[email protected] Employability in Archaeology.
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Transcript of [email protected] Employability in Archaeology.
Kenneth Aitchison, Institute of Field Archaeologists& Melanie Giles, University of Manchester
Employability and curriculum design in archaeology
• Research into labour market intelligence statistics
• Interviews with employers
• Academy research into employability
• Experiences of academic colleagues
• Masters level courses – both practical and non-vocational
Employability and Curriculum Design in Archaeology
Employability and Curriculum Design in Archaeology• Advice for course convenors and designers:
– Assessment– Work placements– Other practical experience– Guest lecturers – content and teaching quality
• Advice for tutors and internal lecturers • Advice for students
– Undergraduates– Postgraduate– Those on work placements
Funding Research: Employability
• Assessing and Assisting Archaeology Student Preparedness for Graduate Employment: University of York, with proposed dissemination by University of Bournemouth
• Developing undergraduate work place learning in non-archaeological organisations: University of Sheffield
Developing undergraduate work place learning in non-archaeological organisations: University of Sheffield
Aims:
(a) To cater for those students who do not wish to pursue a purely archaeological career
(b) To provide students with a distinctive and unique experience which will distinguish them when applying for archaeological jobs
(c) To introduce graduates into the archaeological sector that have experience of the ‘other side’, whether it be journalism, development, ecology etc
Assessing and Assisting Archaeology Student Preparedness for Graduate Employment: University of York
Aims:• Increase student understanding of requirements for graduate
employment• Improve student effectiveness in the graduate job market
The project will investigate: • Student perceptions and awareness of the needs of
archaeological and other employers• Student perceptions and awareness of relevant skills learnt
during their degree programmes and other University experiences• How students can be assisted in identifying their experience and
skills• How students can be assisted in articulating their experience and
skills in c.v.s and interviews
The Fieldwork Evaluation Project
• Thomas Dowson• Angela Brennan• Karina Croucher• Hannah Cobb
www.hca.heacademy.ac.uk/archaeology
AIMS OF THE PROJECT
• To evaluate the current state, provision and expectations of practical experience in the undergraduate archaeology degree.
• To identify ‘good practice’ within practical
experience
• To assess the role of practical experience in developing the employability of all students, whatever their intended career paths.
STUDENT QUESTION:WHAT TRANSFERABLE SKILLS DO STUDENTS ACQUIRE THROUGH FIELDWORK?
0 20 40 60 80 100 120 140 160
TEAMWORK
SOCIAL SKILLS
MANAGEMENT/RESPONSIBILITY
PHYSICAL/HARD WORK
OBSERVATION/ANALYSIS
SKILLS RELATING TO OTHER PROFESSIONS
ORGANIATION
INDEPENDENCE
PROBLEM SOLVING
NO SKILLS
A Wider Perspective and More Options:Investigating the Longer Term Employability of Humanities Graduates
• Motivation
• Preparedness for Work and the Higher Education Experience
• Skills
Archaeology Graduate Careers• Main aims of project
1. To survey the wide diversity of career paths that graduates have taken2. To raise awareness of key skills that are significant in enhancing graduate career
paths3. To identify skills that might enhance the employability future generations of
archaeology graduates4. To stimulate discussion on these skills within the archaeological community inside
and outside H.E.5. To disseminate information on the full range of careers pursued by archaeology
graduates• HESA 6 month survey data• Arts graduates and ‘graduate level employment’
• What is your career history? • How did your archaeology degree influence this? • What skills did you gain through studying archaeology?• What skills would you have liked to have received?• Do you consider yourself to be an
entrepreneur/enterprising?• When did you realise you could set up your own company
and in what context?• What motivates or drives you? • Was there a large element of risk involved in your decision
to set up your own company/leave archaeology?• What had been your intended career path? • Are you satisfied in your chosen career?
The Pilot Survey
Graduates Project
The project investigates:• The circumstances leading to entrepreneurial and
enterprising behaviour• The perception of these circumstances and
‘behaviours’ by graduates • The skills graduates have learnt through their degrees,
equipping them to become entrepreneurial• Skills they would have liked to have gained during their
degrees to enhance and support entrepreneurial behaviour.
• Whether such skills can be better integrated into Higher Education curricula within humanities disciplines and so enhance the student learning experience and career expectations.
Employability:
• Not about vocation, but about embedding reflexivity in students, enabling them to:– Recognise their skills & abilities– Recognise how these increase their
‘employability’– Articulate this!
