How we develop professional capability through the undergraduate

curriculum: A WIL Perspective

Dr Jenny WillisSCEPTrE Fellow

Independent Educational Consultant

Discussion outlineAGN with QUT 16 April 2010

University of Surrey context and reputation HE is for more than employability Professional development structures at the University The research brief Intended outputs Difficulties Questions for discussion

Discover the University of Surrey.

Lowest average unemployment rates for UK universities, 1996–2008

1 Surrey 2.3%

2 Hull 3.5%

3 Cambridge 4.1%

4 Nottingham 4.2%

5 Bristol 4.2%

6 Imperial 4.8%

How the University markets itself

Discover Your Employability

Top for Jobs

University of Surrey graduates are the most employable of any chartered university in England. No other university is able to match our consistently outstanding performance in the employment league tables.

In 2008 (the latest available statistics), 96.7 per cent of our graduates entered employment or further study, compared with the national average of 91 per cent. This is the best figure of any chartered university in England.

Between 1996 and 2008, Surrey had an average unemployment rate of just 2.3 per cent, compared with the national average of 6.3 per cent. This ranks us first overall.

This means that over a 13-year period we have had the lowest average

graduate unemployment rate of any UK university.

Educated for SuccessOur outstanding employment record is a clear indication that employers value the knowledge, skills and experience of Surrey graduates. 

http://www2.surrey.ac.uk/undergraduate/discover/employability/

'...the pursuit of learning and the advancement and dissemination of knowledge, in Science and Technology and all that pertains to a fuller understanding of humanity, in close co-operation with the industrial life of the country and with commerce and the professions; so that by its discipline and inspiration and by the sharing of their life and interests its Members at all levels may grow in wisdom as well as knowledge and be enabled, according to the best of their several talents and abilities, to enrich their own lives and the life and livelihood of the community.'

University of Surrey Royal Charter, 1966

“Increasingly, it is the students’ capacity to fend for themselves in the wider world that is coming into view, their capacities to sustain themselves, to engage with the wider world, to be resilient and to prosper – not just economically – in it. We are witnessing the emergence, surely, of a curriculum for life.” Barnett and Coate 2005:119

“a set of achievements, understandings and personal attributes that make individuals more likely to gain employment and be successful in their chosen occupations.” Yorke & Knight 2003

“to facilitate the development of degree-level learning through an associated emphasis upon the reflective learning processes.” Moreland 2006

HE = Employability?

How does the University develop these professional

competences?

Professional Training Experience?

Only 50% annual uptake so what else?

Surrey Graduate Skills Statement 2003

Principles and values ‘Programmes offered by the University of Surrey are intended to ensure that graduates are professional, self-reliant, adaptable, creative, enterprising and ethically aware individuals, equipped with an excellent mix of subject knowledge and related skills, experience of the wider world and the graduate skills necessary for their careers and personal development.’ The graduate skills which all students at Surrey should possess are closely linked to the University’s outstanding reputation for links with industry and the world of work. These are: • Communication skills – e.g. written, oral, listening, visual • Intellectual and cognitive skills – e.g. critical analysis, synthesis, evaluation, ability to challenge given views • Interpersonal skills – e.g. working with others, leading others, flexibility, reliability • Research and enquiry skills – e.g. competence systematically to explore existing knowledge, develop research questions and devise appropriate methodologies to arrive at results that add to knowledge • Self-management skills – e.g. ability to accept responsibility for and manage personal learning and development, time management, taking initiative.

Level 1 By the end of the year you should be able to:

LEARNING, RESEARCH & SCHOLARSHIP

communicate the knowledge base of the area of study and demonstrate understanding of the terminology.

use and access a range of learning resources (including IT) and know how to plan work to meet deadlines http://portal.surrey.ac.uk/itservices/as/training/online/onlineskills and http://www.surrey.ac.uk/ComputingServices/as/cbt/

show a commitment to and an interest in assessing your own learning in this discipline

demonstrate an awareness of ethical issues in current areas of study and discuss these in relation to personal beliefs and attitudes

EMPLOYABILITY & ENGAGEMENT WITH SOCIETY

record your achievements and identify personal development needs complete a skills assessment,

http://www.surrey.ac.uk/Skills/pack/audit.html which has a realistic idea about your strengths and development needs and have a discussion with your tutor/appropriate other about the opportunities for further developing your skills.

apply given tools and methods accurately and carefully to a well defined problem and begin to appreciate the complexity of issues in the discipline

describe a way in which you have contributed to University life e.g.: o USSU – www.ussu.co.uk o The DAVE Project - www.thedaveproject.co.uk o Educational Liaison Centre's Tutoring and Mentoring scheme at

http://www.surrey.ac.uk/mets/

PERSONAL & COMMUNICATION SKILLS

demonstrate that you can work independently, and have been encouraged to manage a balanced lifestyle.

locate the resources the University has for all students and know how to access them

work effectively with others as a member of a group and meet obligations to others (e.g. tutors, peers and colleagues).

demonstrate cross-cultural awareness and understanding write cogently in plain English

http://www.surrey.ac.uk/Skills/pack/comms.html communicate clearly to individuals and groups and report

solutions/problems accurately http://www.surrey.ac.uk/Skills/pack/comms.html

PDP Strategy: expectations by HE level

How we develop professional capability through the undergraduate curriculum?: A WIL Perspective Are there generic core competencies that relate to becoming professional being developed through the curriculum and professional training programmes?

The research question

To provide base-line data as part of SCEPTrE’s legacy, with examples of practice to inform future

curriculum development and delivery

1 Through document analysis (programme handbooks) create whole curriculum maps which emphasise the approaches being used to develop professional capability though the undergraduate curriculum. Ideally the maps will show the opportunities that are available to students who undertake the professional training year and those that do not.

2 Through interviews with Programme Directors and Senior Tutors, gain a deeper understanding of the

purpose and conceptions of professional training and the ways in which professional capability is being developed through the undergraduate curriculum for students who go on placement and those who don’t.

3 Through document analysis and interview identify particularly good examples of modules that seek to

integrate real world/professional contexts/activities and academic study – mindful of the concepts of Work Integrated Learning. SCEPTrE may consider awarding prizes for the best examples in each faculty.

4 Through document analysis and interview identify the key professional capabilities that are being

developed in different discipline areas and map how they are being evaluated and assessed. We are particularly interested in understanding whether there are core generic competencies being developed across discipline areas that relate to becoming professional. If there are, how are they developed and evaluated.

5 Through the research process we could also test the extent to which core attributes of Surrey

‘graduateness’ (2003 skills statement) are enabled and provide suggestions as to how the statement might be improved to reflect the attributes that are actually being developed through the professional training programme.

Objectives

Outputs: 1, curriculum maps

FAHS FEPS FHMS FML

1

Dance, Film and Theatre

Civil, Chemical and Environmental Eng

Biochemical Sciences

Management

2 Economics Computing

Chemical Sciences

Law

3 English

Electronic Engineering

Microbial Sciences

4 Languages and Translation

Mathematics

Nutritional Sciences

5 Music and Sound Recording

Mechanical, Medical and Aerospace Engineering

Health and Social Care

6 Political, International and Policy Studies

Physics

Postgraduate Medical School

7 Psychology

8 Sociology

S ubject P rogramme C ode Yrs S ubject P rogrammeC ode Yrs S ubject P rogrammeC ode Yrs S ubject P rogrammeC ode Yrs1 D A NC E , F ILM A ND THE A TRED anc e and C ulture W 552 3 1 C IV IL, C HE MIC A L A ND E NV IRONME NTA L E NGINE E RINGC ivil E ngineer ingH200 3 1 B IOC HE MIC A L S C IE NC E SB ioc hemistryC 700 3 1 MA NA GE ME NTA c c ounting and F inanc ia l ManagementNN34 3

D anc e and C ulture with P rofessional Train ingW 553 4 H201 4 4 4F ilm S tudies W 620 3 C hemic al E ngineer ingH802 3 B ioc hemistry (Medic al)C 721 3 B usiness ManagementN200 3

4 H800 4 4 4F ilm S tudies with C reative W ritingW 6W 8 3 C hemic al and B io-S y stems E ngineer ingH8C D 3 B ioc hemistry (Neurosc ienc e)C 7B 1 3 B usiness Management and E nglish for International C ommunic ationsNQ23 3

4 H8C A 4 4 4Media S tudies P 306 3 2 C OMP UTINGC omputing and Information Tec hnologyG560 3 B ioc hemistry (P harmac ology )C 7B 2 3 B usiness Management and Frenc hNR21 4

4 G561 4 4 B usiness Management and GermanNR22 4Theatre S tudies W 440 3 C omputer S c ienc eG400 3 B ioc hemistry (Toxic ology )C 706 3 B usiness Management and S panishNR24 4

4 G401 4 4 B usiness and Retail ManagementN240 32 E C ONOMIC S B usiness E c onomic s LN11 3 C omputer S c ienc e and E ngineer ingGH46 3 V eter inary B iosc ienc esD 300 3 4

4 GHK 6 4 4 F inanc ia l S ervic es ManagementN340 3B usiness E c onomic s with F inanc eL111 3 3 E LE C TRONIC E NGINE E RINGE lec tronic s and C omputer E ngineer ingH632 3 2 C HE MIC A L S C IE NC E SC hemistry F110 3 4

4 H630 4 C hemistry F103 4 International Hospita lity ManagementN220 3E c onomic s L100 3 E lec tronic E ngineer ingH606 3 3 MIC ROB IA L S C IE NC E SMic robio logyC 500 3 4

4 H604 4 4 International Hospita lity and Tour ism ManagementN230 33 E NGLIS H E nglish Literature Q320 3 Telec ommunic ation S y stemsH647 3 Mic robio logy (Medic al)C 502 3 4

Q324 4 H646 4 4 Tour ism ManagementNN28 3E nglish Literature with C reative W ritingQW 38 3 A udio Media E ngineer ingJ 930 3 Mic robia l Genetic sC 515 3 4

Q3W V 4 4 4 2 LA W Law M100 34 LA NGUA GE A ND TRA NS LA TIONLanguages and C ontemporary C ulturesR900 4 D igita l Media E ngineer ingH640 3 B iotec hnologyC 560 3 4

Languages with TranslationR0Q9 4 4 4 Law with International S tudiesM1T9 4Frenc h and S panish RR14 4 4 MA THE MA TIC SMathematic sG101 3 Foodsc ienc e and Mic robio logyC D 56 3 Law with Frenc h LawM1R1 4Frenc h and German RR12 4 G102 4 4 Law with German LawM1R2 4German and S panish RR24 4 Mathematic s with S tatistic sG1G3 3 4 NUTRITIONA L S C IE NC E SNutr ition/D ietetic sB 401 4 Law with S panish LawM1R4 4

5 MUS IC A ND S OUND RE C ORD INGMusic W 300 3 G1GH 4 Nutr ition/D ietetic sB 400 3 Law with C r iminologyM1M9 3Music W 301 4 Mathematic s and C omputing S c ienc eGG1K 3 4 4Music and S ound Rec ordingJ 931 4 G1W H 4 5 HE A LTH A ND S OC IA L C A REB iomedic al S c ienc eB 900 3C reative Music Tec hnologyW 3G5 3 Mathematic s with MusicG1W 3 3 4

6 P OLITIC A L S TUD IE SP olitic s L200 3 G1W H 4 Registered MidwiferyB 711 34 F inanc ia l Mathematic sN300 3 A dult NursingB 744 3

International P olitic s L290 3 N301 4 C hild NursingB 745 34 Mathematic s with B usiness S tudiesG1N1 3 Mental Health NursingB 760 3

P olitic s with P olic y S tudiesL2L4 3 G1N2 4 P aramedic P rac tic eB 780 34 Mathematic s with ManagementG1NF 3

International P olitic s and E nglish for International C ommunic ationLQ23 4 G1NG 4International P olitic s and Frenc hLR21 4 5 ME C HA NIC A L, ME D IC A L A ND A E ROS P A C E E NGINE E RINGMec hanic al E ngineer ingH300 3International P olitic s with Frenc hL2R1 4 H301 4International P olitic s and GermanLR22 4 Medic al E ngineer ingHB 38 3International P olitic s with GermanL2R2 4 HB J 8 4International P olitic s and S panishLR24 4 A erospac e E ngineer ingH400 3International P olitic s with S panishL2R4 4 H401 4

9 P S Y C HOLOGYP sy c hology C 800 4 S pac e Tec hnology and P lanetary E xplorationF590 3A pplied P sy c hology and S oc io logyC L83 4 F591 4

10 S OC IOLOGY S oc iology L300 3 6 P HY S IC SP hy sic s F300 3L301 4 4

C r iminology and S oc io logyLM39 3 P hy sic s with Nuc lear A strophy sic sF3F5 3ML93 4 4

S oc iology , C ulture and MediaLP 33 3 P hy sic s with S atellite Tec hnologyF361 3LP 3H 4 4

P hy sic s with F inanc eF3N3 34

Integrated S c ienc esC F00 34

* This analy sis exc ludes Ordinary D egree and D iploma programmes. P rogrammes with a Foundation y ear are also exc luded, to avoid duplic ation with the regular 3/4 y ear programme. P rogrammes are those listed in the 2010 UG D egree P rospec tus, henc e some are subjec t to validation.

U N D E R G R AD U ATE H O N S . D E G R E E P R O G R AMME S *FAH S FE P S FH MS FML

FAHS

BA HONS DANCE AND CULTURE Modules

3yr prog

4yr prog

3yr prog

4yr prog Credits

Level Core Optional Degree AUS

HE1 1 Dance Technique and Performance 30

2 Choreography 20

3 Arts and Society 10

4 Cultural Approaches to Theatre, Vernacular and Media Dance 20

5 Dance Policy and Practice 10

6 Experiential Anatomy 10

7 Introduction to Choreographic Analysis 10

8 Laban Movement Analysis and Notation 10

HE2 1 Performance Studies 50

2 Critical Theory and Analysis 10

3 Cultural Perspectives 10

4 Historical Perspectives 10

5 Dance and Identities 10

6 Dance and Politics 10

7 Laban Movement Analysis and Notation 10

8 Dance Facilitation: Leading Through Dance 10

9 Dance Facilitation: Managing Dance 10

or Professional Project 10

Level P 1 Professional Placement: Preparation 10

2 Professional Placement: Progress and Achievement 70

3 Professional Placement: Reflection 40

HE3 1 Research Methodologies 10

2 Dissertation 40

3 Choreographing Writing 10

4 Choreography 1 (first semester) 10

5 Choreography 2 (second semester) 10

6 Contemporary Issues in Labananalysis and Documentation 10

7 Conttemporary Theatre Dance Forms and Trends 10

3yr 4yr 3yr 4yr

Level Deg AUS PracticalLecture Seminar Vid AnalysisGroup discE-basedesentationIndep studyLab

Mode deliveryCredits

Core Optional HE1 1 Dance Technique and Performance 30

2 Choreography 203 Arts and Society 104 Cultural Approaches to Theatre, Vernacular and Media Dance205 Dance Policy and Practice 106 Experiential Anatomy 107 Introduction to Choreographic Analysis 108 Laban Movement Analysis and Notation 10

HE2 1 Performance Studies 502 Critical Theory and Analysis 103 Cultural Perspectives 104 Historical Perspectives 105 Dance and Identities 106 Dance and Politics 107 Laban Movement Analysis and Notation 108 Dance Facilitation: Leading Through Dance 109 Dance Facilitation: Managing Dance 10

or Professional Project 10

Level P 1 Professional Placement: Preparation 10 Interviews, CV2 Professional Placement: Progress and Achievement 70 Project, host and VT reports3 Professional Placement: Reflection 40 Post LP tutorials on viva and reflection

HE3 1 Research Methodologies 102 Dissertation 403 Choreographing Writing 104 Choreography 1 (first semester) 105 Choreography 2 (second semester) 106 Contemporary Issues in Labananalysis and Documentation107 Contemporary Theatre Dance Forms and Trends 108 Dance Aesthetics 109 Dance on Screen 10

10 Dance Technique and Performance: African Peoples' Dance2011 Dance Technique and Performance: Ballet 2012 Dance Technique and Performance: Kathak 2013 Introduction to Dance Ethnography 1014 Introduction to Dance Journalism 1015 National Forms/Global Forms 1016 Popular Dance 1017 Vertical Dance 1018 Professional Dance Practices 10

HE2 ** Performance studies options - select total 50 credits

1 Dance Technique and Performance 10or 1 Dance Technique and Performance + Campusdance Project 20or 2x Dance Technique and Performance 20or 2x Dance Technique and Performance + Campusdance Project 30or 3x Dance Technique and Performance 30or 3x Dance Technique and Performance + Campusdance Project 40&

Choreography 20Independent Project 10Performance Portfolio 10

See table below for options**

Difficulties: 1, inbuilt variability

UNIVERSITY REGULATIONS FOR ASSESSMENT OF PROFESSIONAL TRAINING

Level P descriptor:Develop and/or apply theory and develop skills independently in externaleducational settings or in practical and operational contexts;Develop knowledge and skills which can contribute to subsequent project work and study;Develop transferable skills and improvement in presentation, communication, team-working and interpersonal skills in a professional context.Assessment must comprise:

up to 30Additional academic work during placement

up to 20Student participation in briefing and debriefing

5-20Report by visiting tutor

up to 10Oral presentation by student

30-50Student report(s)

30-50Student performance in workplace assessed by employer

% of 120 P credits[Areas below may be combined]

up to 30Additional academic work during placement

up to 20Student participation in briefing and debriefing

5-20Report by visiting tutor

up to 10Oral presentation by student

30-50Student report(s)

30-50Student performance in workplace assessed by employer

% of 120 P credits[Areas below may be combined]

ASSESSMENT AND P CREDITS ASSESSMENT MODE

Faculty Programme By workplace Student report Presentation By visiting tutor

Attendance of briefing/ debriefing

Additional academic work

TOTAL P CREDITS

FAHS Music 40 10 + 30 10 20 10 120

Music & sound Recording 40 20 + 30 10 20 120

Dance & Culture * * = 70 10 40 Reflection 120 Economics L100 60 35 10 15 120

Psychology 45 40 10 25 120

Sociology 45 40 10 25 120

Applied Psychology and Sociology 45 40 10 25 120 Politics 50 20 5 + 5 40 Essay 120 Foreign language 30 10*** + 60 With *** 20 120

Foreign language 15 10 + 25 10 60 (20 weeks)

FHMS Biosciences (1 placement) 40 10 + 50 20 120

Biosciences (2 placements) 30 30 + 30 30 120

Chemistry BSc 3 x 5 + 25 15 + 40 10 3 x 5 120

Chemistry MChem 2 x 2.5 15 + ** IndustD 2.5 + 7.5 ** Poster 30 P credits

Nutrition/Nutrition Food Science 40 10 + 50 20 120

Dietetics

Nursing Studies

FEPS Computing ** 40 ** 30 + 35 15 log 120

Mathematics 40 30 + 35 15 log 120

Electronic Engineering 65 15 + 25 15 log + paperw 120

Physics 30 45 5 20 % of 120

MMAE / ETITB 45 25 + 25 5 20 =10% 0f degree

Civil Engineering 45 25 + 25 5 20 =10% 0f degree

FML Management 20 60 10 20 46 weeks 10 PTO module 120

Law (per placement) 30 10 10 10 60

Flexibility: responsive to different needs and values – how to compare?

Difficulties: 2, access to data 3, validity of data

Incomplete data on web Hard copies of handbooks Outdated handbooks Central systems that do not support data

analysis/retrieval Staff resistance to interview

Difficulties: 4, complexity and variability -how to present the data?

1. To what extent should the development of capabilities useful in professional work settings be an objective of higher education programmes?

2. Given the variability of programmes, can there be any commonality in outcomes related

to attitudes and personal qualities that are relevant to the professional world of work?

3. If yes, what might they be?

4. How can development of these be designed into the assessed credit-bearing curriculum?

5. Is there a role for utilising the wider co- extra-curricular experiences of students in this

enterprise?

6. How can they/should the progressive development of capabilities relevant to being a good professional be assessed?

7. Why is it proving so difficult to obtain the data I need?

8. Is the project pursuing an unrealistic objective? If personal and professional

development is truly embedded, is it possible to map in the way I am attempting?

Questions arising

FIN

Dr Jenny Willis

Sceptre_jw@surrey.ac.uk