Students telling stories or tall tales? Insights from employability and enterprise reflective narratives.
Students telling stories or tall tales? Insights from employability and enterprise reflective narratives.
Abstract
Arguably the Graduate Outcomes Survey (GOS) has somewhat addressed failings of preceding metrics, by including a deeper set of questions regarding employment, freelancing, self-employment, further study and other graduate destinations. Whilst GOS questions probe meaningfulness and utilisation of study as well as future plans, ‘satisfaction with life’ and feelings of happiness or anxiousness, answers are then amalgamated, to establish generalisable truths. This paper argues, however, that deep subjective insights present in student stories are lost when individual response data are quantified in this way.
Reflective narratives provide an opportunity to record, share, review and celebrate stories of past successes and verbalise future plans. Qualitative analysis of responses using the ‘AGILE’ tool indicate students use different language and terms to express their self-rated achievements, compared with those used in academia.
Findings support AGILE reflection benefitting students alongside personal and professional goal setting conversations, to enhance self-confidence, proactivity, self-efficacy and increased awareness of alternative routes to employability and enterprise development.
This paper contributes empirical data and explores the value of employability and entrepreneurial teaching approaches. Importantly, it considers the value of individual students contributing contextualised insight, in the form of reflective narrative student stories, which range between insightful truths and tall tales exaggerating reality…
Employability, Enterprise, Education, Learning, Agile, Reflection, narrative, Mindset
9-17
Clinkard, Karen
b8833b53-4684-49cc-b095-dc29c0523396
Clinkard, Karen
b8833b53-4684-49cc-b095-dc29c0523396
Clinkard, Karen
(2020)
Students telling stories or tall tales? Insights from employability and enterprise reflective narratives.
Telling the Story of Business; Inaugural Symposium., University of South Wales, Pontypridd, United Kingdom.
08 Jan 2020.
.
Record type:
Conference or Workshop Item
(Paper)
Abstract
Abstract
Arguably the Graduate Outcomes Survey (GOS) has somewhat addressed failings of preceding metrics, by including a deeper set of questions regarding employment, freelancing, self-employment, further study and other graduate destinations. Whilst GOS questions probe meaningfulness and utilisation of study as well as future plans, ‘satisfaction with life’ and feelings of happiness or anxiousness, answers are then amalgamated, to establish generalisable truths. This paper argues, however, that deep subjective insights present in student stories are lost when individual response data are quantified in this way.
Reflective narratives provide an opportunity to record, share, review and celebrate stories of past successes and verbalise future plans. Qualitative analysis of responses using the ‘AGILE’ tool indicate students use different language and terms to express their self-rated achievements, compared with those used in academia.
Findings support AGILE reflection benefitting students alongside personal and professional goal setting conversations, to enhance self-confidence, proactivity, self-efficacy and increased awareness of alternative routes to employability and enterprise development.
This paper contributes empirical data and explores the value of employability and entrepreneurial teaching approaches. Importantly, it considers the value of individual students contributing contextualised insight, in the form of reflective narrative student stories, which range between insightful truths and tall tales exaggerating reality…
Text
Clinkard AGILE student narrative stories
- Accepted Manuscript
More information
In preparation date: 8 January 2020
e-pub ahead of print date: 8 January 2020
Venue - Dates:
Telling the Story of Business; Inaugural Symposium., University of South Wales, Pontypridd, United Kingdom, 2020-01-08 - 2020-01-08
Keywords:
Employability, Enterprise, Education, Learning, Agile, Reflection, narrative, Mindset
Identifiers
Local EPrints ID: 437204
URI: http://eprints.soton.ac.uk/id/eprint/437204
PURE UUID: 1612ff7a-cf7d-4d81-be28-f8a2fb4ee472
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Date deposited: 21 Jan 2020 17:36
Last modified: 06 Jun 2024 02:05
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