Group Size
?
1.) Small group (teams of 4-6)
2.) Individual Task
3.) Large Group
4.) Any
Any
Learning Environment
?
1.) Lecture Theatre
2.) Presentation Space
3.) Carousel Tables (small working group)
4.) Any
5.) Outside
6.) Special
Any
QAA Enterprise Theme(s)
?
1.) Creativity and Innovation
2.) Opportunity recognition, creation and evaluation
3.) Decision making supported by critical analysis and judgement
4.) Implementation of ideas through leadership and management
5.) Reflection and Action
6.) Interpersonal Skills
7.) Communication and Strategy
1Creativity and Innovation
2Opportunity recognition‚ creation and evaluation
3Decision making supported by critical analysis and judgement
4Implementation of ideas through leadership and management
5Reflection and Action
6Interpersonal Skills
7Communication and Strategy
'To infuse employability-related activities across the curriculum, aiming to engage students, and to raise both their aspirations and awareness of suitable opportunities.'
Sport and Exercise Science students are natural multi-disciplinarians, studying psychology, physiology, and the biomechanics of movement. Students sometimes struggle, however, to identify how the wide-ranging skills and knowledge they accrue can best be conveyed to graduate employers. As a department at Aberystwyth University, the approach taken has been to infuse employability-related activities across the curriculum, aiming to engage students, and to raise both their aspirations and awareness of suitable opportunities.
The primary mechanism through which student employability is enhanced is through core taught modules. In order to maintain relevance to the academic degree content, skill-based modules contain activities applying academic knowledge to 'real-life' tasks.
In students' first year, these include 'Skills for the Sport and Exercise scientists I' and 'Group dynamics' – both of which require students to develop team-working and presentation skills. This foundation is then developed to include an enterprise-focused component in the second year.
In 'Skills for the Sport and Exercise scientist II', students seek funding for a novel social enterprise, business idea or community project, underpinned by an evidence base of research. In groups students pitch to a Dragon's Den-style panel composed of university staff, invited external funders, and representatives of local government and businesses. This is preceded by a programme of workshops and invited speakers (e.g. successful alumni) to inspire students and help refine their ideas.
By the final year, the focus shifts from skills and knowledge application towards awareness of post-graduation opportunities. In 'Applied and integrated studies' students research career opportunities and find an advertised job or placement at graduate level appropriate to their career ambitions. Studentsmay actually apply for the role or complete a mock application. In any case, for assessment, they write a professional CV and covering letter and deliver a poster presentation where they demonstrate what they know about the job, how they match the skills and criteria listed and their general suitability and enthusiasm for the role. The department worked closely with the careers service in the design of these activities, and a number of students have obtained their selected jobs.
Given current market patterns, the department emphasises the need for students to develop enterprising mind-sets so they are well positioned to provide innovation, whether in the form of business start-ups or within organisations. This is assisted by recognition for enterprising behaviours, for example by providing bursaries for final-year dissertations with applications to industry or business.
The approach was facilitated by the department's participation in the 'Academic champions of enterprise' scheme, with designated staff members responsible for promoting enterprise throughout the curriculum. One well-received element has been visits by 'dynamo role models', local early-career entrepreneurs who have shared their experiences with the students and run workshops 'incubating' original ideas. It is hoped that the department's multi-faceted approach develops students' awareness of employment opportunities and also their ability to maximise these. More information and module resources are available on request by contacting Emily J. Oliver and Les Tumilty (see authors). Learner outcome: The examples of curriculum development for enterprise related outcomes were originally outlined by Neil Coles at the International Enterprise Educators Conference under the heading 'From Archaeology to Zoology; an A-Z of enterprise in the curriculum'. For his work in contextualising enterprise for any subject, Neil won the 2013 National Enterprise Educator Award.
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