‘‘Whose Job Is It Anyway?’Whose Job Is It Anyway?’

The University of LiverpoolThe University of LiverpoolLearning and Teaching Conference 2006Learning and Teaching Conference 2006

The context for this The context for this workshopworkshop• New Academic strategy = Learning and teaching strategy + New Academic strategy = Learning and teaching strategy +

Research StrategyResearch Strategy

• Consultation paper on employabilityConsultation paper on employability

• Departments will have to report back on 4 themes from Dec 06 Departments will have to report back on 4 themes from Dec 06 through APR (in addition to existing requirements)through APR (in addition to existing requirements)– WPWP– E-LearningE-Learning– PDPPDP– EmployabilityEmployability

There will be stated criteria for these 4 themesThere will be stated criteria for these 4 themes

• Who has responsibility for the employability of our graduates – the Who has responsibility for the employability of our graduates – the graduates? Teaching staff? Central support services?graduates? Teaching staff? Central support services?

Careers Perspective – Careers Perspective – What do employers expect?What do employers expect?

• Career focusCareer focus• Effective learners Effective learners • Intellectual capacity Intellectual capacity

coupled with ability to coupled with ability to transfer and use skills transfer and use skills

• Personal effectiveness - self Personal effectiveness - self awareness, ability to awareness, ability to communicate, negotiate, communicate, negotiate, network, work in team, network, work in team, make decisions, cope with make decisions, cope with uncertainty uncertainty

• Understanding of business Understanding of business environment environment

Myths & Realities

Format of the workshopFormat of the workshop

• 3 inputs – approx 15 mins each including 3 inputs – approx 15 mins each including immediate questionsimmediate questions– Presentation 1 on the use of an interactive Presentation 1 on the use of an interactive

website and Peer mentoring programme to website and Peer mentoring programme to support language students (Pollie Bromilow)support language students (Pollie Bromilow)

– Presentation 2 on developments of group-Presentation 2 on developments of group-based teaching modules in Computer Science based teaching modules in Computer Science (Peter McBurney)(Peter McBurney)

– Presentation 3 on how students can gain credit Presentation 3 on how students can gain credit for the development of their skills/support for for the development of their skills/support for staff (Linda Evans and Alice Bennett)staff (Linda Evans and Alice Bennett)

• General/open discussionGeneral/open discussion

New Initiatives to Promote New Initiatives to Promote European Work Placements in European Work Placements in

the School of Modern the School of Modern LanguagesLanguages

Dr Pollie BromilowDr Pollie Bromilow

School of Modern LanguagesSchool of Modern Languages

Working on the Year AbroadWorking on the Year Abroad

• Year Abroad: ‘compulsory third year of Year Abroad: ‘compulsory third year of degree in Modern Languages’degree in Modern Languages’

• One of three pathways offered to One of three pathways offered to students. Other two are:students. Other two are:

• British Council Teaching Assistantships British Council Teaching Assistantships (ie. teaching English in a school)(ie. teaching English in a school)

• Socrates-Erasmus Studentships (ie. Socrates-Erasmus Studentships (ie. studying at University)studying at University)

Why are work placements Why are work placements important for Modern important for Modern

Languages?Languages?• Enables students to use the target Enables students to use the target

language very intensivelylanguage very intensively

• Gives students an important opportunity Gives students an important opportunity to broaden their skills beyond studying or to broaden their skills beyond studying or teachingteaching

• Adds ‘vocational’ element to degreeAdds ‘vocational’ element to degree

• Helps us keep pace with our major Helps us keep pace with our major competitors; plays significant role in competitors; plays significant role in student recruitmentstudent recruitment

What difficulties face students What difficulties face students who want to do a work who want to do a work placement abroad? Iplacement abroad? I

• Finding a job! At a distance…Finding a job! At a distance…

• Defining areas of interestDefining areas of interest

• Sourcing vacanciesSourcing vacancies

• Making applications Making applications

• Understanding employers’ Understanding employers’ requirements.requirements.

What difficulties face students What difficulties face students who want to do a work who want to do a work placement abroad? IIplacement abroad? II

• Finding accommodationFinding accommodation

• Financing placementFinancing placement

• Adapting to foreign-language Adapting to foreign-language business environment (adds a layer business environment (adds a layer of complexity to all of the above!)of complexity to all of the above!)

How can these problems be How can these problems be overcome?overcome?

• By PREPARING students for the work By PREPARING students for the work placement experienceplacement experience

• By SHARING INFORMATION amongst By SHARING INFORMATION amongst staff and students about vacancies, staff and students about vacancies, jobhunting, applications, interviews jobhunting, applications, interviews etc.etc.

• By STRENGTHENING LINKS WITH By STRENGTHENING LINKS WITH EMPLOYERS to increase students’ EMPLOYERS to increase students’ chances of getting individual postschances of getting individual posts

Developing a ‘joined-up’ Developing a ‘joined-up’ approach with the Careers approach with the Careers

ServiceService• Award-winning website created by Diane Award-winning website created by Diane

Appleton in 2000 Appleton in 2000 www.liverpoolyearabroad.org.ukwww.liverpoolyearabroad.org.uk

• Close liaison throughout conception of Close liaison throughout conception of projects projects

• Diane posts to e-mail list; secured funding Diane posts to e-mail list; secured funding from Deloitte to start peer-mentoring from Deloitte to start peer-mentoring scheme; hosts seminars on employability; scheme; hosts seminars on employability; presents at Year Abroad Preparation Dayspresents at Year Abroad Preparation Days

Working-Working-Abroad@liverpool.ac.ukAbroad@liverpool.ac.uk

• E-mail list started in 2004 to distribute E-mail list started in 2004 to distribute vacancies and other information to Year vacancies and other information to Year Abroad ‘stragglers’Abroad ‘stragglers’

• Started as ‘Working-in-France’ in Started as ‘Working-in-France’ in November 2004 with just four membersNovember 2004 with just four members

• Potential benefit to a wider constitutency Potential benefit to a wider constitutency of students soon realisedof students soon realised

Working-Working-Abroad@liverpool.ac.ukAbroad@liverpool.ac.uk

• Now has approximately 240 student Now has approximately 240 student members including students from members including students from across the SML, School of English, across the SML, School of English, Management School, Edge Hill College Management School, Edge Hill College and beyond… and beyond…

• List members include Careers Advisors, List members include Careers Advisors, academic staff, administrative staff and academic staff, administrative staff and UoL applicants.UoL applicants.

How does the list work?How does the list work?

• Distributing vacancies from employers Distributing vacancies from employers who ‘cold call’ the School of Modern who ‘cold call’ the School of Modern Languages (usually by e-mail)Languages (usually by e-mail)

• Forwarding vacancies received by the Forwarding vacancies received by the Careers ServiceCareers Service

• Maintaining a list of contacts in different Maintaining a list of contacts in different countries (over 100 in France, growing countries (over 100 in France, growing number in Spain and Germany)number in Spain and Germany)

• Posting news of students’ successes Posting news of students’ successes through messages entitled through messages entitled ‘Congratulations to…’‘Congratulations to…’

What benefits are derived from What benefits are derived from the list? the list?

• Students have been successful in getting Students have been successful in getting vacation work, work placements, graduate vacation work, work placements, graduate jobs.jobs.

• Time-effective way of distributing information, Time-effective way of distributing information, reporting on students’ successes. reporting on students’ successes.

• Enhances employer liaison work as list can be Enhances employer liaison work as list can be used as a focus for activity.used as a focus for activity.

• List can also be advertised to University List can also be advertised to University applicants as a cost-effective way of applicants as a cost-effective way of maintaining contactmaintaining contact

Peer-Mentoring SchemePeer-Mentoring Scheme

• Introduced in September 2005; thanks Introduced in September 2005; thanks to sponsorship from Deloitte.to sponsorship from Deloitte.

• Pairs up (via e-mail) students who have Pairs up (via e-mail) students who have experience of working abroad with experience of working abroad with those who are looking for work in those who are looking for work in similar sectorsimilar sector

• Peer-mentors contribute to seminarsPeer-mentors contribute to seminars• Aims to help students share Aims to help students share

information, whilst freeing up staff timeinformation, whilst freeing up staff time

Working-Abroad SeminarsWorking-Abroad Seminars

• Series of six seminars run in semester 1 on Series of six seminars run in semester 1 on a variety of placement-related topics:a variety of placement-related topics:

• ‘ ‘What jobs do Liverpool students do?’;What jobs do Liverpool students do?’;• ‘ ‘Job-hunting Strategies’; Job-hunting Strategies’; • ‘‘Our Resources at Liverpool’; Our Resources at Liverpool’; • ‘‘Placement and Graduate Opportunities at Placement and Graduate Opportunities at

Deloitte’ Deloitte’ • ‘‘What to do when things do wrong’ What to do when things do wrong’ • ‘‘Hitting the target with employers!’Hitting the target with employers!’

Socrates-Leonardo SchemeSocrates-Leonardo Scheme

• SML has been allocated 25 grants SML has been allocated 25 grants this year from the EU-funded student this year from the EU-funded student work mobility projectwork mobility project

• Each grant worth about €110 per Each grant worth about €110 per week PLUS travel and insurance.week PLUS travel and insurance.

• Year Abroad students given priority, Year Abroad students given priority, although vacation work also eligible.although vacation work also eligible.

• So far, XX applications received.So far, XX applications received.

PLUS…PLUS…

• One-to-one consultations with One-to-one consultations with placement co-ordinators in the SMLplacement co-ordinators in the SML

• Extensive support from Careers ServiceExtensive support from Careers Service

• generic skills seminarsgeneric skills seminars

• ‘ ‘quick query’ interviewsquick query’ interviews

• Careers Guidance interviewsCareers Guidance interviews

• e-mail support e-mail support

Conclusions: What has been Conclusions: What has been achieved?achieved?

• 240 students have ‘signed up’ for e-mail 240 students have ‘signed up’ for e-mail listlist

• 90 bulletins sent out in 200590 bulletins sent out in 2005• 38 bulletins sent so far in 200638 bulletins sent so far in 2006• Students employed at gofluent, ID-AL, the Students employed at gofluent, ID-AL, the

AA, jobs-in-the-alps, ETS, Le Fleuray Hotel, AA, jobs-in-the-alps, ETS, Le Fleuray Hotel, Eurogroup, Haven Europe, ARC UK, Eurogroup, Haven Europe, ARC UK, Zaenker& Kollegan.Zaenker& Kollegan.

• Students interviewed at Oxbow, Megalos, Students interviewed at Oxbow, Megalos, Language Safaris, Marcel Advertising, Language Safaris, Marcel Advertising, Hays Personnel, Aderly, Bellavista, ID-AL… Hays Personnel, Aderly, Bellavista, ID-AL…

Other benefitsOther benefits

• encouraging students to work abroad encouraging students to work abroad during holidays. Eg. the AA, Language during holidays. Eg. the AA, Language Camp in Siberia, SibluCamp in Siberia, Siblu

• Encouraging students to think realistically Encouraging students to think realistically about their optionsabout their options

• Maintaining students’ motivation during Maintaining students’ motivation during job hunt!job hunt!

• Peer-pressure (through reports of other Peer-pressure (through reports of other students’ successes) students’ successes)

What does the future hold?What does the future hold?

• Possible collaboration with Higher Possible collaboration with Higher Skills Development Programme and Skills Development Programme and LUSTI to expand preparation LUSTI to expand preparation seminarsseminars

• Possible use of VITAL to upload, store Possible use of VITAL to upload, store and exchange informationand exchange information

• Incorporation of new initiatives into Incorporation of new initiatives into www.liverpoolyearabroad.org.ukwww.liverpoolyearabroad.org.uk

Taking it to the next level: Taking it to the next level: What difficulties do these What difficulties do these initiatives face?initiatives face?• Problems of implementing initiatives Problems of implementing initiatives

evenly across language areas (work evenly across language areas (work was started in French, but is being was started in French, but is being ‘rolled out’ across the School)‘rolled out’ across the School)

• Difficulty in obtaining sponsorshipDifficulty in obtaining sponsorship

• Resources! Large increase in Resources! Large increase in numbers from 2004-2005 to 2005-numbers from 2004-2005 to 2005-20062006

Thanks for listening…and over Thanks for listening…and over to you!to you!

• Feedback?Feedback?

• Comments? Comments?

• Questions?Questions?

• What applications do you see for What applications do you see for similar innovations in your subject similar innovations in your subject area(s)?area(s)?

Team-work in Computer ScienceTeam-work in Computer Science

Presentation to University of Liverpool Learning & Teaching Conference Presentation to University of Liverpool Learning & Teaching Conference 20062006

Peter McBurneyPeter McBurney

Agent ART GroupAgent ART Group

Department of Computer ScienceDepartment of Computer Science

University of LiverpoolUniversity of Liverpool

www.csc.liv.ac.uk/~peterwww.csc.liv.ac.uk/~peter

Software DevelopmentSoftware Developmentis almost always a team is almost always a team efforteffort• Windows XPWindows XP

– 40 million source lines of code (SLOC)40 million source lines of code (SLOC)

• LINUX: RedHat GNU/Linux 7.1LINUX: RedHat GNU/Linux 7.1– 30 million SLOC30 million SLOC– 8,000 person-years of effort8,000 person-years of effort– Cost (if developed conventionally) > US $1 bn.Cost (if developed conventionally) > US $1 bn.

• Debian GNU/Linux 3.1Debian GNU/Linux 3.1– 213 million SLOC (predicted).213 million SLOC (predicted).

Source: Wikipedia: “Source Lines of Code” (consulted Source: Wikipedia: “Source Lines of Code” (consulted 18.01.06)18.01.06)

Consequently, in computer Consequently, in computer science:science:

• Team-working skills are required by:Team-working skills are required by:– Employers, andEmployers, and– The British Computer Society The British Computer Society

•For accreditation of our degrees.For accreditation of our degrees.

• Research in CS includes the design and study Research in CS includes the design and study of methods for software engineeringof methods for software engineering– Varying degrees of formalityVarying degrees of formality– Formal use of schematics and diagramsFormal use of schematics and diagrams

• Research also devoted to team-working toolsResearch also devoted to team-working tools– Computer-supported collaborative work (CSCW) s/wComputer-supported collaborative work (CSCW) s/w– Open-source s/w developmentOpen-source s/w development– Email, bulletin-boards, blogs, wikis, folksonomies, Email, bulletin-boards, blogs, wikis, folksonomies,

etc. etc.

But:But:Our education system (& modern western culture) Our education system (& modern western culture)

favours:favours:

• Individual effort over team effortIndividual effort over team effort

• Thinking over doingThinking over doing

• Output over processOutput over process

• Formality over informalityFormality over informality

• Language over non-verbal communicationLanguage over non-verbal communication

• Text over imageText over image

• The permanent over the ephemeral.The permanent over the ephemeral.

– At least, until recentlyAt least, until recently. .

COMP 208/214/215/216: COMP 208/214/215/216: Group Software ProjectGroup Software Project• Module aims: To give experience of Module aims: To give experience of working as part of a working as part of a

teamteam to develop a to develop a substantial piece of software.substantial piece of software.

• The task: To develop a database application in any The task: To develop a database application in any domaindomain– Students have all done a module on database theory and practiceStudents have all done a module on database theory and practice– Teams choose their own domain (eg, sporting events, CD store) Teams choose their own domain (eg, sporting events, CD store) – Successful completion requires a mix of skills (technical, Successful completion requires a mix of skills (technical,

managerial, & academic), their effective combination, to firm managerial, & academic), their effective combination, to firm deadlines. deadlines.

• Work is undertaken in teams of 4 or 5 students. Work is undertaken in teams of 4 or 5 students.

• Work follows a standard s/w development process. Work follows a standard s/w development process.

The software development The software development process usedprocess used• Definition of system requirements and Definition of system requirements and

specificationspecification– 4 weeks4 weeks

• Creation of system designCreation of system design– 4 weeks4 weeks

• Implementation of the systemImplementation of the system– ie, writing program codeie, writing program code– 2 weeks2 weeks

• Preparation of final project reportsPreparation of final project reports– 2 weeks.2 weeks.

AssessmentAssessment

• Minutes of weekly meetings (10%)Minutes of weekly meetings (10%)

• Requirements Walkthrough (15%)Requirements Walkthrough (15%)

• Design Walkthrough (20%)Design Walkthrough (20%)

• Demonstration of working system (20%)Demonstration of working system (20%)

• Team portfolio (35%)Team portfolio (35%)– Written documentation of system and projectWritten documentation of system and project

• Individual reports & peer assessments Individual reports & peer assessments – Used to assess self-learning and to moderate Used to assess self-learning and to moderate

team marks for each individual. team marks for each individual.

““Teaching” team workTeaching” team work • Learning through doingLearning through doing• Lectures on (eg) running meetings, making Lectures on (eg) running meetings, making

presentations, etcpresentations, etc• Sessions on group working conducted by Dr Sessions on group working conducted by Dr

Trish Lunt and Dr Wendy EnglandTrish Lunt and Dr Wendy England– Team-work exercises Team-work exercises – Reflection on individual personality typeReflection on individual personality type– Reflection on team combination of typesReflection on team combination of types

• Required individual statement of learningsRequired individual statement of learnings• Required individual assessment of each Required individual assessment of each

other’s performance.other’s performance.

ExperiencesExperiences• Individual reactions varyIndividual reactions vary

– Some students love this, some detest itSome students love this, some detest it

• Team experiences varyTeam experiences vary– Some teams are self-created, some imposedSome teams are self-created, some imposed– Some teams work well together, some do notSome teams work well together, some do not– Each year, 1 or 2 teams usually divorceEach year, 1 or 2 teams usually divorce

• Cultural & language issues sometimes a problemCultural & language issues sometimes a problem– Language skills varyLanguage skills vary– Technical competencies vary (different skills are required)Technical competencies vary (different skills are required)– Some cultures do not rate non-technical skills highlySome cultures do not rate non-technical skills highly

• Some students show a marked increase inSome students show a marked increase in– Self-confidenceSelf-confidence– Ability to make presentationsAbility to make presentations– Ability to work with others. Ability to work with others.

Thankyou!Thankyou!

Any Any immediate immediate questions/questions/comments?comments?

The Skills AwardThe Skills Awarddesigned to support students in the development designed to support students in the development

and articulation of personal and professional skillsand articulation of personal and professional skills

Linda Evans and Alice BennettLinda Evans and Alice Bennett

Centre for Lifelong LearningCentre for Lifelong Learning

General InformationGeneral Information

• Helps produce effective students / Helps produce effective students / employable graduatesemployable graduates

• Developed from national standards Developed from national standards for key skills for key skills

• Students produce a portfolio of Students produce a portfolio of evidence to show their developmentevidence to show their development

• Start as 1st or 2nd year student and Start as 1st or 2nd year student and complete before graduation complete before graduation

SponsorsSponsors

• BTBT

• Fullard learningFullard learning

• Irwin MitchellIrwin Mitchell

• Tachograph AnalysisTachograph Analysis

• Worldwide LearningWorldwide Learning

What’s Involved for What’s Involved for Students?Students?

• Skills audit (LUSID)Skills audit (LUSID)

• Agree skill levelsAgree skill levels

• Action planning Action planning and evidence and evidence gatheringgathering

• Reflection and Reflection and evaluationevaluation

• Contexts: Contexts: – Academic Academic – Work-basedWork-based– Personal / Personal /

professionaprofessional interestl interest

QCA QCA level level

• Management of Learning Management of Learning 4 4

• Creative Problem SolvingCreative Problem Solving 4 4

• Effective CommunicationEffective Communication 4 4

• TeamworkingTeamworking 4 4

• Information and Communication Information and Communication 2,3,4 Technology2,3,4 Technology

• Working with NumberWorking with Number 2,3,4 2,3,4

Skills and LevelsSkills and Levels

• Problem SolvingProblem Solving– 1 problem1 problem

• TeamworkingTeamworking– Examples + theoryExamples + theory

• ICT – use of:ICT – use of:– PowerPointPowerPoint– Word Word – Excel /Access/ SPSS / Excel /Access/ SPSS /

Minitab (some choice Minitab (some choice here) here)

– For level 4 – IT systemFor level 4 – IT system

• CommunicationCommunication– writtenwritten– oral (presentations)oral (presentations)– visualvisual

• NumberNumber– 1 example (level 1 example (level

depends on complexity) depends on complexity)

• Management of LearningManagement of Learning– evidence from other evidence from other

skillsskills– reflection on personal reflection on personal

developmentdevelopment

How Much Evidence?How Much Evidence?

• Web site: Web site: www.hsdp.ac.ukwww.hsdp.ac.uk

• Workshops:Workshops:– LUSTI LUSTI – Careers ServiceCareers Service

• On-line:On-line:– LUSIDLUSID

• Learning BitesLearning Bites– ExcelExcel– PowerPointPowerPoint

• One-to-one / small One-to-one / small groupsgroups– ExcelExcel– PowerPointPowerPoint– AccessAccess– File ManagementFile Management

ResourcesResources

• Regular meetings with Skills AdviserRegular meetings with Skills Adviser

• Regular assessment of evidenceRegular assessment of evidence

• Final assessmentFinal assessment

• Internal moderationInternal moderation

• External moderation – York External moderation – York UniversityUniversity

On-going Advice and On-going Advice and AssessmentAssessment

• Formal University AwardFormal University Award– Recorded on Student TranscriptRecorded on Student Transcript– CertificationCertification

• Accountable through Academic Accountable through Academic Practice Sub-CommitteePractice Sub-Committee

• Available on VITALAvailable on VITAL• Seeking to expand / integrate with PDP Seeking to expand / integrate with PDP • Programme revised for 2006/07Programme revised for 2006/07

Developments Developments

• Complies with Learning and Teaching Complies with Learning and Teaching StrategyStrategy

• Supports policy on Enhancing Student Supports policy on Enhancing Student Employability Employability

• Supports Personal Development Supports Personal Development PlanningPlanning

• Voluntary work / mentoring / work-Voluntary work / mentoring / work-based experiencebased experience

• Exemptions for ECDL / Key Skills workExemptions for ECDL / Key Skills work

LinksLinks

Some StatisticsSome Statistics

• 122 students on programme 2005/06122 students on programme 2005/06

• Departments / SchoolsDepartments / Schools– EngineeringEngineering ■■ SES SES– MathsMaths ■■ PsychologyPsychology– LawLaw ■■ ManagementManagement– Most other departments representedMost other departments represented

• 46 successes to date46 successes to date

SuccessSuccess

Hannah Charnock Hannah Charnock (former Guild (former Guild President) President) receiving her receiving her Award from Dr Award from Dr Anne Merry, Anne Merry, Director of Lifelong Director of Lifelong Learning Learning

Students’ Comments Students’ Comments

• ““The programme has helped me to reflect on The programme has helped me to reflect on skills that I possess and has been invaluable skills that I possess and has been invaluable when going for job interviews.”when going for job interviews.”

• ““It highlighted my strengths and weaknesses It highlighted my strengths and weaknesses so I could be confident in my strengths and so I could be confident in my strengths and work towards my weaknesses.”work towards my weaknesses.”

• ““I already knew what I wanted to do in the I already knew what I wanted to do in the future, but the programme helped show me future, but the programme helped show me which skills I had and which skills I needed to which skills I had and which skills I needed to improve”improve”

• ““By highlighting my strengths, I can stand out By highlighting my strengths, I can stand out from my peers.”from my peers.”

Students’ Comments Students’ Comments

• ““I think it shows I have necessary I think it shows I have necessary skills and helps to give examples of skills and helps to give examples of particular skills that companies are particular skills that companies are looking for.”looking for.”

• ““It allowed me to work on the areas It allowed me to work on the areas that I needed to improve.”that I needed to improve.”

• ““It helped me to give examples of It helped me to give examples of particular skills that I wanted to show particular skills that I wanted to show I had.”I had.”

• Promote The Skills Award to students / Promote The Skills Award to students / staffstaff

• e-mail information to students in facultye-mail information to students in faculty• Invitation to lectures / seminars Invitation to lectures / seminars • Support participating students:Support participating students:

– Written assessment of presentationsWritten assessment of presentations– Witness testimony of group workWitness testimony of group work– Witness testimony of participation in Witness testimony of participation in

discussionsdiscussionslinda.evans@liv.ac.uklinda.evans@liv.ac.uk alice.bennett@liv.ac.ukalice.bennett@liv.ac.uk

How Can Tutors Help?How Can Tutors Help?

LearnHigher Centre of LearnHigher Centre of Excellence in Teaching and Excellence in Teaching and LearningLearning• Largest collaborative CETLLargest collaborative CETL

• 16 institutions16 institutions

• 20 learning areas 20 learning areas

• Understanding OrganizationsUnderstanding Organizations

• Peer-reviewed resources available Peer-reviewed resources available electronically for allelectronically for all

• Researching commercial awarenessResearching commercial awareness

The questionnaire – a range The questionnaire – a range of academic responses of academic responses (vocational)(vocational)• What provision is there within your department What provision is there within your department

that will enable students to become more that will enable students to become more commercially aware?commercially aware?

• Embedded in teaching but limited opportunities for Embedded in teaching but limited opportunities for practical projects and placements, external speakers practical projects and placements, external speakers might be an example of good practice. might be an example of good practice.

• All our programmes and modules contain some All our programmes and modules contain some applications linked to commercial awareness.applications linked to commercial awareness.

• We do company case-studies. We show videos of life We do company case-studies. We show videos of life in the commercial field. We take them out into the in the commercial field. We take them out into the field. And much more besidesfield. And much more besides

• Techniques for analysing important factors such as Techniques for analysing important factors such as growth of e-business, globalization, environmental growth of e-business, globalization, environmental management, optimal new product developmentmanagement, optimal new product development

The questionnaire – a range of The questionnaire – a range of academic responses (non-academic responses (non-vocational)vocational)• What provision is there within your department What provision is there within your department

that will enable students to become more that will enable students to become more commercially aware?commercially aware?

• Tutorials that cover career options and encourage use Tutorials that cover career options and encourage use of careers services.of careers services.

• Modules that cover various aspects of economic, Modules that cover various aspects of economic, political and societal organization and processes.political and societal organization and processes.

• Students are exposed to courses that require some Students are exposed to courses that require some understanding of how business works. understanding of how business works.

• I do not know. I hope there is none.I do not know. I hope there is none.• Some of our modules focus upon applied aspects to the Some of our modules focus upon applied aspects to the

subject and so there is an implicit raising of commercial subject and so there is an implicit raising of commercial awareness. Teaching within the department uses awareness. Teaching within the department uses commercial examples in practical exercisescommercial examples in practical exercises

Thank youThank you

Any immediate questions/comments?Any immediate questions/comments?