- UCAS course code
- X300
- UCAS institution code
- M20
Course unit details:
Education Futures: Navigating Careers and Professionalism in a Global Context
| Unit code | EDUC14092 |
|---|---|
| Credit rating | 10 |
| Unit level | Level 4 |
| Teaching period(s) | Semester 2 |
| Available as a free choice unit? | No |
Overview
In this unit you will explore your path for a Future in an Education related career. This core unit is designed future career in an Education related role. Manage your personal development, discover transferable skills and create effective CV’s and job applications whilst developing an understanding of career management and professional development theories. Master the art of interviews and presentations to impress future employers and delve into the safeguarding and legal requirements for working with young people in the UK and beyond.
Pre/co-requisites
| Unit title | Unit code | Requirement type | Description |
|---|---|---|---|
| Planning for an Education Research Project with Placement | EDUC20730 | Pre-Requisite | Recommended |
Aims
Assist students, including those aspiring to teach, to plan for successful future academic and employment careers in Education related roles.
Introduce key career management and professional development theories and skills.
Support students to identify and self-assess skills and competencies required to navigate the UK and global job market.
Students will explore the safeguarding and legal responsibilities when working with young people, including the UK’s DBS process and international equivalents in preparation for the 40-hour work related placement required in year 2.
Collaboration with peers and engagement with the University’s career services will maximise students career readiness including interview preparation and variety of application and selection processes.
Teaching and learning methods
The unit involves weekly taught sessions, online tasks and teamwork. The unit will run for eight weeks with sessions of 1.5 hours + a half hour of teamwork. An additional careers event will be hosted where students will have the opportunity to engage in discussion with BSc Education alumni and inspirational guest speakers in a range of Education careers related roles. Teaching for the unit will be carried out primarily by BSc Education staff in partnership with colleagues and support from the University’s Career Service.
- Whole cohort and smaller seminar group sessions will provide the tutor led sessions.
- Academic Advisors will discuss career motivations, aspirations and plans as well as any further academic or other development plans and provide formative feedback on the assessment tasks.
- Independent online course elements require students to engage with UoM’s Career Connect for CV development / assessment and the new Careers interview platform: shortlist.me. Outcomes from these A.I. digital tools will be a focus for critical evaluation by students, in addition to reports generated from online psychometric testing and personality profiling tools.
Assessment will be carried out by the Manchester Institute of Education who will also provide guidelines and support for students whilst they prepare and carry out the assessment tasks. Some A.I. generated assessment will also be included from students online independent work (CV; Career connect and interview skills: shortlist.Me).
Students are expected to attend and participate fully in all scheduled sessions, including all of the presentations; engage with materials provided online; book at least one tutorial session with their Academic Advisor; and contribute to the teamwork task. A half hour will be dedicated after each session for team meetings. In addition, teams will usually arrange to meet for a minimum of additional four hours (2 meetings x 2 hours) to plan, prepare and practice their presentation at a time/venue to suit individual members (either face-to-face or virtually).
The weekly workshop style sessions will include presentations and videos, group or individual exercises, and case studies, that will introduce various methods and theories for managing career planning, e.g. selection methods for applicants to jobs, self-assessment of skills, career action planning, and ‘personality’ questionnaires. Guest speakers, including previous students, current employers and postgraduate providers, will provide information and invite questions about application and selection procedures and criteria, possible careers and further training and education opportunities.
Materials related to the sessions will be provided online: guided weekly reading about career management and regular formative tasks ( e.g Microsoft forms for in person class quizzes, self-assessment tools ) to enhance students’ awareness of their employability. Students are expected to prepare for sessions prior to attendance and to carry out the tasks indicated both during and following the sessions. Feedback will be provided by the tools, tutors and/or Academic Advisors.
Students will be assigned to small teams to plan and carry out a presentation. All members of the team will be responsible for the content of the presentation. Opportunities for peer assessment and evaluation of team participation will be factored into the marks awarded for individuals in the team presentations. The process of working as a team, e.g. allocating tasks, encouraging members’ participation and addressing issues arising, is an important part of the unit’s learning experiences. Any difficulties arising within the team, such as poor communication or participation, should be discussed with the seminar tutors to work out positive ways to engage all members and learn more about team working.
Knowledge and understanding
- Identify personal skills and abilities and develop action plans to improve them for future career planning
- Identify the diversity of careers and complexities of the job market within the field of Education both locally and globally
- Apply knowledge to search for jobs via a range of sources and identify suitable opportunities
- Explain theories and concepts relevant to recruitment and selection and career management including knowledge of safeguarding
Intellectual skills
- Reflect on personal value system and career development plan
- Analyse a position, determine what employers are looking for in successful applicants and match this to their skills and abilities
- Identify, synthesise, analyse and evaluate evidence and persuade through rational argument including reflection and critical evaluation of A.I generated feedback.
Practical skills
- Identify past experiences to produce a C.V.
- Prepare for interviews and other selection processes
- Communicate information, arguments and analysis in written and verbal forms for potential employers
- Identify professional requirements and complete relevant processes such as Disclosure and Barring Service (DBS) checks and safeguarding protocols in educational contexts.
Transferable skills and personal qualities
- Identify and reflect on the professional skills and qualities sought by organisations in Education.
- Reflect upon the related ethical and legal considerations including safeguarding, professional codes of conduct and confidentiality in educational contexts.
- Reflect upon teamwork skills, including collaboration, active listening, and conflict resolution, to work effectively with colleagues and contribute to multidisciplinary teams.
Assessment methods
| Method | Weight |
|---|---|
| Written assignment (inc essay) | 70% |
| Oral assessment/presentation | 30% |
Feedback methods
Team Presentation: VoiceThread Team Peer review for participation and verbal tutor feedback (via VoiceThread)
Group marking will use individual weighting*
Individual resits = 400 words
Individual assignment: Written tutor feedback viaTurnitin
Recommended reading
Arthur, Nancy, and Mary McMahon, eds. Contemporary Theories of Career Development : International Perspectives. Abingdon, Oxon ; Routledge, 2019.[available online: DOI: https://doi-org.manchester.idm.oclc.org/10.4324/9781315276175] accessed 15/11/23
Belle, M. A., Antwi, C. O., Ntim, S. Y., Affum-Osei, E., & Ren, J. (2022). Am I Gonna Get a Job? Graduating Students’ Psychological Capital, Coping Styles, and Employment Anxiety. Journal of Career Development, 49(5), 1122–1136. https://doi.org/10.1177/08948453211020124
Bolander, Pernilla, and Jörgen Sandberg. “How Employee Selection Decisions Are Made in Practice.” Organization studies 34.3 (2013): 285–311. Web.
Carter, Jackie. Work Placements, Internships and Applied Social Research. London: SAGE Publications, 2021. Print.
Le Rossignol, K., and M. Kelly. 2023. “A Career Ecosystem Approach to Developing Student Agency Through Digital Storymaking.” In Handbook of Research on Sustainable Career Ecosystems for University Students and Graduates, Edited by W. E. Donald, Chapter 9. Pennsylvania: IGI Global.
New Zealand Government (2016) Career theory and models. Updated 3 May 2016. Available online: http://www.careers.govt.nz/practitioners/career-practice/career-theory-models/
Peeters, E., J. Nelissen, N. De Cuyper, A. Forrier, M. Verbruggen, and H. De Witte. 2019. “Employability Capital: A Conceptual Framework Tested Through Expert Analysis.” Journal of Career Development 46 (2): 79–93. doi:10.1177/0894845317731865.
Rodney, Harriet, Katarína Valášková, and Pavol Durana. “The Artificial Intelligence Recruitment Process: How Technological Advancements Have Reshaped Job Application and Selection Practices.” Psychosociological issues in human resource management 7.1 (2019): 42–47. Web.
Römgens, I., Scoupe, R., & Beausaert, S. (2020). Unravelling the concept of employability, bringing together research on employability in higher education and the workplace. Studies in Higher Education (Dorchester-on-Thames), 45(12), 2588–2603. https://doi.org/10.1080/03075079.2019.1623770
Suleman, F. 2021. “Revisiting the Concept of Employability Through Economic Theories: Contributions, Limitations and Policy Implications.” Higher Education Quarterly 75 (4): 548–561. doi:10.1111/hequ.12320.
Study hours
| Scheduled activity hours | |
|---|---|
| Lectures | 70 |
| Independent study hours | |
|---|---|
| Independent study | 30 |
Teaching staff
| Staff member | Role |
|---|---|
| Sara Heys-Jackson | Unit coordinator |