Erasmus project: Employability & entrepreneurship: Tuning universities & entreprises

(1)

University

Employability

Employers

Self-assessment

Coaching

Curriculum

Development

Market-Valued Skills

(2)

Group n : Ranking the responses (Individual process)

The school that the candidate attended is a decisive factor in the

recruitment process.

For the recruitment process, having an average grade ≥ 14 (out of

20) indicates that the person is technically skilled.

People graduated in Economics find it easy to use quantitative

instruments in problem solving.

People graduated in Management find it easy to use quantitative

instruments in problem solving.

For the selection process, the candidate has an advantage

whenever his/her CV presents working experiences.

For the selection process, the candidate has an advantage

whenever his/her CV presents voluntary work experiences.

For the selection process, the candidate has an advantage

whenever his/her CV presents international training experiences

(e.g. ERASMUS)..

For the selection process, the candidate has an advantage

whenever s/he presents entrepreneurship abilities.

For the selection process, the candidate has an advantage

whenever s/he shows flexibility and adaptability.

For the selection process, the candidate has an advantage

whenever s/he shows a feasible perspective over her/his career.

V

v

a

e

E

B

P

Totally

Agree

Neutral

Disagree

Totally

disagree

Blank

Do no

participate

(3)

ALUMNI

A

₁

A

₂

A

₃

A

₄

A

₅

A

₆

The school that the candidate attended is a decisive factor in the recruitment process.

For the recruitment process, having an average grade ≥ 14 (out of 20) indicates that the person is technically skilled.

People graduated in Economics find it easy to use quantitative instruments in problem solving.

People graduated in Management find it easy to use quantitative instruments in problem solving.

For the selection process, the candidate has an advantage whenever his/her CV presents working experiences.

For the selection process, the candidate has an advantage whenever his/her CV presents voluntary work experiences.

For the selection process, the candidate has an advantage whenever his/her CV presents international training experiences (e.g. ERASMUS).

For the selection process, the candidate has an advantage whenever s/he presents entrepreneurship abilities.

For the selection process, the candidate has an advantage whenever s/he shows flexibility and adaptability

For the selection process, the candidate has an advantage whenever s/he shows a feasible perspective over her/his career.

(4)

PROFESSORS

_D

1

_D

2

_D

3

_D

4

_D

5

_D

6

_D

7

_D

8

The school that the candidate attended is a decisive factor in the recruitment process.

For the recruitment process, having an average grade ≥ 14 (out of 20) indicates that the person is technically skilled.

People graduated in Economics find it easy to use quantitative instruments in problem solving.

People graduated in Management find it easy to use quantitative instruments in problem solving.

For the selection process, the candidate has an advantage whenever his/her CV presents working experiences.

For the selection process, the candidate has an advantage whenever his/her CV presents voluntary work experiences.

For the selection process, the candidate has an advantage whenever his/her CV presents international training experiences (e.g. ERASMUS)..

For the selection process, the candidate has an advantage whenever s/he presents entrepreneurship abilities.

For the selection process, the candidate has an advantage whenever s/he shows flexibility and adaptability.

For the selection process, the candidate has an advantage whenever s/he shows a feasible perspective over her/his career.

(5)

EMPLOYERS

R

₁

R

₂

R

₃

R

₄

R

₅

R

₆

R

₇

R

₈

R

₉

R

₁₀

The school that the candidate attended is a decisive factor in the

The school that the candidate attended is a decisive factor in the recruitment process.

For the recruitment process, having an average grade ≥ 14 (out of 20) indicates that the person is technically skilled.

People graduated in Economics find it easy to use quantitative instruments in problem solving.

People graduated in Management find it easy to use quantitative instruments in problem solving.

For the selection process, the candidate has an advantage whenever his/her CV presents working experiences.

For the selection process, the candidate has an advantage whenever his/her CV presents voluntary work experiences.

For the selection process, the candidate has an advantage whenever his/her CV presents international training experiences (e.g. ERASMUS).

For the selection process, the candidate has an advantage whenever s/he presents entrepreneurship abilities.

For the selection process, the candidate has an advantage whenever s/he shows flexibility and adaptability..

For the selection process, the candidate has an advantage whenever s/he shows a feasible perspective over her/his career.

(6)

University

Employability

Employers

Self-assessment

Coaching

Curriculum

Development

Market-Valued Skills

(7)

Coaching

1. Professional coach

2. Individual coaching (every 3 / 4 weeks)

•personal developement

3. Team coaching (4 sessions per

semester)

•group development based upon a

specific task / project

4. Skills demonstration

1. Teachers coach

2. Individual coaching (4 sessions of 4

hours)

(8)

University

Employability

Employers

Self-assessment

Coaching

Curriculum

Development

Market-Valued Skills

(9)

Broad context for curriculum development – Structure

0%

5%

10%

15%

20%

25%

30%

35%

Core

Specific

Support

Org &Com

&Trans f

UCP Economics, Pt

UCP Management, Pt

Tunning, 2002

(10)

Soft skills

identification and

recognition

Supporting tool:

Syllabus (Skills

form)

Skills

Assessment form

CURRICULA

DEVELOPMENT

FEEDBACK

&

ASSESSMENT

Pedagogical

practices

assessment

Supporting tool:

Task force

Skills

embedded into

curriculum

(11)

2

Context for curriculum development – Results

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% C1 C2 C3 C4 C5 C6 C7 C8 C9 C10 C11 C12 C13 C14 C15 C16

Skills embeded in the curricula

C1 Personal & Work Org.

C2 Problem Solving

C3 Creativity

C4 Systemic Thinking

C5 Written Communication

C6 Oral Communication

C7 Inter. Relationship

C8 Team Work

C9 Responsibility

C10 Persistence

C11 Integrity and Ethics

C12 Motivation to Learn

C13 Adaptation to Change

C14 S Quality and Excellence

C15 K. &Information Manag.

C16 Learning Skills

Social

Skills

Values and

Atittudes

Learning

Skills

Methodological

Skills

(12)

0%

10%

20%

30%

40%

50%

60%

Skills categories

% of courses which assess and develop skills

Methodological Skills

Social Skills

Values and Attitudes

Learning Skills

(13)

Context for curriculum development – Results

0%

20%

40%

60%

80%

100%

120%

M

e

th

o

d

o

lo

g

ic

a

l

S

k

ill

s

S

o

c

ia

l S

k

ill

s

V

a

lu

e

s

a

n

d

A

tt

itu

d

e

s

L

e

a

rn

in

g

S

k

ill

s

Skills embeded into the curriculum

Half empty or half f ull?

(14)

University

Employability

Employers

Self-assessment

Coaching

Curriculum

Development

Market-Valued Skills

(15)

Curricular Innovation - Structure

To think critically

Literacy

To communicate

Team work

To act

Develop practical

knowledge

Project 1

Learning Portfolio

Individual

Coaching

Project 2

Consultancy work

Oral presentation

Mentoring | Team

coaching

Project 3

Business Plan |or|Internship

|or| Academic project

Skills demonstration

Team

coaching

Longitudinal y1 to y3

Vertical y1, y2 and y3

Y 1 students support

Y2

Y 2 students key

liason to external

organizations

Y 3 provide

consultancy to firms

Group

of

Students

(16)

Curricular Innovation - Method

Tuning

Activities

External

Stakeholders

Professors

Students’ Coach

Students

Action-Reflection

(17)

Tuning Activities

h

tt

p

:/

/w

w

.s

h

a

re

.p

t/

Envolving

professionals

in curricular

activities

-mentor

(18)

Tuning Activities

Liason with

business

partners

(19)

1. Contacts with the world of work (integrated in

the disciplines)

2. Work experiences

3. Coaching

4. Skills/Learning Portfolio Development

5. Skills demonstration

6. External Assessment

(20)

TIME

INVESTMENT – PROXIMITY RELATIONSHIP

LEARNING AQUISITION

INTENTION

DURABLE LEARNING EXPERIENCE

DIVERSITY

MULTIPLE CONTEXTS

(21)

International Final Conference

Employability and Entrepreneurship

Call for papers’ deadline by April 30

July 1 & 2, 2009

Porto, Portugal

(22)