Engaging with ‘the self’ : a workshop Mantz Yorke Lancaster University mantzyorke@mantzyorke.plus.com 9 th Pacific Rim

1. Engaging with ‘the self’: a workshop Mantz Yorke Lancaster University mantzyorke@mantzyorke.plus.com 9th Pacific Rim Conference on the First Year in Higher Education Griffith University, 12 July 2006

2. Employers say they want … Self-confidence Self-awareness Effective learning skills Self-promotion Career management Action planning Networking Negotiation Political awareness Creating opportunities … Hawkins & Winter (1995) Knowledge Intellect Willingness to learn Self-management Communication Team-working Interpersonal skills … Harvey et al (1997) Working under pressure Oral communication Accuracy Attention to detail Team-working Time management Adaptability Initiative Working independently Taking responsibility Planning etc Brennan et al (2001)

3. Smaller employers say they want … Commitment Dependability Working under pressure Handle own workload Oral communication … Yorke (1999) Attitude / Character Experience Industry-related courses Educational qualifications Based on responses from c15,000 small businesses Federation of Small Businesses, UK

4. Sternberg’s ‘Triarchy’ of abilities Practical ability Analytical ability Creative ability

5. IQ Child……Young adult………………………………….Senior

6. IQ Practical intelligence Child……Young adult………………………………….Senior

7. Barrie’s view Information literacy Lifelong learning Scholarship Research & inquiry Personal & intellectual autonomy Ethical, social & professional understanding Communication Global citizenship

8. The view of Bennett et al Disciplinary content Disciplinary skills Generic skills Management of - self - information - task - others Workplace awareness Workplace experience

9. ESECT’s USEM perspective U Understanding of subject and broader situations S Skilful practices in subject, employment and life E Efficacy beliefs and personal qualities M Metacognition

10. S USEM Skilful practices in context Employability; broader personal effectiveness E Personal qualities, including self-theories and efficacy beliefs Subject under- standing Meta- cognition M U

11. S USEM Skilful practices in context Employability; broader personal effectiveness E Personal qualities, including self-theories and efficacy beliefs Subject under- standing Meta- cognition M U

12. Evidence for E and M: effect sizes Meta-analyses SizeN studies Self-system (E of USEM) 0.74147 Metacognition (M) 0.72556 Marzano (1998)

13. Problems with outcomes-based curricula (though these depend on how outcomes are couched) • Underemphasis on general personal development • Risk marginalising ‘process variables’ • Narrow the focus of learning • May not optimise the development of autonomy • Extrinsic > intrinsic motivation • ‘The grade’s the thing’

14. The ‘personal’ Motivation Malleable v. fixed self-theory Learning > performance goals Emotional state Locus of control Self-efficacy Learned optimism Practical intelligence Emotional intelligence

15. The ‘personal’ Motivation Pintrich & Schunk (2002) Malleable v. fixed self-theory Dweck (1999) Learning v. performance goals Dweck (1999); Pintrich (2000) Emotional state Boekaerts (2003) Locus of control Rotter (1966) Self-efficacy Bandura (1997) Learned optimism Seligman (1998) Practical intelligence Sternberg (1997) Emotional intelligence Goleman (1996)

16. A desired trajectory? AcquiescenceAutonomy Kohlberg 1964 Perry 1970 (reprinted 1998) King and Kitchener 1994

18. Five challenges • How best to encourage: • Self-awareness • Self-belief • Intrinsic motivation • Development of the capacity to work well with others • Development of personal autonomy • What do you do, could you do, or could you get others • to do, in teaching in order to encourage these?

19. Concrete Experience Kolb Accommodator Feel/do Diverger Feel/watch Active Experimentation Reflective Observation Converger Think/do Assimilator Think/watch Abstract Conceptualisation

20. Concrete Experience Accommodator Feel/do Diverger Feel/watch Active Experimentation Reflective Observation Converger Think/do Assimilator Think/watch Abstract Conceptualisation

21. Some references (main starting-points signalled) Barrie SC (2004) A research-based approach to generic graduate attributes policy. Higher Education Research and Development 23 (3), pp.261-275. Bennett N, Dunne E and Carré C (2000) Skills development in higher education and employment. Buckingham: SRHE & Open University Press. Brennan J et al (2001) The employment of UK graduates: comparisons with Europe and Japan. Bristol: HEFCE. Coffield F et al (2004) Learning styles and pedagogy in post-16 learning: a systematic and critical review. London: Learning and Skills Research Centre. At www.lsda.org.uk/files/PDF/1543.pdf . Harvey L et al (1997) Graduates’ work: organisation change and students’ attributes. Birmingham: Centre for Research into Quality and Association of Graduate Recruiters. Hawkins P & Winter J (1995) Skills for graduates in the 21st century. London: Association of Graduate Recruiters. Knight PT & Yorke M (2004) Learning, curriculum and employability in higher education. London: RoutledgeFalmer. See also the Learning and Employability Series, accessible via www.heacademy.ac.uk/employability.htm.