ERIC Number: ED427163
Record Type: Non-Journal
Publication Date: 1998-Dec
Reference Count: N/A
Developing Career Management Skills in Higher Education. NICEC Briefing.
Hustler, David; Carter, Karen; Halsall, Rob; Watts, Tony; Ball, Ben; Ward, Rob
Development of career management skills in higher education (HE) was examined in a study of nine HE institutions in the United Kingdom. Despite widespread acknowledgment of the importance of career management skills, consensus on the precise way such skills should be defined and related to core (key) skills was limited. Three strategies for delivery of career management skills were developed: delivery through specific generic or customized modules; integration within academic programs at the curriculum or personal level; and the extracurricular approach (delivery outside the curriculum via technology or noncredit special events). Methods of assessing students' mastery of career management skills at the HE institutions included the following: reflective essays or reports; learning logs, portfolios, and action plans; group or individual projects or presentations; direct assessment of resumes, applications, and interviews, and written examinations. Four models of dividing responsibilities for career management skills training among career services and teaching departments were identified: parallel delivery; career advisers acting as consultants who lent advice and support to academic staff; integrated delivery by joint course teams of academic staff and career advisers; and specialized delivery solely by career advisers. Many HE institutions involved employers and current and former students in career management skills training. (MN)
Descriptors: Career Counseling, Career Development, Career Education, Career Planning, Counseling Services, Counseling Techniques, Counselor Role, Delivery Systems, Educational Practices, Evaluation Methods, Extracurricular Activities, Foreign Countries, Higher Education, Integrated Curriculum, Learning Modules, School Business Relationship, Skill Development, Student Evaluation, Student Participation, Teacher Attitudes, Teacher Role
National Institute for Careers Education and Counselling, Sheraton House, Castle Park, Cambridge, CB3 0AX, England, United Kingdom; e-mail: email@example.com
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Careers Research and Advisory Centre, Cambridge (England).; Department for Education and Employment, London (England).
Authoring Institution: National Inst. for Careers Education and Counselling, Cambridge (England).; Manchester Metropolitan Univ. (England).
Identifiers - Location: United Kingdom