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Governing Universities to Prepare Students for Career Success
Alfonso Sánchez-Macián
Vice Rector
Which governance strategies are the appropriate ones to prepare students
for career success?
Three main topics: • Creating/adapting structures to gather knowledge
about “how to better prepare students”;
• Creating/adapting structures and curricula to generate that knowledge and interact with the student throughout his/her life;
• Being able to make well-founded decisions, in a quick way.
Make the knowledge flow from the different stakeholders (internal and external) to the Board of Governors: • Companies and professionals • Government and policy-makers • Students • Faculty • Administration • Other stakeholders
Structures to gather knowledge about students and career success
Companies
Advisory Board
Cooperation in programs and
research
Internships (students)
President
Faculty & Deans Office of the
Rector
Student career service (Student Services Office)
Board of Governors
(Consejo de gobierno)
Structures to gather knowledge about students and career success
Government and policy makers
Advisory Board
CRUE and Meetings with the Office of the Rector
President
Office of the Rector
Board of Governors
(Consejo de gobierno)
Structures to gather knowledge about students and career success
Students Student
Representation Committee
Internships
Student Service Office & Quality
Assurance Office
Office of the Rector
Board of Governors
(Consejo de gobierno)
Student career service (Student Services Office)
Academic Advisor
Faculty & Deans
Structures to gather knowledge about students and career success
Faculty
Office of the Rector
Board of Governors
(Consejo de gobierno)
Deans
Structures to gather knowledge about students and career success
Administration
Office of the Rector and
General Manager
Board of Governors
(Consejo de gobierno)
Structures to gather knowledge about students and career success
Examples of the type of information collected: • Research about life, people and social skills;
• Skill mismatch and changes in demand;
• Ways of learning different types of skills;
• Technology trends to enhance learning and new
tech-based skills that can trigger the creation of new jobs (e.g., Community Manager).
Structures to gather knowledge about students and career success
Structures and curricula
to generate that knowledge
in Nebrija
Professional Skills Institute (Instituto de Competencias Profesionales) • Research on professional skills, market demand
(emerging paradigms) and how to help students to learn those skills. o E.g.: changes in the skills considered during the
evaluation of candidates in a job interview (see next slide);
• Specific modules in the entire official curriculum
oriented to learning skills.
Structures and curricula to generate that knowledge in Nebrija
Professional Skills Institute (Instituto de Competencias Profesionales) Traditional paradigm: • Results orientation • Planning, organization, time and project management • Values alignment • Motivating and developing others • Leadership • Negotiation • Teamwork • Communication (oral, written, 2.0,…)
Structures and curriculum to generate that knowledge in Nebrija
Professional Skills Institute (Instituto de Competencias Profesionales) Emerging Paradigm • Ethical behaviour • Own initiative, intrapreneurship, creativity, innovation. • Motivation for personal development • Emotional intelligence • Balancing professional and personal life • Multicultural and diversity management • Change management
Structures and curriculum to generate that knowledge in Nebrija
Student Career Services (Student Services Office)
• Internships as compulsory modules in all our official studies since the creation of the University;
• Employment forum in its XXIXth edition;
• This relationship with companies was used to retrieve their opinion about curriculum requirements when new Bologna degrees were planned;
• Selected as one of the ten universities to be included in a report of best practices in career management (2007).
Structures and curriculum to generate that knowledge in Nebrija
Student Career Services (Student Services Office)
Structures and curriculum to generate that knowledge in Nebrija
Student Career Services (Student Services Office)
Structures and curriculum to generate that knowledge in Nebrija
1st year Skills Development I (6 ECTS)
2nd year Skills Development II (6 ECTS)
3rd year International student exchange program
4th year Skill Development III (6 ECTS)
EMPLOYMENT
/
MASTER
•Personal Development Plan (self-knowledge)
•PERSONAL BRANDING Workshop
•Personal Development Plan (academic and professional)
•ENTREPRENEURSHIP Workshop I
•Personal Development Plan (employability)
•ENTREPRENEURSHIP Workshop II
Final Year Project (18 ECTS)
Development of civic participation and solidarity (6 ECTS)
Internship (evaluation of professional skills) (18 ECTS)
Professional Skills Institute and Student Career Services Help the student with: • Personal SWOT Analysis • Individual development plan • Feedback 360º • Personal branding • Traditional and digital CVs (social networks) • Simulation of job interviews and group dynamics
Structures and curriculum to generate that knowledge in Nebrija
Partnerships and curricula • Partnership with companies to develop a curriculum to
reduce the gap between Higher Education and labor needs: o Mainly in Master’s degrees. o Master in Television Journalism (A3 Media) o Master in Digital Journalism (A3 Media) o Master in Management of Integrated Advertising
(TBWA) o Master in Marketing and Digital Advertising (Yahoo!)
Structures and curricula to generate that knowledge in Nebrija
Nebrija Valley: Cooperation through projects and activities involving students
Structures and curricula to generate that knowledge in Nebrija
Bridgestone: • Students present innovative ideas
about road traffic safety and sustainable mobility related to the automotive industry.
• The three winners of the last contest will visit the Bridgestone Technical Center Europe in Rome, with internships and scholarships for a MSc.
Nebrija Valley: Cooperation through projects and activities involving students
Structures and curriculum to generate that knowledge in Nebrija
TuentiMóvil: Cross-curricular student cooperation to create new TV series to be watched on mobile devices • Degree in Advertising and Public
Relations (episodes, length and structure)
• Master in Fiction Series Production and Direction (filmmaking)
• Degree in Performing Arts (actors) • Degree in Modern Languages (review
script)
Nebrija Valley: Cooperation through projects and activities involving students
Structures and curriculum to generate that knowledge in Nebrija
Microsoft: social science students to design the applications for the future -- cooperation with engineering school • Professionals from Microsoft
• Dreamspark
• Imagine Cup (Microsoft & UNESCO)
International experience, foreign languages and lifelong learning • Encourage students to take part in an international
student exchange program;
• Institute of Modern Languages. Diploma in English Professional Skills. Modules in English;
• Club Nebrija and Alumni to provide lifelong learning.
Structures and curricula to generate that knowledge in Nebrija
Changing/creating degrees What if the required skills change? • Change the curriculum as much as needed. E.g.,
Degree in Journalism, Degree in Advertising and Public Relations, Degree in Audiovisual Communication.
• Create new degrees to fill the gaps (some have already been presented)
Structures and curricula to generate that knowledge in Nebrija
Motivation and Faculty • Courses--Learn about some of the skills that are
included in the curriculum.
• Meetings and journal clubs (e.g., Encuentros en la tercera clase – Close encounters of the third class) o One of the topics is “professional skills”
Structures and curricula to generate that knowledge in Nebrija
Well-founded decisions require: • Availability of information--already addressed in the
first part of the presentation.
• Well-prepared managers--training managers to be able to make decisions based on the appropriate information. o Diploma in Senior University Management
(Diploma en Alta Dirección de Universidades)
• Authority to make decisions
Being able to make well-founded decisions, in a quick way. Constraints
Quick decisions require, among other things: • An appropriate environment:
o Requirements from the regulatory environment in Spain;
• Internal communication to implement the decisions.
Being able to make well-founded decisions, in a quick way. Constraints
THANK YOU!
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