powerpoint presentation dublin june 2015 final
TRANSCRIPT
Changes in Global Citizenship, personal and professional development in Australian students following a humanitarian work experience study tour in India.
Professor Glen BatesPro Vice-Chancellor (Student Advancement)Mary ApplebyAssociate Director, Student Professional Development
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN
International Internships and graduate employability
- Volunteering for Australians 18 to 24 increased from 16% in 1995 to 27.1% in 2010 (State on Volunteering in Australia, 2010)
- In Universities demand has increased for short term internship study tour opportunities in a range of formats
- Current top destinations are Europe (42.5%), Americas (26.4) and Northeast Asia (17.1%). South Asia (Afghanistan, Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan & Sri Lanka) is at 1.6%
- A focus on South Asia is sensible given available funding, proximity, convenience of travel time, employability outcomes and career prospects in Asia
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Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN
Our Research Questions
- Do short term study tours impact sufficiently on students to produce change in global citizenship, personal and professional self-views?
- What are the drivers of change personally and professionally?
- Does the experience raise the student’s confidence in their employability?
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Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN
Placement and Student Profile
- 14 Female students and 11 male students- 13 went to Jaipur and 11 were in Delhi- Mean age 24.78 years range 19.60 to 51.90- Seven had travelled before overseas and three had
visited India- 19 were engaged in community work in Australia
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Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 5
Global Citizenship
Social Responsibility
GlobalCompetence
Global Civic Engagement
• Global Justice and Disparities
• Altruism and Empathy
• Global Interconnectedness and Personal Responsibility
• Self-Awareness• Intercultural
communication• Global Knowledge
• Involvement in Civic Organizations
• Political Voice• Global Civic
Activism
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN
Self-Report Measures
- Global Citizenship Scale (Morais & Ogden 2011)- Social Responsibility, Global Competence & Global
Civic Engagement
- Cultural Distance (Demes & Geeraert, 2014)
- Cultural Adaptation (Demes & Geeraert, 2014)- Sociocultural Adaptation; Psychological Adaptation
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Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN 7
Dimensions of Global Citizenship
Social
Res
pons
ibility
Self aw
arene
ss
Interc
ultura
l
Global
Knowled
ge
Civic I
nvolv
emen
t
Politic
al vo
ice
Civic A
ctivis
m0
5
10
15
20
25
30
35
Pre Study TourPost Study Tour
Swinburne
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Cultural Distance, Psychological and Sociocultural Adaption
Cultural Dis-tance
Psychological Adaptation
Sociocultural Adaptation
0
10
20
30
40
50
60
70
80
First assessmentOn return
Swinburne
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Interview Questions
Pre Study Tour QuestionsWhat attracted you to apply for this study tour?What outcomes do you hope to achieve from this experience?
Personally and professionallyDo you have any concerns about taking part in the tour?
Post Study Tour QuestionsCan you tell me what you remember most about the study tour?What sort of impact do you think the activity has had on you?What were the benefits of the activity?What were the negative aspects of the tour?
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Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN
Thematic Analysis
- New experiences & expanding their world view“I want to do something different to everyday life…..life changing and I am looking forward to that”
- Belief that there was a responsibility to be involved in humanitarian work
“I wanted to do humanitarian work, I might make a difference and you should do your best to help”
- Professional development“The volunteer placement fits in within my degree. I want to put my learning into practice”
- Serendipity“Applying was easy. It was an opportunity to be taken”
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What attracted you to apply for this study tour?Motivation
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN
Thematic analysis
Personally- Novel experiences and reflections on one’s own reactions“I want to test my problem solving skills in a new situation, out of my comfort zone.”
- Becoming more open-minded and globally cognisant- Altruism“With regard to employability I want to be seen as the one who gives back.”
Professionally- Gaining and international prospective“Working overseas shows more worldly views and experience.”
- Enhancing existing skills and development new ones
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What outcomes do you hope to achieve from this experience?
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN
Thematic analysis
- Cultural difference“I am concerned that I may attract a lot of attention because I am blonde and have pale skin.” “I do not want to offend someone, I want to be empathic.”
- Health and language- Psychological- stress and anxiety“I am concerned about a security or terrorist attack.”
- Interpersonal conflict within the volunteer group- Frustration from not achieving personal expectations“I want to have a learning experience, not a clinical experience but an authentic experience that is not touristy.”
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Do you have any concerns about taking part in the tour?
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN
Critical analysis post interview
- Experience of feeling valued and achieving positive change
“We took them to an amusement park to give them the chance to have some fun and be happy and the right to be kids, it made my relationship with the kids so much stronger, I got to know them in an informal way. It felt like a family.”
- Shared experience and goals“We all aligned in wanting to help others, it drew the group together.”
- Physical and cultural differences between India and Australia
“The environment was totally different. The traffic was full on, you have to mentally prepare for smells, bad body behaviour – urinating.
- A change in global prospective“The most important part of the experience for me was a major paradigm shift in my personal beliefs on world views.”
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Swinburne
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Personal impact- Increase in self confidence- Greater tolerance and compassion- Greater appreciation of life in Australia
Global- Greater global awareness- Engagement in global issues
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What sort of impact do you think the activity has had on you?
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN
- Learning about new cultures- Increase in personal confidence- Enhancing employability“…team work and problem solving were benefits.”
Negatives- Concerns about poverty and lack of sanitation- Concern about living and working with others- Frustration from differences in the expectations and
actuality of placement structure
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Benefits
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16
Employability
Pilot approach
Pre-departure Employability development workshop
Career Decision Self-efficacy Employability Skill Assessment(Pre & Post)
Re-entry Employability development workshop
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN
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Employability
Career Decision Self-efficacy scale
Designed by Betz & Taylor (1983) the scale used Crites (1978) five Career Choice Competencies as the basis for five subscales to define the domain of interest for competent career decision-making.
1. Accurate self appraisal (3 items)2. Gathering occupational information (3 items)3. Goal selection (4 items)4. Making plans for the future and (3 items)5. Problem solving (4 items)
17 items used for our assessment
Swinburne
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Employability
Career development & graduate attributes
Source: 2013, Core Skills for Work in Context ,Australian Government Department of Industry, Innovation, Climate Change, Science, Research and Tertiary EducationAnd Department of Education, Employment and Workplace Relations.
Core skills for Work Framework
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Employability
Employability Skill Assessment
Cluster 1: Navigate the World of Work• Manage career and work life• Work with roles, rights and protocols
Cluster 2: Interact with others• Communicate for work• Connect and work with others• Recognise and utilise diverse perspectives
Cluster 3: Get the work done• Plan and organise• Identify and complete the steps needed to undertake tasks and manage
workloads
Swinburne
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Employability
Bringing the learning home
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN
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Employability
Experience + Reflection = Learning
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN
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Employability
Key Findings
1. Students had difficulty with planning and organising themselves individually and as a team prior to departure
2. Students improved their ability to translate humanitarian work experience in employability and career development skills; planning and organising, problem solving, communication skills, learning and career goal selection
3. Indicated challenges in self-management and teamwork
4. Decision-making in work, learning and life and technology remained the same
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN
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Employability
Qualitative responses
“I have looked further into becoming a nurse because they can be employed all over the world, even in places like India. I would like to work with street children again, but more in relation to health education.”
“Being exposed has allowed me to find areas of myself that I can see are my strengths and weaknesses and has given me a sense of where I need to develop further to promote myself for my future.”
Swinburne
SCIENCE | TECHNOLOGY | INNOVATION | BUSINESS | DESIGN
24
Employability
Implications
• It had impact on self
• Biggest source of change was in the “out of comfort zone” which was in the teaching
• Students would have benefited from a more reflective component
• Measure the employment outcomes of the students within 6 months of graduation
• Provided an opportunity for students to connect with the Centre of Career Development