Engaging critically with developing student ‘employability’: reflections on introducing a volunteering module into the Sociology curriculum Dr. Andy Mathers (Department of Sociology & Criminology, University of the West of England)

Policy Context Future of Higher Education (2003), Lambert Review (2003), Leitch Review (2006) Absence of statements regarding the wider ‘humanistic and social roles of universities’ (Robinson & Tormey, 2003: 20) New Economics Foundation (2008: 10) ‘it is the over-dominance of economic interests which is … fuelling an increasingly instrumental approach to higher education and crowding out the space for HEIs to fulfil other vital purposes for individuals and for the economy, the environment and society at large’ Gaffakin & Morrisey (2008: 101) 3 stages of developing a new ‘engaged’ university mission of ‘engagement with disadvantaged communities’ McLennan (2008) – against instrumental engagement

Engaging with Engagement Levidow (2002: 1) ‘Universities represent the needs of the state and capital as the needs of society, while adapting the skills of professional workers to labour markets. Despite this role, often spaces are created for alternative pedagogies and critical citizenship’ Lambert, Parker & Neary (2007) – critical engagement with entrepreneurialism

Local Context Voluntary sector forum Project Manager for volunteering in the curriculum National Coordinating Centre for Public Engagement

The Module 30 credits at level two Year 1 = 13 Year 2 = 23 Year 3 = 16? Not skill acquisition, but critical reflection on experience NOT a placement Learning Themes The Life Course & Personal Development Communication & Leadership Working in Groups Working in Organisations Managing and Working in the Voluntary Sector Equality Social Responsibility & Citizenship Applied Research

Assessment Learning Journal: -Outline of aspect of lecture/key reading -Critical incident -Reflections on experience Presentation Identification of key, pertinent sociological themes and issues

Assessment Extended Essay -Discuss the sociological explanations for homelessness in the context of broader developments in welfare policy and provision. -Outline and account for the formation and development of the hospice movement -Assess the usefulness of the life cycle model in understanding the lives of people with disabilities -Describe and analyse the main forms of resistance to the McDonaldisation of food. -What are the advantages and disadvantages of increasing the role of faith based organisations in the delivery of education and welfare services?

Reflections on Community engaged learning Socialisation into dominant values of public service? Avis (2004) – learning for or learning about work/community service Workplace/community as contradictory places/spaces WBL and CEL as ‘deeply ambivalent’ (Avis, op cit) Strand (1999) tension in ‘service learning’: service v. social justice orientations

Models of Community Engaged Learning Based on Stier (2004) Instrumental Model Educationalist Model Idealist Model