Understanding enterprise learning and employability development through student reflective AGILE narratives
Understanding enterprise learning and employability development through student reflective AGILE narratives
Key words
Employability, Enterprise Education, Learning, Agile, Reflection, Narrative, Mindset
Abstract
This paper contributes mixed method primary data and analysis, in order to debate the relevance of current measures of employability and entrepreneurial (E&E) outcomes of a course of Higher Education (HE) study. Given current metrics are often reliant upon statistics at predominately general, cohort level, taken at a one-off cross-section point (e.g. DLHE); are they fit for evaluating the longer term E&E gains from a University experience? HE stakeholders continue to discuss whether attempting to perform against exit performance metrics, engenders positive or negative responses. Educators and employers increasingly argue that 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 for graduates. Importantly, 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 using the AGILE self-reflection tool have been evaluated to expose student-friendly terms which could enhance related teaching; identify correlations between student demographics and E&E development; and confirm the validity of the AGILE construct as a reflective learning tool.
The aim is to further discussion relevant to all HE stakeholders, regarding E&E development and outcome measures and recommend ways for curriculum developers to embed AGILE learning.
Clinkard, Karen
b8833b53-4684-49cc-b095-dc29c0523396
Clinkard, Karen
b8833b53-4684-49cc-b095-dc29c0523396
Clinkard, Karen
(2019)
Understanding enterprise learning and employability development through student reflective AGILE narratives.
University of Portsmouth, Portsmouth Business School PostGraduate Research Symposium, University of Portsmouth, Portsmouth Business School, Portsmouth, United Kingdom.
17 Jun 2019.
0 pp
.
(In Press)
Record type:
Conference or Workshop Item
(Other)
Abstract
Key words
Employability, Enterprise Education, Learning, Agile, Reflection, Narrative, Mindset
Abstract
This paper contributes mixed method primary data and analysis, in order to debate the relevance of current measures of employability and entrepreneurial (E&E) outcomes of a course of Higher Education (HE) study. Given current metrics are often reliant upon statistics at predominately general, cohort level, taken at a one-off cross-section point (e.g. DLHE); are they fit for evaluating the longer term E&E gains from a University experience? HE stakeholders continue to discuss whether attempting to perform against exit performance metrics, engenders positive or negative responses. Educators and employers increasingly argue that 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 for graduates. Importantly, 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 using the AGILE self-reflection tool have been evaluated to expose student-friendly terms which could enhance related teaching; identify correlations between student demographics and E&E development; and confirm the validity of the AGILE construct as a reflective learning tool.
The aim is to further discussion relevant to all HE stakeholders, regarding E&E development and outcome measures and recommend ways for curriculum developers to embed AGILE learning.
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More information
Accepted/In Press date: 17 June 2019
Venue - Dates:
University of Portsmouth, Portsmouth Business School PostGraduate Research Symposium, University of Portsmouth, Portsmouth Business School, Portsmouth, United Kingdom, 2019-06-17 - 2019-06-17
Identifiers
Local EPrints ID: 437184
URI: http://eprints.soton.ac.uk/id/eprint/437184
PURE UUID: cc8ba76f-0298-4e0d-86db-5a67a3f65065
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Date deposited: 21 Jan 2020 17:32
Last modified: 19 Dec 2023 03:03
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