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You said, we did! Employer led work-simulated learning framework for enhancing ecology graduate employability

Laura Roberts, Penny Neyland, Aisling Devine Orcid Logo, Wendy Harris, James Bull Orcid Logo, Cynthia Froyd Orcid Logo, Dan Eastwood Orcid Logo, Daniel Forman, Osian Elias

Journal of Biological Education, Volume: 57, Issue: 4, Pages: 746 - 765

Swansea University Authors: Laura Roberts, Penny Neyland, Aisling Devine Orcid Logo, Wendy Harris, James Bull Orcid Logo, Cynthia Froyd Orcid Logo, Dan Eastwood Orcid Logo, Daniel Forman, Osian Elias

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DOI (Published version): 10.1080/00219266.2021.1979624

Abstract

This study aims to reduce the skills redundancy in ecology graduates by developing an employer-tailored work-simulated learning curriculum. Furthermore, we evaluate the overall potential of work-simulated learning (WSL) as a key pedagogic component of a work-integrated learning (WIL) framework. We e...

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Published in: Journal of Biological Education
ISSN: 0021-9266 2157-6009
Published: Informa UK Limited 2023
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URI: https://cronfa.swan.ac.uk/Record/cronfa57934
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Furthermore, we evaluate the overall potential of work-simulated learning (WSL) as a key pedagogic component of a work-integrated learning (WIL) framework. We employed the DACUM (Developing a Curriculum) approach that encompassed i) surveying ecology-facing employers and job descriptions, ii) creating a programme of WSL, iii) a comprehensive review (student questionnaire and Industrial Steering Group workshop). A two-tiered curriculum was created; 15-credit FHEQ-5 residential field course and a 20-credit work-simulated learning FHEQ-6 module. Simulations included Phase I Habitat mapping, protected species surveys, and Preliminary Ecological Appraisals. Students developed greater knowledge of employment opportunities, enhanced technical skills, and improved their CV and employability. The steering group substantiated and validated the WSL strategy, supporting the high relevance for enhancing graduate employability, while identifying curriculum gaps and areas for refinement. These outcomes highlight the wide-reaching benefits of practice-driven WSL opportunities as a key component of a wider WIL framework. HIE–employer interactions are also critical in ensuring content relevance; however, we recommend the faculty exercise pragmatism by employing suitable pedagogic strategies to ensure they conform to the constraints of HEI while satisfying employer needs.</abstract><type>Journal Article</type><journal>Journal of Biological Education</journal><volume>57</volume><journalNumber>4</journalNumber><paginationStart>746</paginationStart><paginationEnd>765</paginationEnd><publisher>Informa UK Limited</publisher><placeOfPublication/><isbnPrint/><isbnElectronic/><issnPrint>0021-9266</issnPrint><issnElectronic>2157-6009</issnElectronic><keywords>Work-integrated learning, STEM, graduate skills, conservation, fieldwork</keywords><publishedDay>8</publishedDay><publishedMonth>8</publishedMonth><publishedYear>2023</publishedYear><publishedDate>2023-08-08</publishedDate><doi>10.1080/00219266.2021.1979624</doi><url>http://dx.doi.org/10.1080/00219266.2021.1979624</url><notes/><college>COLLEGE NANME</college><department>Biosciences</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>SBI</DepartmentCode><institution>Swansea University</institution><apcterm/><funders/><projectreference/><lastEdited>2023-09-05T15:42:15.4756323</lastEdited><Created>2021-09-17T09:06:30.7357090</Created><path><level id="1">Faculty of Science and Engineering</level><level id="2">School of Biosciences, Geography and Physics - Biosciences</level></path><authors><author><firstname>Laura</firstname><surname>Roberts</surname><order>1</order></author><author><firstname>Penny</firstname><surname>Neyland</surname><orcid/><order>2</order></author><author><firstname>Aisling</firstname><surname>Devine</surname><orcid>0000-0003-4212-3984</orcid><order>3</order></author><author><firstname>Wendy</firstname><surname>Harris</surname><orcid/><order>4</order></author><author><firstname>James</firstname><surname>Bull</surname><orcid>0000-0002-4373-6830</orcid><order>5</order></author><author><firstname>Cynthia</firstname><surname>Froyd</surname><orcid>0000-0001-5291-9156</orcid><order>6</order></author><author><firstname>Dan</firstname><surname>Eastwood</surname><orcid>0000-0002-7015-0739</orcid><order>7</order></author><author><firstname>Daniel</firstname><surname>Forman</surname><order>8</order></author><author><firstname>Osian</firstname><surname>Elias</surname><order>9</order></author></authors><documents><document><filename>57934__21190__c10238a3fb4e4d6a884777fea344c68c.pdf</filename><originalFilename>57934.pdf</originalFilename><uploaded>2021-10-18T09:08:52.4566017</uploaded><type>Output</type><contentLength>328636</contentLength><contentType>application/pdf</contentType><version>Accepted Manuscript</version><cronfaStatus>true</cronfaStatus><embargoDate>2023-05-25T00:00:00.0000000</embargoDate><copyrightCorrect>true</copyrightCorrect><language>eng</language></document></documents><OutputDurs/></rfc1807>
spelling v2 57934 2021-09-17 You said, we did! Employer led work-simulated learning framework for enhancing ecology graduate employability 87c08dc851268e349a71f8511bef47d2 Laura Roberts Laura Roberts true false 0b8a42970131fd15c3ecaf15d7bb01be Penny Neyland Penny Neyland true false 1e3d02ac9be89fa0b4067440c28092ff 0000-0003-4212-3984 Aisling Devine Aisling Devine true false e6272e71eecac9505731fb3b0faf2176 Wendy Harris Wendy Harris true false 20742518482c020c80b81b88e5313356 0000-0002-4373-6830 James Bull James Bull true false 788282697fc0b9ce69b76add9267d7b1 0000-0001-5291-9156 Cynthia Froyd Cynthia Froyd true false 4982f3fa83886c0362e2bb43ce1c027f 0000-0002-7015-0739 Dan Eastwood Dan Eastwood true false 2f3cf58114103d5c4a8aa1485385843f Daniel Forman Daniel Forman true false 00dee48743f25410ac2ee9d78a771a02 Osian Elias Osian Elias true false 2021-09-17 SBI This study aims to reduce the skills redundancy in ecology graduates by developing an employer-tailored work-simulated learning curriculum. Furthermore, we evaluate the overall potential of work-simulated learning (WSL) as a key pedagogic component of a work-integrated learning (WIL) framework. We employed the DACUM (Developing a Curriculum) approach that encompassed i) surveying ecology-facing employers and job descriptions, ii) creating a programme of WSL, iii) a comprehensive review (student questionnaire and Industrial Steering Group workshop). A two-tiered curriculum was created; 15-credit FHEQ-5 residential field course and a 20-credit work-simulated learning FHEQ-6 module. Simulations included Phase I Habitat mapping, protected species surveys, and Preliminary Ecological Appraisals. Students developed greater knowledge of employment opportunities, enhanced technical skills, and improved their CV and employability. The steering group substantiated and validated the WSL strategy, supporting the high relevance for enhancing graduate employability, while identifying curriculum gaps and areas for refinement. These outcomes highlight the wide-reaching benefits of practice-driven WSL opportunities as a key component of a wider WIL framework. HIE–employer interactions are also critical in ensuring content relevance; however, we recommend the faculty exercise pragmatism by employing suitable pedagogic strategies to ensure they conform to the constraints of HEI while satisfying employer needs. Journal Article Journal of Biological Education 57 4 746 765 Informa UK Limited 0021-9266 2157-6009 Work-integrated learning, STEM, graduate skills, conservation, fieldwork 8 8 2023 2023-08-08 10.1080/00219266.2021.1979624 http://dx.doi.org/10.1080/00219266.2021.1979624 COLLEGE NANME Biosciences COLLEGE CODE SBI Swansea University 2023-09-05T15:42:15.4756323 2021-09-17T09:06:30.7357090 Faculty of Science and Engineering School of Biosciences, Geography and Physics - Biosciences Laura Roberts 1 Penny Neyland 2 Aisling Devine 0000-0003-4212-3984 3 Wendy Harris 4 James Bull 0000-0002-4373-6830 5 Cynthia Froyd 0000-0001-5291-9156 6 Dan Eastwood 0000-0002-7015-0739 7 Daniel Forman 8 Osian Elias 9 57934__21190__c10238a3fb4e4d6a884777fea344c68c.pdf 57934.pdf 2021-10-18T09:08:52.4566017 Output 328636 application/pdf Accepted Manuscript true 2023-05-25T00:00:00.0000000 true eng
title You said, we did! Employer led work-simulated learning framework for enhancing ecology graduate employability
spellingShingle You said, we did! Employer led work-simulated learning framework for enhancing ecology graduate employability
Laura Roberts
Penny Neyland
Aisling Devine
Wendy Harris
James Bull
Cynthia Froyd
Dan Eastwood
Daniel Forman
Osian Elias
title_short You said, we did! Employer led work-simulated learning framework for enhancing ecology graduate employability
title_full You said, we did! Employer led work-simulated learning framework for enhancing ecology graduate employability
title_fullStr You said, we did! Employer led work-simulated learning framework for enhancing ecology graduate employability
title_full_unstemmed You said, we did! Employer led work-simulated learning framework for enhancing ecology graduate employability
title_sort You said, we did! Employer led work-simulated learning framework for enhancing ecology graduate employability
author_id_str_mv 87c08dc851268e349a71f8511bef47d2
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author_id_fullname_str_mv 87c08dc851268e349a71f8511bef47d2_***_Laura Roberts
0b8a42970131fd15c3ecaf15d7bb01be_***_Penny Neyland
1e3d02ac9be89fa0b4067440c28092ff_***_Aisling Devine
e6272e71eecac9505731fb3b0faf2176_***_Wendy Harris
20742518482c020c80b81b88e5313356_***_James Bull
788282697fc0b9ce69b76add9267d7b1_***_Cynthia Froyd
4982f3fa83886c0362e2bb43ce1c027f_***_Dan Eastwood
2f3cf58114103d5c4a8aa1485385843f_***_Daniel Forman
00dee48743f25410ac2ee9d78a771a02_***_Osian Elias
author Laura Roberts
Penny Neyland
Aisling Devine
Wendy Harris
James Bull
Cynthia Froyd
Dan Eastwood
Daniel Forman
Osian Elias
author2 Laura Roberts
Penny Neyland
Aisling Devine
Wendy Harris
James Bull
Cynthia Froyd
Dan Eastwood
Daniel Forman
Osian Elias
format Journal article
container_title Journal of Biological Education
container_volume 57
container_issue 4
container_start_page 746
publishDate 2023
institution Swansea University
issn 0021-9266
2157-6009
doi_str_mv 10.1080/00219266.2021.1979624
publisher Informa UK Limited
college_str Faculty of Science and Engineering
hierarchytype
hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Biosciences, Geography and Physics - Biosciences{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Biosciences, Geography and Physics - Biosciences
url http://dx.doi.org/10.1080/00219266.2021.1979624
document_store_str 1
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description This study aims to reduce the skills redundancy in ecology graduates by developing an employer-tailored work-simulated learning curriculum. Furthermore, we evaluate the overall potential of work-simulated learning (WSL) as a key pedagogic component of a work-integrated learning (WIL) framework. We employed the DACUM (Developing a Curriculum) approach that encompassed i) surveying ecology-facing employers and job descriptions, ii) creating a programme of WSL, iii) a comprehensive review (student questionnaire and Industrial Steering Group workshop). A two-tiered curriculum was created; 15-credit FHEQ-5 residential field course and a 20-credit work-simulated learning FHEQ-6 module. Simulations included Phase I Habitat mapping, protected species surveys, and Preliminary Ecological Appraisals. Students developed greater knowledge of employment opportunities, enhanced technical skills, and improved their CV and employability. The steering group substantiated and validated the WSL strategy, supporting the high relevance for enhancing graduate employability, while identifying curriculum gaps and areas for refinement. These outcomes highlight the wide-reaching benefits of practice-driven WSL opportunities as a key component of a wider WIL framework. HIE–employer interactions are also critical in ensuring content relevance; however, we recommend the faculty exercise pragmatism by employing suitable pedagogic strategies to ensure they conform to the constraints of HEI while satisfying employer needs.
published_date 2023-08-08T15:42:17Z
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