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How AGILE am I? An initial analysis of terms used in student reflective narratives to express their enterprise learning and employability development.

How AGILE am I? An initial analysis of terms used in student reflective narratives to express their enterprise learning and employability development.
How AGILE am I? An initial analysis of terms used in student reflective narratives to express their enterprise learning and employability development.
This paper contributes to debate of the relevance of current measures of employability and entrepreneurial (E&E) outcomes from Higher Education (HE). Given current metrics are often reliant upon statistics at predominately general, cohort level as a one-off cross-section (e.g. DLHE); are they fit for evaluating longer term E&E gains from a University experience? Does attempting to perform against exit performance metrics engender positive or negative responses? Educators and employers increasingly argue E&E outcomes should not focus heavily on hard skills, but a broader range of behavioural, attitudinal and mindset changes, claiming these provide more sophisticated bases for exploring the longitudinal value of the HE experience. Relatedly, this paper asks is there value in individual students contributing contextualised insight, in the form of their own E&E development narrative? Qualitative and quantitative data gathered from approximately 300 Undergraduate students at a UK business school, using the AGILE self-reflection tool, are evaluated to investigate correlations between student demographics, subject studied and exposure to enterprise education (EE), as variables, affecting E&E development. Initial findings indicate that certain self-reported AGILE scores increase as students get older and progress through levels of their course, whilst others do not. The aim is to further discussion relevant to all HE stakeholders (including staff in careers and entrepreneurial services, teachers, programme leaders, strategic decision makers, students, employers and policy makers), regarding E&E development and outcome measures. Importantly, it is hoped readers perceive valuable insights for enhancing curricula, through identification of tangible benefits to students, from adopting AGILE mindset development.
Enterprise, education, employability, mindset, reflective learning, agile development, employagility
Clinkard, Karen
b8833b53-4684-49cc-b095-dc29c0523396
Clinkard, Karen
b8833b53-4684-49cc-b095-dc29c0523396

Clinkard, Karen (2019) How AGILE am I? An initial analysis of terms used in student reflective narratives to express their enterprise learning and employability development. Advances in Management and Innovation, Cardiff Metropolitan University, United Kingdom. 02 - 03 May 2019. 20 pp .

Record type: Conference or Workshop Item (Paper)

Abstract

This paper contributes to debate of the relevance of current measures of employability and entrepreneurial (E&E) outcomes from Higher Education (HE). Given current metrics are often reliant upon statistics at predominately general, cohort level as a one-off cross-section (e.g. DLHE); are they fit for evaluating longer term E&E gains from a University experience? Does attempting to perform against exit performance metrics engender positive or negative responses? Educators and employers increasingly argue E&E outcomes should not focus heavily on hard skills, but a broader range of behavioural, attitudinal and mindset changes, claiming these provide more sophisticated bases for exploring the longitudinal value of the HE experience. Relatedly, this paper asks is there value in individual students contributing contextualised insight, in the form of their own E&E development narrative? Qualitative and quantitative data gathered from approximately 300 Undergraduate students at a UK business school, using the AGILE self-reflection tool, are evaluated to investigate correlations between student demographics, subject studied and exposure to enterprise education (EE), as variables, affecting E&E development. Initial findings indicate that certain self-reported AGILE scores increase as students get older and progress through levels of their course, whilst others do not. The aim is to further discussion relevant to all HE stakeholders (including staff in careers and entrepreneurial services, teachers, programme leaders, strategic decision makers, students, employers and policy makers), regarding E&E development and outcome measures. Importantly, it is hoped readers perceive valuable insights for enhancing curricula, through identification of tangible benefits to students, from adopting AGILE mindset development.

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In preparation date: 3 May 2019
Venue - Dates: Advances in Management and Innovation, Cardiff Metropolitan University, United Kingdom, 2019-05-02 - 2019-05-03
Keywords: Enterprise, education, employability, mindset, reflective learning, agile development, employagility

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Local EPrints ID: 431882
URI: http://eprints.soton.ac.uk/id/eprint/431882
PURE UUID: 8a9683f1-7431-4fc8-b390-2753e3225386

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Date deposited: 20 Jun 2019 16:30
Last modified: 12 May 2020 16:37

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