Undergraduate

modules

Modules

NCL2007 : Career Development for second year students

Semesters
Semester 1 Credit Value: 10
Semester 2 Credit Value: 10
ECTS Credits: 10.0

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 NCL2007 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 start to develop an understanding and awareness of their skills and attributes and how they might utilise these in future roles. Students will enhance their employability and personal enterprise skills as well as contributing towards meeting the aims of the host organisation.
Newcastle University’s Graduate Skills Framework provides the focus for this development, see http://www.ncl.ac.uk/careers/modules/cdm/ for details.

Outline Of Syllabus

Successful graduates are equipped with the necessary skills to perform and an ability to plan and manage their portfolio career, which is likely to be varied. The 2nd stage Career Development module therefore offers students the opportunity to learn about their skills and attributes and how they might apply these in future roles upon graduation. To aid this learning and development, they undertake work-related learning in a variety of different environments, both on and off the University campus. See http://www.ncl.ac.uk/careers/modules/cdm/ for more information. Supported by their module tutor, students will reflect on and manage their own learning and development through a series of workshops, seminars and lectures. Through engagement with both placement and teaching, students will enhance their employability and personal enterprise skills whilst contributing towards the aims of the host organisation.

Students will join the module at the start of semester one and to some extent can balance their work for the module across both semesters, with marks being allocated only in semester two. Students will complete a minimum of 70 hours of direct engagement with the organisation hosting the work-related learning spread over at least 10 weeks. Host organisations may require other constraints e.g. number of contact visits made.

At the start of the academic year students are expected to:
•       confirm that all pre-requisites for work-related context have been met;
•       attend all teaching/seminars and complete preparation tasks;
•       (student tutoring route only) receive placement allocation;
•       negotiate calendar of activity and duties with host organisation to meet module requirements
across both semesters – it is recommended that students complete at least 30 hours of direct engagement in each semester (total hours over year = 70);

During semester one students are expected to:
•       complete a minimum of 30 hours of direct engagement with the organisation hosting the work-
related learning, spread over at least 5 weeks to allow for personal planning, reflection and development;
• attend timetabled seminars, group tutorials and lectures; These will include: creating a personal development plan for the module; learning reflection and action planning techniques; practical workshops covering key areas from the Graduate Skills Framework; and preparation for the first assignment;
•       carry out ongoing reflection, analysis and development of own competence;
•       carry out ongoing primary and secondary research into issues relevant to the host organisation;
•       complete formal assessment tasks;


During semester two students are expected to:
•       complete the remaining hours of direct engagement with the organisation hosting the work
related learning spread over at least 5 weeks (total hours over year = 70);
• attend timetabled seminars, workshops and lectures. These include: preparation for the main assessment; a presentation workshop; the opportunity to meet employers; and a discussion
about their personal career planning;
•       carry out ongoing reflection, analysis and development of own competence;
•       carry out ongoing primary and secondary research into issues relevant to the host organisation;
•       complete formal assessment tasks;
•       conclude contact with host organisation, including preparing the placement evaluation with the Supervisor.

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion135:0035:00Student support - email, drop in and additional tutorials
Placement/Study AbroadEmployer-based learning170:0070:00Direct engagement with placement
Scheduled Learning And Teaching ActivitiesSmall group teaching10:300:301-1 tutorials
Scheduled Learning And Teaching ActivitiesSmall group teaching21:002:00Group tutorials
Scheduled Learning And Teaching ActivitiesSmall group teaching91:009:00Seminars and workshops
Scheduled Learning And Teaching ActivitiesWorkshops12:002:00Workshop for whole module cohort
Guided Independent StudyReflective learning activity124:0024:00Weekly placement reflection
Guided Independent StudyIndependent study150:3050:30Working through Blackboard Module Study Aids and conducting secondary research
Guided Independent StudyDistance Learning Advance Preparation71:007:00Completion of Blackboard resources/tasks prior to/in between timetabled reflection
Total200:00
Teaching Rationale And Relationship

Overall, the teaching programme provides a framework for students to review their career planning status, set personal goals based on a work placement and future career aspirations, and take opportunities to learn from graduate skill theory and application.
A series of workshops and group tutorials will enable students to analyse their current skills and work experience and how this relates to both their work placement and future career aspirations. Workshops/Seminars and pre-tasks on Blackboard will then prepare them for their module placement experience and aid their development of personal goals- focussing around the graduate skills framework (set or identified by student depending on module). Practical workshops will involve group work to practice/discuss the skills they are using within their work placement. Seminars will facilitate discussion of the graduate skills and the assessment criteria in relation to students’ individual experiences at their work placement and to help them prepare for assessment. The workshops and seminars will collectively provide students with the tools to meet the knowledge outcomes for the module.
Self-directed learning resources and pre and post session tasks (via Blackboard) will introduce the students to theory around graduate skills, goal setting and self-reflection/development. Students will be set small tasks to carry out in-between workshops to enable the dissemination of theory/experience to form the basis of seminar discussion.
The practical activity in the form of a work placement provides context within which students are expected to practice experiential learning through reflection, critical analysis and continuous improvement.
Tutorials framed as professional conversations are provided to enable students to make links between the practical work placement experience, all teaching resources and activities and, therefore, prepare for articulation of this within the assessed components.
The aims of the module are drawn from the Newcastle University Graduate Skills Framework and informed by current Graduate Employer Intelligence. The intended 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 self development.

Assessment Methods

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

Exams
Description Length Semester When Set Percentage Comment
Oral Presentation152M30Formal 15 minute presentation to other students taking this module.
Other Assessment
Description Semester When Set Percentage Comment
Prof skill assessmnt1M30A summary of intended personal development actions towards module learning outcomes for the module
Prof skill assessmnt2M30Student evidence of skills development verified by host placement supervisor.
Written exercise1M10Students must complete at least 7 of 10 tasks to gain the marks available.
Assessment Rationale And Relationship

The assessment components are designed to develop and reward effective performance as described in the Newcastle University Graduate Skills Framework provided for the students: http://www.ncl.ac.uk/careers/modules/cdm/ They directly link to the learning outcomes to provide students with clear outcomes in relation to recognised personal development at the end of the module.

The three main assessed components are equally weighted to indicate a shared importance of each activity to the intended learning.

The first assessed component comprises a strengths based personal statement (1000 words) that simulates an element of a job application. This tests the student’s ability to use tools to explore and inform career ideas and personal skills and help them identify how they may need to develop further.

The second assessment comprises student’s evidence of graduate skills development at the placement, and verification of this by the placement supervisor. The evaluation of student competence enables students’ application of all module knowledge and skills outcomes in carrying out their duties at the placement to be assessed in situ and considered as part of the overall module mark. Student time spent on preparing and discussing skills competence for this task is roughly equivalent to a written task of 1500 words.

The third assessment allows students to verbally present their learning from the placement experience and identify next steps for their own development/careers planning. This simulates a method of delivery that will often be tested within a recruitment and selection process or expected within the workplace. Student time spent on preparation and delivery of this task is roughly equivalent to a written task of 2000 words.

The fourth component has a smaller weighting to encourage engagement with the module requirements including further research. This consists of student completion of at least seven out of ten preparation tasks for taught sessions. The overall completion of these tasks is equivalent to writing 500 words or less as will come in the form of e.g. answering multiple choice questions.

Reading Lists

Timetable