Transcript Building up undergraduate skills

Faculdade de Economia e Gestão
Universidade Católica Portuguesa
FEG|UCP
Building up Undergraduate Skills:
empirical evidence from a Portuguese University
Eva Dias de Oliveira
Miguel Sottomayor
Ana Meireles
Ana Martins
Salford – 14 September 2007
Undegraduate Students 3165
Post-Graduate Students 1451
Academic Staff 315
Non-Academic Staff 250
Undergrad Courses 14
Postgrad (Masters) 22
Other Postgrad Courses 14
Salford – 14 September 2007
Graduates | University
Employers
Salford – 14 September 2007
Graduates | University
Coaching
(2002)
Savickas
Employers
Students selfassessment
Curricula
Development
To think
To communicate
To act upon
Salford – 14 September 2007
Market-Valued
Skills
(Swanson &
Fouad, 1999)
PersonEnvironment Fit
Graduates | University
CONGRUENCE
individuals – environment
feedback process
Students selfassessment
Coaching
Coaching
(2002)
Savickas
Employers
Curricula
Development
To think
To think
To communicate
To communicate
To act upon
To act upon
Salford – 14 September 2007
Market-Valued
Skills
(Swanson &
Fouad, 1999)
individuals - environment
(2006)
(2002)
(Evans et al,
2001)
CONGRUENCE
feedback process
Coaching
Students selfassessment
Coaching
PersonEnvironment Fit
Savickas
Starfish-Model
CabralCardoso et al
Graduates | University
Curricula
Development
To think
To think
To communicate
To communicate
To act upon
To act upon
Salford – 14 September 2007
Employers
Market-Valued
Skills
(Swanson &
Fouad, 1999)
individuals - environment
(2006)
(2002)
(Evans et al,
2001)
CONGRUENCE
feedback process
Coaching
Students selfassessment
Study 2
Coaching
PersonEnvironment Fit
Savickas
Starfish-Model
CabralCardoso et al
Graduates | University
Curricula
Development
Employers
Market-Valued
Skills
To think
To think
To communicate
To communicate
To act upon
To act upon
Salford – 14 September 2007
Study 1
Study 1
Objective:
to identify the Market-Valued Skills
Profile of Economics and
Business Graduates
Salford – 14 September 2007
Study 1
Method:
Employers
(SONAE, UNICER, AXA, Salvador Caetano, AENOR)
Alumni
Management and Economics
Focus Groups
Salford – 14 September 2007
Content analysis
Interviews
Individual
Study 1
Results: “Starfish-Model”
JOB RELATED SKILLS
Subject matter relevant to work tasks
VALUES AND ATTITUDES
METHODOLOGICAL SKILLS
Initiative and entrepreneurship
Commitment and persistence
Responsibility
Integrity and ethics
Personal Management
Problems Solving
Creativity
Systemic Thinking
SOCIAL SKILLS
Communication
Assertiveness
Interpersonal Relationship
Team Work
LEARNING SKILLS
Motivation to Learn
Flexibility / Openness to Change
Pursuit of Quality / Excellence
Knowledge Management
Salford – 14 September 2007
(Evans, 2001) adaptation
Study 2
Objectives:
to assess the resulting Market-Valued Skills Profile
amongst students
to assert how confident were the students
regarding such skills, at the early stage of their
studies
to relate the skills’ development to both individual
characteristics and to life experiences
Salford – 14 September 2007
Study 2
Method:
(Miles & Grummon, 2006; University of Salford, 2006)
(N=100)
First-year students
Market-Valued Skills Profile Self-Report
Student Career Concerns Inventory
(Savickas, 2002; Ramos et al, 2002)
Vocational Experiences
(open-ended questions)
Salford – 14 September 2007
Study 2
Results:
students’ soft-skills
development
extra-curricular
activities
very positive
self-perception
very limited
experiences
Salford – 14 September 2007
Social Skills:
4.09 (0.56)
Values & Attitudes:
3.79 (0.61)
Methodological Skills: 3.78 (0.66)
Mobility:
1.38 (0.79)
Volunteer-work:
1.64 (1.01)
Civic Engagement:
2.35 (1.45)
Study 2
Results:
vocational
experiences
students’ soft-skills
development
Correlational Analysis
Salford – 14 September 2007
vocational
development
Study 2
Results:
vocational
experiences
0.16*
0.39**
students’ soft-skills
development
ns
0.19*
0.26**
students’ unrealistic self-perception
Salford – 14 September 2007
vocational
development
Study 1 & 2
Final Remarks:
Research findings draw attention to the need for
developing new practices of teaching and assessing
students’ progress, explicitly focused on:
(1) the development of the soft skills most valued by
employers and former students, and
(2) the students’ self-perception of skills’ development and
related job expectations.
Salford – 14 September 2007
aim
Where did I
start from?
coaching
Evidences collected
What can I say about my skills?
Salford – 14 September 2007
presentation
self-evaluation
professors view
process
peers view
developmental
Integrated System of Skills Development
Thank you!
[email protected]
Governo República Portuguesa
Salford – 14 September 2007
Thank you!
[email protected]
Governo República Portuguesa
Salford – 14 September 2007
Thank you!
[email protected]
Governo República Portuguesa
Salford – 14 September 2007
Thank you!
[email protected]
Governo República Portuguesa
Salford – 14 September 2007