Pedagogical interventions to support student belonging and employability in large cohorts: four case studies.

Abstract

Employability is not just about focusing on workplace experience but about developing social and cultural capital through students’ learning. Pedagogies are central to that development (Pegg, 2012). Pedagogies that encourage collective activity, networking and the building of a sense of belonging whilst preparing students for the reality of the workplace are valuable.

This paper outlines four course case study examples of pedagogies that separately strengthen qualities and skills that enhance students’ employability. The curricular and pedagogic practices of each are examined, and significant themes from each are then synthesised. Together they demonstrate how thoughtful course design and inclusive pedagogic approaches support the development of students’ professional identity and the building of their employability skills.

The common themes focused on self-directed, student-centred, authentic learning, encouraging students i) to work with industry and communities to build early professional networks, ii) engage in connected learning where the curriculum and its supporting activities and pedagogy facilitate collaborative learning, iii) develop confidence, sense of belonging and professional identities through using inclusive collaborative learning approaches.

In addition, six practical pedagogic principles (i-vi) are identified for course teams to utilise. These include i) focus on inclusive practice, ii) building students’ professional identity, iii) developing students’ belonging, iv) deep critical thinking v) the demystification of the workplace through the activities selected vi) students leading their own learning.

This paper concludes by suggesting a series of reflective questions (mapped to each principle) for educational developers to consider as they design future learning activities which foster employability skills.