Abstract
There is an increasing emphasis on embedding employability skills and work experience within the Higher Education curriculum to address new concepts of ‘learning gain’ and the perceived student demand for a ‘value for money’ experience. An exploratory study, at a southern university in the UK, found that many students articulated an improved level work-readiness when they were presented with the ‘Living CV,’ an initiative that connects programme learning outcomes to CV outputs. During 2018, a mixed methods study (n = 127) was conducted across all three years of our fashion degrees. Students completed pre and post questionnaires before and after a presentation on the Living CV and their views were further explored in a focus group and interviews. Results found that the Living CV presentation heightened students’ awareness of the applicability of their programme learning to their future employability and highlighted how they could use their academic learning outcomes on their CV as a tool to achieve this. The study recommends that personalised and explicit coaching on ‘work literacy’ should be integrated into university programmes at all levels to include the Living CV, discussion about and experience in the world of work, increased employer engagement, and preparation for interview.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Ali, A. (2015). ‘Employers’ biggest CV hates revealed in New College of the Humanities research. The Independent. Available at https://www.independent.co.uk/student/career-planning/getting-job/employers-biggest-cv-hates-revealed-in-new-college-of-the-humanities-research-10507365.html.
Brooks, S., Dobbins, K., Jon, J. A., Rawlinson, M., & Norman, R. I. (2014). Learning about learning outcomes: The student perspective. Teaching in Higher Education, 19(6), 721–733.
CBI/NUS. (2011). Working towards your future: Making the most of your time in higher education. Available at http://www.nus.org.uk/Global/CBINUSEmployability%20report_May%.
Daniels, J., & Brooker, J. (2014). Student identity development in higher education: Implications for graduate attributes and work-readiness. Educational Research, 56(1), 65–76.
Department of Business, Innovation and Skills. (2015). Fulfilling our potential: Teaching excellence, social mobility and student choice, London.
Department of Business, Innovation and Skills. (2016). Success as a knowledge economy: Teaching excellence, social mobility and student choice, London.
Dibben, L. (2017). VC conversation: Introduction to the living CV. In G. Baldwin (Ed.).
Dobbins, K., Brooks, S., Jon, J. A., Rawlinson, M., & Norman, R. I. (2016). Understanding and enacting learning outcomes: The academic’s perspective. Studies in Higher Education, 41(7), 1217–1235.
Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70, 113–136.
Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247–273.
Evans, K., Guile, D., Harris, J., & Allan, H. (2010). Putting knowledge to work: A new approach. Nurse Education Today, 30(3), 245–251.
Evans, K., & Guile, D. (2012). Putting different forms of knowledge to work in practice. In J. Higgs, R. Barnett, S. Billett, M. Hutchings, & F. Trede (Eds.), Practice-based education. Perspectives and strategies (pp. 113–130). Rotterdam, Boston, Taipei: Sense Publishers.
HEFCE. (2018). Learning gain in English higher education. Progress report March 2018/03. Available at http://www.hefce.ac.uk/pubs/year/2018/201803/.
HESA. (2016). Destination of leavers from higher education longitudinal survey. Available at https://www.hesa.ac.uk/data-and-analysis/publications/long-destinations-2012-13.
Hussey, T., & Smith, P. (2003). The uses of learning outcomes. Teaching in Higher Education, 8(3), 357–368.
Hussey, T., & Smith, P. (2008). Learning outcomes: A conceptual analysis. Teaching in Higher Education, 13(1), 107–115.
Jackson, D. (2016). Re-conceptualising graduate employability: The importance of pre-professional identity. Higher Education Research and Development, 35(5), 924–939.
Kernohan, D. (2018). Plenty ventured, but what was gained? Available at https://wonkhe.com/blogs/plenty-ventured-but-what-was-gained/.
Klein, G. (1998). Sources of power. How people make decisions. Cambridge, London: The MIT Press.
Office of Students. (2018). Learning gain. Available at https://www.officeforstudents.org.uk/advice-and-guidance/teaching/learning-gain/.
Räty, H., Komulainen, K., Harvorsén, C., Nieminen, A., & Korhonen, M. (2018). University students’ perceptions of their ‘ability selves’ and employability: A pilot study. Nordic Journal of Studies in Educational Policy, 4(2), 107–115.
Rothwell, A., Jewell, S., & Hardie, M. (2009). Self-perceived employability: Investigating the responses of post-graduate students. Journal of Vocational Behaviour, 75(2), 152–161.
Tomlinson, M. (2017). Student perceptions of themselves as ‘consumers’ of higher education’. British Journal of Sociology of Education, 38(4), 450–467.
Universities UK. (2015). Supply and demand for higher level skills. Available at https://www.universitiesuk.ac.uk/policy-and-analysis/reports/Pages/supply-and-demand-for-higher-level-skills.aspx.
Wenger, E. (1998). Communities of practice. Learning, meaning and identity. New York: Cambridge University Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Dibben, L., Morley, D.A. (2019). Using the Living CV to Help Students Take Ownership of Their Learning Gain. In: Diver, A. (eds) Employability via Higher Education: Sustainability as Scholarship. Springer, Cham. https://doi.org/10.1007/978-3-030-26342-3_28
Download citation
DOI: https://doi.org/10.1007/978-3-030-26342-3_28
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-26341-6
Online ISBN: 978-3-030-26342-3
eBook Packages: EducationEducation (R0)