Undergraduate

modules

Modules

NCL3008 : Advanced Career Development module

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

Aims

To consolidate and extend the aims of NCL2007 i.e. to develop students who can independently self-manage, proactively interact and ethically apply their knowledge and skills in a work-related context.

Original Summary:
The Career Development module offers students the opportunity to undertake work-related learning in a variety of different environments, both on and off the University campus. In all cases, students will enhance their employability (see www.ncl.ac.uk/nclplus) and personal enterprise skills as well as contributing towards meeting the aims of the host organisation.

Outline Of Syllabus

The Career Development module offers students the opportunity to undertake work-related learning in a variety of different environments, both on and off the University campus. See www.ncl.ac.uk/careers for more information. Supported by their module leader, students will reflect on and manage their own learning and development. Students will enhance their employability and personal enterprise skills as well as contributing towards meeting the aims of the host organisation.

Having previously completed a ‘basic’ Career Development module, students taking the Advanced module are expected to use their initiative to:
•       introduce and carry out a ‘self-initiated project’ that will add value to their work-related experience, benefiting themselves and contributing towards meeting the aims of the host organisation. The scope of the project will be negotiated between the student and their supervisor;
•       and/or assume responsibility for supervising the work of others at the placement.

Students will join the module at the start of semester one and will be able to some extent to balance their work for the module across both semesters, with marks only being allocated 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. Different host organisations may require other constraints e.g. number of contact visits made. Students may choose to continue from NCL2007 in the same placement in which case they will deepen their knowledge, extend their skills and enhance their impact. Alternatively, students may choose to undertake the work-related learning in a different context in which case they will broaden their experience, develop their skills in a new context and transfer knowledge and enhanced personal impact to their new placement.

Students will need to confirm with their academic school which one or more of the different routes are available to them on their particular degree programme:
•       Learning from work opportunities include working for the Careers Service Communications Team or another University service, undertaking a short-term placement in a local business, or demonstrating learning based on current term-time job or other work (which could be unpaid).
•       Tutoring and mentoring opportunities include undertaking a placement in a local school or college, working with learners in a variety of different community learning environments or mentoring other students in the University.
•       Volunteering opportunities include working with a local community group (through SCAN) or working as a volunteer officer in the Union Society.

Students will need to complete appropriate pre-requisites for their particular choice of context e.g. ISA registration and CRB application for student tutoring when changing placement after NCL2007. This may involve contacting the organisation or unit that is hosting the work-related learning.

The cycle of activities for students is as follows:

Prior to starting the module:
•       read Career Development Module web page at www.ncl.ac.uk/careers;
•       check with own academic school which routes are available;
•       formally register for module with university;
•       complete pre-requisites for particular route e.g. ISA/CRB application for student tutoring where applicable.

At the start of the academic year:
•       confirm that all pre-requisites for work-related context have been met;
•       attend induction and skills training workshops;
•       (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);
•       discuss with the host organisation the scope of a self-initiated project and/or opportunities to supervise the work of others at the placement.

During semester

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion134:3034:30Student support - email, drop in and additional tutorials
Placement/Study AbroadEmployer-based learning170:0070:00Direct engagement with placement
Scheduled Learning And Teaching ActivitiesSmall group teaching10:300:30One-to-one tutorial
Scheduled Learning And Teaching ActivitiesSmall group teaching31:003:00Small group tutorials
Scheduled Learning And Teaching ActivitiesWorkshops101:0010:00Core workshops for the module
Guided Independent StudyReflective learning activity124:0024:00Maintain a reflective log
Guided Independent StudyIndependent study158:0058:00Blackboard pre- and post- workshop tasks and secondary research
Total200:00
Teaching Rationale And Relationship

Students are expected to consolidate and build on what they have learned when completing NCL2007. Advanced students are expected to be proactive in ‘adding value’ to the work that they do at their placement by undertaking a self-initiated project and/or supervising the work of others as appropriate. In addition, Advanced students are expected to contribute proactively to support students who are undertaking or considering their first Career Development Module e.g. during workshops and seminars and at module recruitment talks.
Training is provided at the beginning of the module to develop both a professional approach and skilled behaviour while attending a work placement. A series of workshops are then provided to concentrate student focus on the Graduate Skills that they are required to develop over the course of their placement and articulate during module assessment. Practical activity in the form of a work placement provides students with a context within which they are expected to practice experiential learning through reflection, analysis and continuous improvement. Seminars are used to help students prepare for assessment by facilitating student discussions on the assessment criteria and how to relate their individual experiences at their work placement to it. Tutorials and self directed learning resources are provided throughout the module cycle that enable students to create links between the knowledge and skills they have acquired though attending training, workshops, practicals and seminars. Self-directed learning resources are available from Blackboard which have been designed to be completed pre and post attendance at formal teaching and learning sessions and, in combination with directed learning opportunities, provide students with a comprehensive framework to support their progress through the module.
The aims of the module are drawn from the Newcastle University Graduate Skills Framework. Students will achieve the learning outcomes for the module through full engagement with the activities indicated above. Familiarity with the learning model will enable Advanced students to manage their learning and development from the start of the module.

Assessment Methods

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

Other Assessment
Description Semester When Set Percentage Comment
Prof skill assessmnt1M30Professional conversation
Portfolio2M30Final portfolio submission
Prof skill assessmnt1A30Evaluation of student competence by host organisation supervisor and others
Written exercise1M10Students will be set a series of short tasks to assess understanding of theories and concepts prior to workshop teaching.
Assessment Rationale And Relationship

The first module assessment (Professional skills assessment 1) focuses on goal-setting, self-awareness and career knowledge. Through a 10-15 minute ‘professional conversation’ in semester 1 with a module tutor students share the personal goals they have set for their placements, the graduate skills and attributes they have decided to focus on developing, and the professional standards they have identified to work towards. They will also be expected to articulate and unpack their rationale for choosing these skills, attributes and goals, demonstrating occupational awareness in relation to both their placement organisation and their career ambitions, as well as self-awareness through discussing their existing strengths and weaknesses and how their personal goals for this module will help them to develop these. The professional conversation also provides an opportunity to demonstrate application of some of the theories introduced during semester 1, including in relation to developing effective leadership, resilience and personal impact. Student time spent on preparation and delivery of this task is roughly equivalent to a written task of 1500 words.

The portfolio assessment is submitted in semester 2. This will require students to present evidence of their progress towards and achievement in relation to the personal goals, graduate skills and professional standards they have identified in semester 1 and presented during their professional conversation. The portfolio is an opportunity for students to reflect on their progress during the module and demonstrate their application of relevant theories to develop their leadership ability. Student time spent on preparation and delivery of this task is roughly equivalent to a written task of 1500 words.


Professional skills assessment 2 will take the form of an evaluation by their placement supervisor of student performance in relation to their identified goals, competencies and development needs in the workplace. . Student time spent on preparing and discussing skills competence for this task is roughly equivalent to a written task of 2000 words.

There will be a series of short online tasks for students to complete between seminars to assess their understanding of theories and concepts to ensure seminars are practice focused. 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