Introductory description

This module enables participants to develop knowledge and understanding of the relationships between career development and learning and to integrate and apply this in the design of career-related learning in formal and informal contexts.

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

Consideration of participants’ prior career-related learning experiences.
Exploration of the relationships between career development and learning in formal and informal contexts.
Analysis and interpretation of selected theories of career development and learning (e.g. experiential, critical, situated, depth psychological, social and cultural perspectives).
Design and construction of learning outcomes in this field.
Course design, concept mapping and negotiation.
Assessment of learning outcomes and evaluation.
Ethics and values in career-related learning.
Use of the above to inform and enhance career-related learning in selected contexts.

Learning outcomes

By the end of the module, students should be able to:

• Identify theories of career development and learning and outline a process of course design, negotiation, assessment and evaluation.
• Critically evaluate and interpret the knowledge listed above in developing a distinctive stance in relation to teaching and learning in this field.
• Creatively apply and integrate the knowledge listed above in relation to the enhancement of career-related learning in a selected context.
• Present material in clear written form by identifying, analysing and applying key texts and practices using appropriate and adequate structure, spelling, grammar, syntax, length and referencing.

Indicative reading list

Crafting the present for future employability: an AHECS employability module
Concept mapping to support university academics’ analysis of course content - Cheryl Amundsen, Cynthia Weston, Lynn McAlpine, 2008-12
Enhancing Teaching through Constructive Alignment - John Biggs, 1996
Re-designing work-related learning - Gill Frigerio, Richard Mendez, Phil McCash, May 2012
Career Research & Development the NICEC journal: - 2008 'Career development in employing organisations:
practices and challenges from a UK perspective,' pages 18-22
Career Research & Development the NICEC journal: - 2008 'Career development at work: issues affecting the
provision of career support for people in employment' pages 9-17
Structural foundations in the learning process - D Kolb
Designing a generic career studies module: A practical example developed for the Centre for Career Management Skills - Phil McCash
Contemporary theories of learning: learning theorists -- in their own words - Knud Illeris, 2009
Chapter 6 Mezirow, J. (2009) ' An overview on transformative learning'
Enabling Participation in Academic Discourse - Andrew Northedge, 2003-04
Adaptation of Kirkpatrick’s four level model of training criteria to assessment of learning outcomes and program evaluation in Higher Education - Ludmila Praslova, 2010-8
Understanding Careers - C.M. Reynolds, 2011
The interpersonal relationship in the facilitation of learning - Carl R Rogers, H Jerome Freiberg
The Working Alliance in Teaching and Learning: Theoretical Clarity and Research Implications - Daniel T. Rogers, 2009-07-01
E-tivities: the key to active online learning - Gilly Salmon, 2013
Self-Assessment: Changing Circumstances,Changing Selves - R Simon
Careers education framework 7-19 statutory guidance

View reading list on Talis Aspire

Subject specific skills

Identify theories of career development and learning and outline a process of course design, negotiation, assessment and evaluation.
Critically evaluate and interpret the knowledge listed above in developing a distinctive stance in relation to teaching and learning in this field.
Creatively apply and integrate the knowledge listed above in relation to the enhancement of career-related learning in a selected context.

Transferable skills

Present material in clear written form by identifying, analysing and applying key texts and practices using appropriate and adequate structure, spelling, grammar, syntax, length and referencing.