From Skills Development to Skills Use and Articulation: Insights from the Interface Between University and Work.

Caddell, Martha; Smith, Sally; Boyle, Fiona

Abstract

Much work has been dedicated to how universities define graduate attributes and how they can help their students develop these academic abilities, personal qualities and skills. But how do our students actually use and articulate those skills when they apply for and undertake paid employment? How do students understand and present their skills – and what do employers hear and respond to? What are the implications for universities in terms of how work-related and work based opportunities are promoted and developed, and how reflective learning is embedded in the curriculum offer? We draw on preliminary findings and learning from two Learning to Work 2 initiatives (Third Sector Internships Scotland and e-Placement Scotland) to provide a framework for beginning to explore these themes. Both programmes offer students from across Scotland paid employment opportunities and involve competitive application processes. As such they offer a unique lens for exploring how students present their skills and attributes to employers – and how employers respond to what they hear. We will draw on our preliminary analysis of application data and student skills audits, as well as insights from employers and students to provide a rich set of case study materials for use in the discussion.

Citation

Caddell, M., Smith, S., & Boyle, F. (2012, March). From Skills Development to Skills Use and Articulation: Insights from the Interface Between University and Work. Paper presented at QAA Enhancement Themes

• Presentation Conference Type: Conference Paper (unpublished)
• Conference Name: QAA Enhancement Themes
• Start Date: Mar 1, 2012
• End Date: Mar 1, 2012
• Publication Date: 2012
• Deposit Date: Jan 30, 2014
• Peer Reviewed: Not Peer Reviewed
• Keywords: Student employability; skills; paid employment; reflective learning; work experience; internships; volunteering
• Public URL: http://researchrepository.napier.ac.uk/id/eprint/6579