Centre of excellence for research and teaching Changing Student Choices Credit-Bearing Careers Education in the Curriculum Project funded by HECSU Brenda Johnston and Ros Foskett

University ofSchool of Southampton Education Project Aims The project aims to:  map the provision of credit-bearing careers education within UK HE and FHE institutions and to produce a fine- grained typology for this provision;  identify the nature and characteristics of the provision; and  identify, through a number of vignettes, examples of interesting and innovative practice of credit-bearing careers education in higher education institutions.

University ofSchool of Southampton Education Some definitions:  Credit-bearing: courses that are assessed and count towards the final award either in terms of grades or in terms of being one of the constituent courses.  Careers education: a course which seeks to position and prepare the student for the next stage in their career.  Credit-bearing careers education: units/modules which contribute to the career planning or career management of students for the next stage after completion of their degree or other course.  The ‘next stage’: employment or further education or time out or unemployment or voluntary activities or community and domestic involvement.

University ofSchool of Southampton Education The Methodology  Key Informant Interviews  Institutional Questionnaire  Course/Programme/Unit Questionnaire

University ofSchool of Southampton Education Response Rates (Blue –returns; Red – total possible) Institution Type EnglandScotlandWalesN.IrelandTotal Pre (51)5 (8)4 (7)1 (2)57% Post (48)0 (5)2 (2)0 (0)40% UC4 (8)1 (2)1 (3)0 (2)40% Specialist8 (30)1 (5)0 (1)0 (0)25% FHE34 (165)4 (24)1 (16)2 (15)19% Total31%25%28%16%30%

University ofSchool of Southampton Education Typology Thoughts (1) Macro-environmental factors:  UK national policy framework  Funding drivers  National location

University ofSchool of Southampton Education Institutional Alignment

University ofSchool of Southampton Education Funding for CBCE

University ofSchool of Southampton Education Typology Thoughts (2) Meso-environmental factors (institutional level):  Institutional type  Institutional history  Institutional foci

University ofSchool of Southampton Education CBCE by Sector Pre-92 University Post-92 University University College Specialist College FHE College Number of Responses Sector With CBCE W/out CBCE

University ofSchool of Southampton Education Institutional history  Particular shapes of institutional development  Institutional histories  Institutional structures  Active individuals

University ofSchool of Southampton Education Origins of CBCE

University ofSchool of Southampton Education Institutional foci  Within above factors each institution will  Position itself  Emphasise particular policies  These may affect the shape of the credit-bearing career education

University ofSchool of Southampton Education Typology thoughts (3) Micro-level factors (course/programme level) provision:  Vertical/horizontal integration  Disciplinary integration  Optional or compulsory provision  Involvement of different personnel

University ofSchool of Southampton Education The Vignettes  Horizontal integration of provision  Vertically integrated provision  Foundation degree provision  Provision integrated into postgraduate training  Generic Careers Education as part of a PDP unit  Collaborative provision  Career planning and Internship  Compulsory Final Year Provision  Enterprise in HE initiative

University ofSchool of Southampton Education Examples of vignettes  Post-1992 university, vertically linked CBCE  Further and higher education college

University ofSchool of Southampton Education Contact Details Dr Ros Foskett tel: Dr Brenda Johnston tel: