http://www.ldu.salford.ac.uk/html/events/tlc_programme.html

1. 2 March 11, 12-1pm
Seminar title: Learning to be Professional
Presenter: Donna Berwick
•
Te a c h i n g a n d L e a r n i n g C o n v e r s a t i o n s
TLC series 1 Feb- June 11 ADU

2. Conversation Structure
• Define the meaning of ‘professional’ in an HE context
• Examine the relationship between PDP and the
development of professional competencies
• Consider how this supports the development of
initiatives at Salford
• Discuss the validity of ‘learning to be a professional’
as an objective in HE programmes
Te a c h i n g a n d L e a r n i n g C o n v e r s a t i o n s
TLC series 1 Feb- June 11 ADU

3. What does ‘professional' mean?
Q: When you’re being
most professional
you’re like what?
Te a c h i n g a n d L e a r n i n g C o n v e r s a t i o n s
TLC series 1 Feb- June 11 ADU

4. Learning to be a Professional
‘…how we prepare learners so that they develop
the understandings, practical capabilities,
dispositions and personal agency that will
enable them to progress quickly into and be
effective in their chosen professional role or to
engage in further study or training relevant to
their intended professional role.’
Jackson 2009
Te a c h i n g a n d L e a r n i n g C o n v e r s a t i o n s
TLC series 1 Feb- June 11 ADU

5. In an HE context
PDP
Self awareness
Self reflection
Self development co/extra
Curriculum
Curriculum
Learning to be a
Subject Professional Experience
Knowledge Technical skills Work placement Transferrable skills
Understanding Academic Skills Volunteering Emotional Intelligence
Te a c h i n g a n d L e a r n i n g C o n v e r s a t i o n s
TLC series 1 Feb- June 11 ADU

6. Employers’ Perspectives
Graduates and students applying for placement
opportunities are not selling themselves.
Not enough students are ‘getting their hands dirty’ –
Work experience or part time work on the shop floor
can give valuable experience of the company from the
bottom up.
Students should be using their time at university to
explore all aspects of their employability.
Te a c h i n g a n d L e a r n i n g C o n v e r s a t i o n s
TLC series 1 Feb- June 11 ADU

7. The Student Explorer - PDP on legs
•Exploration through extra curricular activities and life-
wide experiences recorded through reflection
•From Planning and designing their learning journey to
presenting and evaluating the experience
•Having explored they gain a new understanding of the
landscape which gives them the confidence and ability
to plan for new ventures in the future
•Concrete experiences to use when evidencing their
professionalism to potential employers.
Te a c h i n g a n d L e a r n i n g C o n v e r s a t i o n s
TLC series 1 Feb- June 11 ADU

8. Aims of the University’s Learning,
Teaching and Enhancement Strategy
To provide the highest quality student learning
experience that combines academic rigour,
personal development and employability
through introducing students to the most up
to date knowledge that will enhance and
develop their skills for independent academic
study, information literacy, innovation and
working in professional contexts:
STG2
Te a c h i n g a n d L e a r n i n g C o n v e r s a t i o n s
TLC series 1 Feb- June 11 ADU

9. Goal 1 – Transforming Learning and
Teaching
Increase the level of Graduate
Employment to be in the
upper quartile (92 per cent)
Te a c h i n g a n d L e a r n i n g C o n v e r s a t i o n s
TLC series 1 Feb- June 11 ADU

10. Student voices
• I do wonder if many young people are left feeling a little
disappointed after their graduation, when they attempt to enter
work, only to find that there is a range of professional skills they
have yet to be taught. Though it is vital that many of those skills are
learnt through practical experience, I feel many prospective
students may expect, with the rise in tuition fees, for these skills to
be covered in some way during their studies.
• If universities can ready students with the skills employers are
looking for, this would make it easier for students to find jobs when
they graduate as they will be in possession of job-ready skills, which
are a key requirement in the recruitment process by most
employers.
Te a c h i n g a n d L e a r n i n g C o n v e r s a t i o n s
TLC series 1 Feb- June 11

11. Student voices
• Some of these skills you get to develop because life is sometimes
forcing you to but you have to be aware of the fact that you don't
posses most of them and be willing to develop them.
• I see PDP as an integral part of higher education and I believe that
students should be encouraged to be active and committed as it
provides grounds for building up on top of the already attained
professional skills and facilitates many future successes.
• I believe that an undergraduate, upon finding that a work
placement in their chosen career field is perhaps unsuitable or
impractical, should seek some way in which to gain life-wide
learning skills. The Student Life Award and the PDP sessions are an
excellent way to enrich students in this area.
Te a c h i n g a n d L e a r n i n g C o n v e r s a t i o n s
TLC series 1 Feb- June 11

12. Some questions for discussion
• To what extent should the development of
capabilities useful in professional work
settings be an objective of higher education
programmes?
• What are the basic criteria/requirements to be
professional in the career pathways chosen by
learners on your progammes?
• How do learners develop their understandings
of what being professional means?
Te a c h i n g a n d L e a r n i n g C o n v e r s a t i o n s
TLC series 1 Feb- June 11 ADU

13. Some questions for discussion
• Given the variability of programmes, can there
be any commonality in outcomes related to
attitudes and personal qualities that are
relevant to the professional world of work?
• If yes, what might they be?
Te a c h i n g a n d L e a r n i n g C o n v e r s a t i o n s
TLC series 1 Feb- June 11 ADU

14. References
Jackson, N.J. (2009) ‘Learning to be a Professional through a Life wide
curriculum’. Introduction to conference. Available online at
http://learningtobeprofessional.pbworks.com/w/page/15914982/Learning-to-be-
professional
Houghton, W. (2002) ‘Promoting constructive alignment through programme
specification and subject benchmarks’. Paper presented at the Imaginative
Curriculum Sympostium ‘ Constructive Alignment in Action’, November 2002 on-
line at http://www.ltsn.ac.uk/genericcentre/index.asp?id=17721
Berwick, D.J. (2010) ‘The Student Explorer – ‘PDP on Legs’ in On Reflection an
e-Journal for CRA members, Issue 19, Pages 41-44
Te a c h i n g a n d L e a r n i n g C o n v e r s a t i o n s
TLC series 1 Feb- June 11 ADU

15. forthcoming TLC events
Dates time/ 1h mode location facilitator theme
23 Mar 8.30pm webinar Elluminate Dr. Chris Smith Enhancing teaching and learning
at Salford through peer
observations
4 May 12pm seminar Mary Seacole Neil Currant Portfolio-based learning
MS3.02
25 May 8.30pm webinar Elluminate Prof. Martin Teaching in a world of social
Hall media: what’s different?
22 June 12pm seminar Pankhurst Room Chrissi The language of feedback
Faraday House Nerantzi
If you would like to lead a future event, please contact Chrissi Nerantzi at c.nerantzi@salford.ac.uk
Te a c h i n g a n d L e a r n i n g C o n v e r s a t i o n s
TLC series 1 Feb- June 11 ADU