{"id":1676,"date":"2020-06-06T12:18:39","date_gmt":"2020-06-06T12:18:39","guid":{"rendered":"https:\/\/blogs.shu.ac.uk\/highlyskilledemployment\/?page_id=1676"},"modified":"2021-02-11T15:46:33","modified_gmt":"2021-02-11T15:46:33","slug":"career-readiness","status":"publish","type":"page","link":"https:\/\/blogs.shu.ac.uk\/highlyskilledemployment\/curriculum-model\/career-readiness\/","title":{"rendered":"Career Readiness"},"content":{"rendered":"

ICfE<\/a> > Open Day<\/a> > Transition into HE<\/a> > Level 4<\/a> > Level 5<\/a> > Level 6<\/a> > Level 7<\/a> >\u00a0Applied Learning<\/a> > Career Readiness > Local Market Intelligence<\/a> > Digital Skills for Employability<\/a> > Enterprise<\/a>\u00a0> Feedback<\/a><\/p>\n

Career Readiness<\/h2>\n

What is Career Readiness?<\/strong><\/h3>\n

Career Readiness is the model of career learning adopted by Sheffield Hallam, which aims to support learners to \u201creflect on themselves and what they have gained through their academic and wider university experience, to understand and research opportunities for themselves and make career choices, and prepare to obtain, and succeed in, their next steps\u201d (AGCAS, 2019). In other words, career learning helps students to \u201cproactively navigate the world of work and self-manage the career building process\u201d (Bridgstock, 2009).<\/p>\n

Career Readiness is one element of employability development, and is key to developing students\u2019 ability to gain highly skilled employment. Research suggests that where \u201ccareer learning is situated within the students’ disciplinary context and combines with meaningful experience of the workplace there are considerable labour market benefits\u201d (Taylor and Hooley, 2014). Career learning in tandem with work experience exposes students to new career ideas and broadens horizons, \u00a0and contributes to the \u201crecognition and development of other elements such as generic skills, emotional intelligence, reflection and self-confidence” (AGCAS, 2019). A recent review of research indicates that career learning within the curriculum is associated with increased self-efficacy, has a positive impact on retention and academic achievement, and develops entrepreneurial and networking behaviours and attitudes (Healey, M. 2020).<\/p>\n

The Model<\/strong><\/h3>\n

\"\"<\/a><\/strong><\/p>\n

The Career Readiness model is based on the widely recognised \u00a0DOTS framework for career learning, incorporating Decision-making, Opportunity Awareness, Transition Learning and Self-Awareness (Law and Watts, 1977), further developed by the \u00a0SOAR model: Self, Opportunities, Aspirations, Results (Kumar, 2007). The value of this four-part model \u201clies in its simplicity, as it allows individuals to organise a great deal of the complexity of career development learning into a manageable framework\u201d (Dacre Pool, 2007).<\/p>\n

The four elements of Career Readiness are dynamically linked, with for instance individuals\u2019 developing self-awareness leading to an ability to engage in more focussed career exploration, which in turn enables realistic and meaningful career decisions to be made. \u00a0While set out as four distinct components, in reality individuals may engage\u00a0 with different elements concurrently, moving backwards and forwards as their career thinking develops, and \u201cin the warp and weft of teaching and learning these separate aspects will be woven together and are capable of being combined in many permutations\u201d (AGCAS, 2005).<\/p>\n

In Practice<\/strong><\/h3>\n

Career Readiness learning is \u201chighly personal, applied and depend on reflective processes\u201d and as such personally engaging methods are most appropriate, for instance, self-audits of career skills, role plays, problem-based group work and peer review of CVs and portfolios (Bridgstock, 2009). Such interactive student-centred techniques enable students to act, reflect, plan and personalise their learning, adapting it to their needs and aspirations. \u201cSelf, peer and tutor assessment, formative and constructive feedback \u2026 help to stretch students out of their comfort zones into a \u2018safe risk zone\u2019 where they can learn and grow\u201d (Kumar, 2007).<\/p>\n

This is achieved through the four Career Readiness elements:<\/p>\n

\"\"<\/a><\/strong><\/p>\n

\"\"<\/a><\/p>\n

References<\/strong><\/h3>\n

Association of Graduate Careers Advisory Services AGCAS (2005) Careers Education Benchmark<\/p>\n

Association of Graduate Careers Advisory Services AGCAS (2019) Curriculum Design Toolkit<\/p>\n

Artess, Hooley and Mellors-Bourne (2016) Employability: A review of the Literature (HEA)<\/p>\n

Bridgstock, R.\u00a0(2009)\u00a0The graduate attributes we\u2019ve overlooked: enhancing graduate employability through career management skills,\u00a0Higher Education Research & Development<\/p>\n

Christie, F. (2016) Uncertain transition: exploring the experience of recent graduates, Research report prepared for HECSU ,<\/p>\n

Dacre Pool, L and Sewell, P., 2007. The key to employability: developing a practical model of graduate employability.\u00a0Education & Training,\u00a0<\/em>49<\/strong>(4), pp. 277-289.<\/p>\n

Jackson, D. and Wilton,N. (2017) Career choice status among undergraduates and the influence of career management competencies and perceived employability, Journal of Education and Work<\/p>\n

Kumar, A. (2007). Personal, academic and career development in higher education SOARing to success<\/em>. London: Routledge<\/p>\n

Law, B. & Watts, A. G. (1977). Schools, Careers and Community: A study of some approaches to careers education in schools<\/em>. London, UK: Church Information Office (pp. 8-10).<\/p>\n

Rust, C. & Froud, L. (2011).\u00a0\u00a0 \u201ePersonal literacy\u201f: the vital, yet often overlooked, graduate attribute.\u00a0 Journal of Teaching and Learning for Graduate Employability, 2(1), 28 – 40.<\/p>\n

Pegg, A., Waldock, J., Hendy-Isaac, S and Lawton, R (2012) Pedagogy for Employability (HEA)<\/p>\n

Taylor, A.R. and Hooley, T. (2014) Evaluating the impact of career management skills module and internship programme within a university business school, British Journal of Guidance & Counselling<\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

ICfE > Open Day > Transition into HE > Level 4 > Level 5 > Level 6 > Level 7 >\u00a0Applied Learning > Career Readiness > Local Market Intelligence > […]<\/p>\n","protected":false},"author":604,"featured_media":0,"parent":1630,"menu_order":9,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1676","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/PbsiV1-r2","jetpack-related-posts":[{"id":845,"url":"https:\/\/blogs.shu.ac.uk\/highlyskilledemployment\/career-readiness\/","url_meta":{"origin":1676,"position":0},"title":"Career Readiness","author":"Natalie Brownell","date":"August 16, 2019","format":false,"excerpt":"Career Readiness \u00a0 What is Career Readiness for Highly Skilled Employment? 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