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Creating an employer responsive curriculum

Creating an employer responsive curriculum. Andrew Cox BSc, MSc, FHEA Andrew.cox@southwales.ac.uk. Digital Economy in the Heads of the Valleys Project requirements. IT skills gap in the South Wales Valleys Convergence area

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Creating an employer responsive curriculum

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  1. Creating an employer responsive curriculum Andrew Cox BSc, MSc, FHEA Andrew.cox@southwales.ac.uk

  2. Digital Economy in the Heads of the Valleys Project requirements • IT skills gap in the South Wales Valleys Convergence area • The traditional University route is not appropriate for many locally working people • There is a need for up-skilling because of the changing job market • Businesses needed IT up-skilling to be competitive • Employers need help • ESF funding was available • Accredited IT training • CFQW levels 4 and 5 • Up to 60 credits per individual • Broadly free

  3. Headline Results • A bespoke curriculum of fit for purpose Business focussed IT modules delivered at source in venues around the Heads of the Valleys • 20 bite sized WBL modules (5, 10 and 20 credit CFQW 4 & 5) • 4 shell structure modules (5 and 10 credit) detail later in presentation • Overall student results to date (Approximate figures) • 80% course completion • 80% pass rate for completions • This measures strongly against USW averages

  4. Employer engagement • Company Training Needs Analysis • Employer requirements analysis for training needs • Software / skills gaps • Broad topic area(s) • Specific training needs • Current competence levels of staff • Scheduling availability • Marketing – methods for signing up companies • Networking Face to Face = 101 • Referral Word of Mouth = 62 • Social Media Networking = 34 • Cold Call = 14 • Email / Post = 4

  5. Industry specialist trainers • Hourly Paid Lecturers employed • Industry specialism • Current up to date skills • Business training experience • Academic module leadership for all DEHOV modules • HPL’s • Interviewing candidates • Matching skill sets against requirements • Pros and cons • Development of guidance • Appropriate approaches for HE teaching • Delivery model – 3 hours / credit • Assessment • Support

  6. Modules by request • Modules by request • Matching requests with available sets of skills and generating new modules • Building the curriculum via employer requirement • Available curriculum was not suitable for WBL • Issues – assessment, pre/co requisites • The response • A bespoke curriculum • Research • Up to date IT skills – e.g. Social Web for Business • DEHOV curriculum required cross faculty specialist subject knowledge • 3 Faculties needed to support an effective program of study • Subject expertise • Iterative module refinement • Appropriate content, delivery, learning and assessment models • Adherence with faculty QA

  7. Assessment • Assessment – strategy • Individualised project work • Continual assessment • In-class time scheduled to work on assessment • Assessment styles – focussed to individual needs • Portfolio of evidence • Individual content produced against specific objectives • E.g. Production of a Social Media policy for student’s Business • A business web site • Setting up company accounts • Valuable outcomes for student needs • Examples for future reference • Moderated e-discussion boards – weekly tasks • Business focussed report • Value / usefulness of course materials • In class test • USW standards and feedback

  8. A shell approach Shell modules – A flexible student centred approach • Issues that led to this approach • Validation time • A pool of expertise • Emerging patterns in module definition • The response • Defining a generic structure • Content as a variable • Faculty support • Outcome • Swift response • Flexible approach to learning • Student centred DEHOV was now able to deliver the materials that the students needed in a timely and appropriate manner!

  9. An example of a shell module • 10 credit Commercial Software Systems shell • CFQW Level 4 • Aims • To enable students to develop their skills and to use selected features from the chosen commercial software system • The student should be able to demonstrate how the selected software system can be used in a business context • Assessment requirements • Portfolio of evidence 50% • E-moderated discussion board 50% • Learning outcomes • LO1. Apply in an appropriate manner selected features of a contemporary commercial software system • L02 Evaluate the usage of the selected features employed in the chosen software package within a commercial context • Content • On completion of this module the student should be able to effectively operate the selected software system at an advanced level demonstrating competence against a pre-determined set of criteria. The student should also be able to demonstrate an awareness of the value of the selected software system within the context of the commercial sector that they operate in. • Content discussed and agreed with module leader – a document created • Faculty provides subject level approval • Module approved for delivery with new module code and title

  10. Flexible learners • Requests for modules and student feedback created progression pathways • Extended the curriculum • Individual learning routes • Web design for business led to • The Social Web – Applications for Business, which in turn created modules for • Search Engine Optimisation, Email Marketing • Wordpress, Photoshop, In-Design • Computerised Accounting Systems popularity and success led to • Computerised Accounting Systems 2 • Computerised Payroll Systems • Computerised Customer Relationship Management • Etc...

  11. Development of bespoke modules for organisations • Some example student journeys • David B*** signed up initially for Advanced Spreadsheets, for which he got a 1st. He then moved on to Computerised Customer relationship Management (another 1st) Search Engine optimisation (2.1) and finally the In-Design CCI Shell (2.1) • Debbie H*** Computerised Accounting Systems (2.1), Computerised Accounting Systems 2 (2.1), Computerised Payroll Systems (2.2) • Karen D*** The Social Web: Applications for Business (1st), Search Engine Optimisation (2.1), Commercial Software Packages – MailChimp (2.1) • Joanne M*** Computerised Accounting Systems (1st), Photoshop Shell (1st) In-Design shell (1st) • My ‘The Social Web - applications for Business’ module was the first of its kind in Wales. It generated so much interest we needed 3 HPL’s • Jackie - JJ & Son Deliveries Ltd - ‘As a business we are now able to launch an online marketing strategy. We have created brand awareness and direct sales from this course’

  12. Student and Company Feedback Feedback loop – on-line feedback leading to new modules and improvements I developed an on-line resource for students and companies to provide feedback – Student and Employer satisfaction surveys • Data gathered fed into the process of producing module packs and provided the opportunity to feedback into the Faculties showing • the relevance of the modules created • the success of the assessment and delivery strategies • Students were also able to indicate • Further training requirements • Interest in starting or returning to HE

  13. Student and Company Feedback • The on-line surveys linked to a MYSQL web database with a back end to the system that enabled monitoring of project progress in a number of ways • Module delivery statistics • Feedback ratings by module and tutor – Quality assessments • Impact on Business • Suggestions for further module development and content • Enabling an iterative process of improvements and refinements • Overall the project received some very strong feedback • Many students signed up for more training following on from their initial experiences • The project was highly valued by both students and employers

  14. Some responses from Businesses • DekTek • We have streamlined our admin and production processes.eg Manipulation of data - Excel Accountancy - SAGE Design – In-Design/Photoshop - SEO Preparation of Social Media campaign Preparation of database management - SAGE ACT • The DEHOV project has proved to be invaluable to our company at a time when we are expanding. DecTek staff have taken somewhere in the region of 30-40 courses over the last 2 years which has left us pinching ourselves with regards to the relevance, content, structure, presentation and locality - all at no cost to ourselves, we will definitely be interested in any extensions of the project. Dave Beese General Manager

  15. Some responses from Businesses • Aspirations Personal Development & Therapies • I undertook the Social Media course. Up until the point of taking the course under the DEHOV project, I did have accounts for the various main Social Media sites, but I used them in a very adhoc and uninformed way, not really knowing what I was doing. I now have a social media policy and I am able to integrate the various Social Media platforms with the aim of giving my business maximum exposure, thereby increasing awareness of my business and its services to optimise my strategic development plan. • I have received numerous enquiries directly through Facebook in particular, which I have never received before. Some of which have resulted in firm business for me, which I would probably not have received without this exposure • The range of training offered was diverse and very applicable to local businesses such as mine. The courses were in manageable chunks time wise in delivery, so as not to interfere with the running of my business. The quality of the course was very good and the pace of delivery within the class was excellent

  16. Some module statistics • The Social Web – Applications for business • Overall DEHOV project statistics

  17. Questions?

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