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Module

NCL3008 : Advanced Career Development module

  • Offered for Year: 2023/24
  • Module Leader(s): Mr Darrin Beattie
  • Co-Module Leader: Dr Jessica Jung
  • Owning School: Academic Services
  • Teaching Location: Newcastle City Campus
  • Capacity limit: 40 student places
Semesters

Your programme is made up of credits, the total differs on programme to programme.

Semester 1 Credit Value: 10
Semester 2 Credit Value: 10
ECTS Credits: 10.0
European Credit Transfer System

Aims

To develop students’ self-awareness and the ability to self-manage, proactively interact and ethically apply knowledge and skills in a work-related context.

The Career Development module offers students the opportunity to undertake work-related learning in a variety of environments, both on and off the University campus. Through engagement with the module, students will learn about themselves, enhancing their employability (see http://www.ncl.ac.uk/careers/modules/cdm/) and personal enterprise skills as well as contributing towards meeting the aims of the placement host organisation.

Outline Of Syllabus

Module teaching is structured as five three-week long Learning Units with each unit focused on a single topic (relating to an employability skill or attribute) and comprising of a lecture (week 1) followed by a discussion and activity-focused seminar (week 2) and concluding with an in-person assessment within a seminar format (week 3). Please see 'Assessment' for further details. Topics are focused on key skills and attributes graduates will require in future roles, and build upon learning from other Careers Service modules.

Learning Unit topics are:

Semester 1

Learning Unit 1: Emotional Intelligence: Identifying and Managing emotion in self and others
Learning Unit 2: Recognising opportunities in the workplace
Learning Unit 3: Adding vale: Leading Up

Semester 2

Learning Unit 4: Influence, negotiation and persuasion: winning the commitment of others
Learning Unit 5: Organisational Planning: strategic, tactical, operational and contingency planning in the workplace.

Learning from each unit will be applied and refined across 50 hours of activity at the student's agreed module placement.

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Scheduled Learning And Teaching ActivitiesLecture61:006:00Core module teaching lectures (one per Learning Unit) including preparation for final module assessment.
Placement/Study AbroadEmployer-based learning150:0050:00Direct engagement with placement
Guided Independent StudyAssessment preparation and completion143:3043:30Student support - email, drop in and additional tutorials
Scheduled Learning And Teaching ActivitiesSmall group teaching10:300:30One-to-one tutorial
Scheduled Learning And Teaching ActivitiesSmall group teaching101:0010:00Core module teaching seminars (two per learning unit)
Guided Independent StudyReflective learning activity130:0030:00Maintain a reflective log
Guided Independent StudyIndependent study160:0060:00Blackboard pre- and post- workshop tasks and secondary research
Total200:00
Teaching Rationale And Relationship

NCL3008 teaching has been designed to extend student learning from pre-requisite modules (NCL2007 and NCL3000) into more challenging professional contexts. Specifically, the module will introduce students to the concepts of emotional intelligence, intrapreneurship and opportunity recognition, adding value, influence, negotiation and persuasion and organisational planning to build upon the NCL2007/NCL3000 core module graduate skills of communication, personal enterprise, team work and planning and organisation.

Teaching in three-week long learning units will provide the opportunity for students to acquire, apply and test module learning on the topics set out above. Each Learning Unit consists of a lecture (to introduce the module topic including key knowledge and theory), a seminar (to apply and test out learning from the lecture) and an in-person assessment (requiring further application of knowledge through group discussion, analysis of case studies, presentation etc.) By running module learning units parallel to student activities at their placement students will have the opportunity to further test and refine their learning in a "live" situation. Teaching in small groups is intended to encourage students to share experiences and facilitate social learning within these groups.

One-to-one tutorials will allow students to review their progress with their module tutor in a similar format to the final summative assessment (professional conversation).

Self-directed learning resources and pre- and post- teaching tasks (via Canvas) will introduce students to theories and knowledge relating to Learning Unit topics.

The aims of the module are drawn from the Newcastle University Graduate Skills Framework and informed by current graduate employer intelligence. The skills outcomes aim to equip students with the ability to articulate how they have developed and learned from practical work experience to make them more employable. Students will achieve the learning outcomes for the module through full engagement with the activities above and a commitment to their own development.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Prof skill assessmnt2A75Professional conversation
Prof skill assessmnt1M5Learning Unit 1 in-class assessment: Case Study
Prof skill assessmnt1M5Learning Unit 2 in-class assessment: Group presentation
Prof skill assessmnt1M5Learning Unit 3 in-class assessment: Individual presentation/elevator pitch (2 minutes)
Prof skill assessmnt2M5Learning Unit 4 in-class assessment: Team Debate
Prof skill assessmnt2M5Learning Unit 5 in-class assessment: Group presentation
Assessment Rationale And Relationship

Each of the five three-week long Learning Units is concluded with an in person assessment (week 3) where students will be assessed on the materials introduced and discussed in weeks 1 and 2 of the unit. The assessment will be introduced in the previous week's teaching session with material available on Canvas for students to prepare for this effectively as part of their independent study time. Time spent preparing for an in person assessment will be roughly equivalent to time spent preparing for a 'standard' module seminar - i.e. around two hours per week.

The nature of the five in person assessments precludes extended deadlines. Students that miss an in person assessment for any reason should seek a PEC exemption for that assessment from their academic school. Exempt assessments will be excluded from module mark calculations.

In April/May, students will participate in a professional conversation where they will articulate their development within the topics introduced in module teaching and consider how they have applied this learning at their module placement. As part of this assessment students will take the role of both interviewer and interviewee to gain experience of both perspectives.

Reading Lists

Timetable