……Young adult………………………………….Senior
IQ
Practical intelligence
Informationliteracy
Ethical, social& professionalunderstanding
Research & inquiry
Personal & intellectual
autonomy
Communication
Schola
rship
Global citizenship
Lifelong learning
Barrie’s view
The view of Bennett et al
Disciplinary content
Workplace awareness
Workplace experience
Disciplinary skills
Generic skills
Management of - self - information - task - others
U Understanding of subject and broader situations
S Skilful practices in subject, employment and life
E Efficacy beliefs and personal qualities
M Metacognition
ESECT’s USEM perspective
Employability;broader personal effectiveness
Subjectunder-standing
Meta-cognition
Skilfulpracticesin context
Personalqualities, includingself-theoriesand efficacybeliefs
E
S
U M
USEM
Employability;broader personal effectiveness
Subjectunder-standing
Meta-cognition
Skilfulpracticesin context
Personalqualities, includingself-theoriesand efficacybeliefs
E
S
U M
USEM
Evidence for E and M: effect sizes
Meta-analyses Size N studies
Self-system (E of USEM) 0.74 147
Metacognition (M) 0.72 556
Marzano (1998)
• Underemphasis on general personal development
• Risk marginalising ‘process variables’
• Narrow the focus of learning
• May not optimise the development of autonomy
• Extrinsic > intrinsic motivation
• ‘The grade’s the thing’
Problems with outcomes-based curricula(though these depend on how outcomes are couched)
The ‘personal’
Motivation
Malleable v. fixed self-theory
Learning > performance goals
Emotional state
Locus of control
Self-efficacy
Learned optimism
Practical intelligence
Emotional intelligence
The ‘personal’
Motivation Pintrich & Schunk (2002)
Malleable v. fixed self-theory Dweck (1999)
Learning v. performance goals Dweck (1999); Pintrich (2000)
Emotional state Boekaerts (2003)
Locus of control Rotter (1966)
Self-efficacy Bandura (1997)
Learned optimism Seligman (1998)
Practical intelligence Sternberg (1997)
Emotional intelligence Goleman (1996)
Acquiescence Autonomy
Kohlberg 1964Perry 1970 (reprinted 1998)King and Kitchener 1994
A desired trajectory?
Five challenges
How best to encourage:
1. Self-awareness
2. Self-belief
3. Intrinsic motivation
4. Development of the capacity to work well with others
5. Development of personal autonomy
What do you do, could you do, or could you get others to do, in teaching in order to encourage these?
ConcreteExperience
ActiveExperimentation
ReflectiveObservation
AbstractConceptualisation
AccommodatorFeel/do
Diverger Feel/watch
AssimilatorThink/watch
Converger Think/do
Kolb
ConcreteExperience
ActiveExperimentation
ReflectiveObservation
AbstractConceptualisation
AccommodatorFeel/do
Diverger Feel/watch
AssimilatorThink/watch
Converger Think/do
Some references (main starting-points signalled)
Barrie SC (2004) A research-based approach to generic graduate attributes policy. Higher Education Research and Development 23 (3), pp.261-275.
Bennett N, Dunne E and Carré C (2000) Skills development in higher education and employment. Buckingham: SRHE & Open University Press.
Brennan J et al (2001) The employment of UK graduates: comparisons with Europe and Japan. Bristol: HEFCE.
Coffield F et al (2004) Learning styles and pedagogy in post-16 learning: a systematic and critical review. London: Learning and Skills Research Centre. At www.lsda.org.uk/files/PDF/1543.pdf .
Harvey L et al (1997) Graduates’ work: organisation change and students’ attributes. Birmingham: Centre for Research into Quality and Association of Graduate Recruiters.
Hawkins P & Winter J (1995) Skills for graduates in the 21st century. London: Association of Graduate Recruiters.
Knight PT & Yorke M (2004) Learning, curriculum and employability in higher education. London: RoutledgeFalmer.
See also the Learning and Employability Series, accessible viawww.heacademy.ac.uk/employability.htm .