E nhancing Employability in Building Surveying – The Building Advice Centre Dr Kevin Thomas
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Transcript of E nhancing Employability in Building Surveying – The Building Advice Centre Dr Kevin Thomas
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Enhancing Employability in Building Surveying – The Building Advice Centre Dr Kevin Thomas
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Introduction and context
Building Surveying is a vocational subject with PSRB via RICS
Traditionally 95%+ of students would undertake placement, currently 50-60%
Need to enhance employability of all students but perhaps more crucial for those with no placement experience – differentiator in employment market
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• Level 6 module, FT students only
• 2012-13 – 63 students, divided into groups of 3 or 4 - 17 groups in total – students choose their groups
• Each group will carry out 3 separate projects over the academic year- each worth 25% of overall assessment
• Final 25% assessment is individual reflective practice assignment
Introduction and context cont.
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Definitions and theory….
Hopefully many definitions already covered……
Student definition of employability: “having skills that can be transferred to the work place not just classroom knowledge/skills” (Blake and Brooks, 2012)
Module was redeveloped on the basis of USEM model proposed by Yorke and Knight (2006)Understanding Skills Efficacy beliefs Metacognition
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How it works…..
BAC is advertised and “clients” make contact. Potential projects are previewed and checked
Initial module briefing – handbook, eLP, standard forms, previous project files, risk assessment and WAH presentation by University Head of H&S
Initial contact information handed over to student groups – no other contact with client by staff – they make arrangements and inspect/survey
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• Students present findings and “solutions” to the issue in class to cohort – not assessed – this allows sharing of knowledge
• Draft of report produced –iterative process! Not assessed – feedback normally within 1 week. 3-4 drafts not uncommon for first project
• Assessed by a management file of the process – guidance given on what should be included – feedback for projects given as they occur
• Final individual assessment of a reflective assignment looking at how both the group and they as individuals have worked
How it works… cont
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• Marks improve for the projects through the process
• Normally 1 group per year will not work well and disband
• Typically high overall average – 65%• Excellent feedback from students and external
examiners• Those students without placement experience
state this is their only way to get employability skills and is invaluable to them
• Reinforces those skills to those who have acquired placement experience
The results……
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References
Dr Kevin [email protected]+44 191 2274743
Yorke, M. & Knight, P. T. (2006) Embedding Employability into the Curriculum. York: The Higher Education Academy
Blake, J. & Brooks, R. (2012) Current perspectives on embedding employability into the curriculum. [Online]. Available at: http://eprints.hud.ac.uk/13547/ (Accessed: 22 April 2013).