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Session: 2022/23
Last modified: 01/03/2021 08:49:10
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Title of Module: Aspiring Futures |
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Code: LNDN10010 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Christine
Reilly |
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| Summary of Module |
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The aim of this module is to enable students to explore their employability as they start to plan for their next steps after completion of their degree programme.
The module allows students to evaluate their skills and critically review them against the labour market context that is relevant to their field of study/future career aspirations.
Students will undertake core topics including: Career Planning, Personal Branding, and Employability. Online materials will be provided to help students prepare for workshops.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Critically review and manage your interpersonal skill set within your area of study/future career aspirations
L2.
Demonstrate detailed knowledge of skills, attributes and attitudes required in a changing work environment
L3.
Demonstrate a critical understanding of an essential graduate skills set |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 10.
Demonstrate a critical understanding of the skills required to lead and influence effectively at work
Demonstrate a critical understanding of what constitutes an essential graduate skill set
Demonstrate how individual interpersonal skill sets can be managed
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| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Utilise a range of the skills and practices associated with managing interpersonal skills
Execute a project on the gradaute of the 21st Century skill set |
| Generic Cognitive skills |
SCQF Level 10.
Critically identify, define and conceptualise and analyse complex problems and issues across the areas of interpersonal skills, graduate skills set and leading and influencing others
Critically review and consolidate knowledge, skills and practices in relation to interpersonal and graduate skills
Demonstrate originality and creativity in dealing with professional level issues.
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| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Write formally about skills in a reflective and critical way
Communicate with professional level peers and specialists
Utilise a range of software to support and enhance the work presented at the skills showcase |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Exercise autonomy and initiative in plugging the gaps in your skills set
Work effectively under guidance in a peer relationship with qualified practioners.
Take significant responsibility for a range of resources
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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Teaching will take place in a face-to-face workshop format. This will be supplemented with online materials which students will be expected to engage with in preparation for the workshops.
The face to face workshops will emphasise applied learning and collaborative group work. Learning activities will include discussion, problem focused, and reflective activities.
Students will also be encouraged to attend a relevant careers fair. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Laboratory/Practical Demonstration/Workshop | 24 |
| Asynchronous Class Activity | 12 |
| Independent Study | 164 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Dowson, P. (2015) Personal and Professional Development for Business Students. London: Sage.
*Details of further resources, including textbooks, journals and online resources will be identified at the beginning of each delivery in the module handbook and made available via Moodle.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Attendance at a minimum of 75% of timetabled sessions, regular engagement with the VLE, and participation in all assessment. |
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Supplemental Information
| Programme Board | Management, Organisations & People |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Management, Organisations & People |
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| Moderator | Lorraine Quinn |
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| External Examiner | Steve Gibbs |
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| Accreditation Details | N/A |
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| Version Number | 2.08 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Students will present a critical review of their skills, relating this to academic literature on employability, as well as the current and future labour market. This is weighted at 60%. |
| Students will undertake an Interview Simulation. This is weighted at 40% |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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The Equality, Diversity and Human Rights policy underpins student engagement. We aim to make UWS a fair and equal place to study an institution which addresses specific issues covering all aspects of equality, diversity and human rights. Where required module assessment will be adapted to meet student requirements.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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