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![WP1: Project Management & Coordination
Lead: Dr Philip Owende, TU Dublin Blanchardstown Campus
WP1(a): Transform-EDU Programme Direction
Lead: Dr Cormac McMahon, TU Dublin Blanchardstown Campus
Information
WP2: Characterising the TU Dublin Transformative Education Framework
Lead: Dr Jen Harvey, TU Dublin City Campus
WP3: Developing the Framework for Transformative Learning
Lead(s): Dr Cormac McMahon, TU Dublin Blanchardstown Campus; Dr Aiden Carthy, TU Dublin Blanchardstown Campus; Dr Phil Mulvaney, TU Dublin Tallaght Campus
WP4: Developing Learning Resources & Staff Competencies
Lead(s): David Gaul, TU Dublin Blanchardstown Campus; Dr Larry McNutt, TU Dublin Blanchardstown Campus; Dr Kevin O’Rourke, TU Dublin City Campus
WP5: Developing Student-Centred Quality Assurance-Quality Enhancement (QA-QE) Processes & Procedures for Transformative Learning
Lead: Prof Brian Bowe, TU Dublin City Campus
WP6: Implementation & Sustaining Transformative Learning Record (TLR)
Lead(s): Sandra Thompson, TU Dublin Blanchardstown Campus
TU DUBLIN DISCIPLINE-
SPECIFIC PROGRAMMES
TENETS OF TRANSFORMATIVE LEARNING DRAWN FROM TU DUBLIN GRADUATE ATTRIBUTES
Leadership &
Teamwork
Sustainable
Development
Scholarly
Activity
Civic
Engagement
Entrepreneurial Global &
Cultural
Emotional
Intelligence
Academic
Integrity
Graduate Attribute-driven Co-Curricula and Extra-Curricula Learning Events
WP3 Workstreams: (1) Sustainable Development & Sustainability Science; (2) Social and Emotional Skills Development & Work Readiness; (3) Service Learning, Civic
& Community Engagement;(4) Leadership/people management/team working;(5) Research, Creative & Scholarly Activities; (6) Entrepreneurial Skills; (7) Global &
Cultural Competencies; (8) Academic Integrity. [Workstream (1) to (3) to be Priority in Transform-EDU Proposal]
WP4 Workstreams: (1) Standard for Transformative Learning Record (TLR); (2) Universal Design for Learning (UDL); Digital Campus Support for TLR
Transform-EDU Project Schematic¾ Submitted under HEA Innovation & Transformation Call 2018
Transformative Student-Centred Learning Record (Transform-EDU) Project is supported by: Innovation & Transformation Programme 2018](https://image.slidesharecdn.com/islandofirelandsymposiumgraduateemployabilitymoreganfinal-210624142554/75/Island-of-Ireland-symposium-Socio-emotional-Skills-and-Graduate-Employability-4-2048.jpg)
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- 1. Socio-Emotional Skills forWork and Graduate Employability Paper Presented at the Island of Ireland Symposium: Partnership for Student Success, Developing graduates for the 21st century Theme: Collaborating with employers in lifelong learning and workforce development June 23, 2021 By Miriam O’Regan PhD, B.A.(Hons) | Aiden Carthy PhD | Philip Owende PhD, CEng, FIEI
- 2. Transform-EDU Project The TransformativeStudent-Centred Learning Record Project (Transform-EDU) is a three- year, €1.4 million project in TU Dublin, which aims: • To develop and pilot an innovative approach to learning • To integrate elements of structured programmes with co- and extra-curricular events • To create a rich learning environment. This agile learning ecosystem will support students: • To achieve key programme learning outcomes of discipline-specific academic curricula • To develop dynamic 21st century graduate profiles • To meet or exceed the technical and employability skills demanded in a wide spectrum of job-roles. Transformative Student-Centred Learning Record (Transform-EDU) Project is supported by: Higher Education Authority Innovation & Transformation Programme 2018
- 3. The Transform-EDU Projectaims to establish: • Systemic linkage and interplay between teaching and learning • Engagement with enterprise, civic and community bodies • Synergy in developing the resources and infrastructure of the TU Dublin partners. For students, it means: • Opportunities to engage with Tenets of Transformative Learning • Greater transformation from their learning • An authentic Transformative Learning Record demonstrating transformative learning against key graduate attributes Transform-EDU Project…continued Transformative Student-Centred Learning Record (Transform-EDU) Project is supported by: Higher Education Authority Innovation & Transformation Programme 2018
- 4. WP1: Project Management& Coordination Lead: Dr Philip Owende, TU Dublin Blanchardstown Campus WP1(a): Transform-EDU Programme Direction Lead: Dr Cormac McMahon, TU Dublin Blanchardstown Campus Information WP2: Characterising the TU Dublin Transformative Education Framework Lead: Dr Jen Harvey, TU Dublin City Campus WP3: Developing the Framework for Transformative Learning Lead(s): Dr Cormac McMahon, TU Dublin Blanchardstown Campus; Dr Aiden Carthy, TU Dublin Blanchardstown Campus; Dr Phil Mulvaney, TU Dublin Tallaght Campus WP4: Developing Learning Resources & Staff Competencies Lead(s): David Gaul, TU Dublin Blanchardstown Campus; Dr Larry McNutt, TU Dublin Blanchardstown Campus; Dr Kevin O’Rourke, TU Dublin City Campus WP5: Developing Student-Centred Quality Assurance-Quality Enhancement (QA-QE) Processes & Procedures for Transformative Learning Lead: Prof Brian Bowe, TU Dublin City Campus WP6: Implementation & Sustaining Transformative Learning Record (TLR) Lead(s): Sandra Thompson, TU Dublin Blanchardstown Campus TU DUBLIN DISCIPLINE- SPECIFIC PROGRAMMES TENETS OF TRANSFORMATIVE LEARNING DRAWN FROM TU DUBLIN GRADUATE ATTRIBUTES Leadership & Teamwork Sustainable Development Scholarly Activity Civic Engagement Entrepreneurial Global & Cultural Emotional Intelligence Academic Integrity Graduate Attribute-driven Co-Curricula and Extra-Curricula Learning Events WP3 Workstreams: (1) Sustainable Development & Sustainability Science; (2) Social and Emotional Skills Development & Work Readiness; (3) Service Learning, Civic & Community Engagement;(4) Leadership/people management/team working;(5) Research, Creative & Scholarly Activities; (6) Entrepreneurial Skills; (7) Global & Cultural Competencies; (8) Academic Integrity. [Workstream (1) to (3) to be Priority in Transform-EDU Proposal] WP4 Workstreams: (1) Standard for Transformative Learning Record (TLR); (2) Universal Design for Learning (UDL); Digital Campus Support for TLR Transform-EDU Project Schematic¾ Submitted under HEA Innovation & Transformation Call 2018 Transformative Student-Centred Learning Record (Transform-EDU) Project is supported by: Innovation & Transformation Programme 2018
- 5. Transformative Student-Centred LearningRecord (Transform-EDU) Project is supported by: Higher Education Authority Innovation & Transformation Programme 2018 Social and emotional skills development The emotional intelligence strand of Transform-EDU involves the design, delivery and evaluation of modules for undergraduates, which develop key social and emotional skills valued by employers in the modern workplace. Modules are extra-curricular and offered on an opt-in basis. • First year students are offered a module in Mindfulness. • Second year students are offered group-based coaching in Emotional Intelligence. • Final year students will be offered an employer-led work-readiness module in Socio- Emotional Skills for Work (SES4Work). The goal is to evaluate the effectiveness of each of these approaches.
- 6. Transformative Student-Centred LearningRecord (Transform-EDU) Project is supported by: Higher Education Authority Innovation & Transformation Programme 2018 Mindfulness module: findings to date A five-week mindfulness coaching module was delivered online to a cohort of first year students (n = 25). • Participants completed the Brief Resilience Scale and the Perceived Stress Scale before and again one month after completing the coaching module. • On the Perceived Stress Scale, there was a significant difference between the results from the pre-test scores (M = 22.4; SD = 6.6) and post-test scores (M = 16.9; SD = 6.4), t(24df) = 4.61, p = .000, effect size = 0.84. • On the Brief Resilience Scale, there was a significant difference between the results from the pre test (M = 17.09; SD = 4.22) and post test (M = 19.91; SD = 4.74), t(21df) = -3.29, p = .004, effect size = .63. • Preliminary qualitative findings reveal that students value the coaching, as it increased awareness of mindfulness and encouraged development of personal mindfulness practice.
- 7. Transformative Student-Centred LearningRecord (Transform-EDU) Project is supported by: Higher Education Authority Innovation & Transformation Programme 2018 Emotional Intelligence (EI) module: findings to date A five-week EI coaching module has been delivered online to a cohort of second year students (n = 19). • Participants completed the TEIque test of EI before coaching and again one month after completing the module. • There was a statistically significant increase in EI scores post coaching (t = -5.194, p = .000 (two tailed), 95% CI = -.63 to -.26, effect size = .84.) • Preliminary qualitative results reveal that students found this coaching beneficial in terms of managing stress and their academic workload. • Feedback for both modules showed that students found coaching online made it easier to engage, but it stilted communication. Their preferred mode of delivery was hybrid - online/onsite.
- 8. Transformative Student-Centred LearningRecord (Transform-EDU) Project is supported by: Higher Education Authority Innovation & Transformation Programme 2018 Work readiness module – planning An employer-led, tailored 5-week Social & Emotional Skills (SES) for Work will be designed, delivered and evaluated for final year students in 5 disciplinary areas across all campuses. . •Online survey •Interview consultation •Workshop involvement Phase 1: Employer survey & input •20-30 students per discipline •4 campuses •Hybrid delivery Phase 2: Student engagement •SES4Work/WS4Work •TEIque & EDP tests •Mock competency- based interviews Phase 3:SES4Work pilot module
- 9. Transformative Student-Centred LearningRecord (Transform-EDU) Project is supported by: Higher Education Authority Innovation & Transformation Programme 2018 Phase 1 Employer survey- research questions 1. What type of socio-emotional (SE) skills are important in today’s workplace? 2. How do employers rate the SE skills of current graduates? 3. How has COVID-19 impacted SES at work? Long-term? 4. How will this impact new graduates’ recruitment, on-boarding, and training? 5. How willing are employers to engage with the SES4Work pilot programme?
- 10. Transformative Student-Centred LearningRecord (Transform-EDU) Project is supported by: Higher Education Authority Innovation & Transformation Programme 2018 Employer survey- preliminary findings
- 11. Transformative Student-Centred LearningRecord (Transform-EDU) Project is supported by: Higher Education Authority Innovation & Transformation Programme 2018
- 12. Transformative Student-Centred LearningRecord (Transform-EDU) Project is supported by: Higher Education Authority Innovation & Transformation Programme 2018
- 13. Transformative Student-Centred LearningRecord (Transform-EDU) Project is supported by: Higher Education Authority Innovation & Transformation Programme 2018
- 14. Transformative Student-Centred LearningRecord (Transform-EDU) Project is supported by: Higher Education Authority Innovation & Transformation Programme 2018
- 15. Transformative Student-Centred LearningRecord (Transform-EDU) Project is supported by: Higher Education Authority Innovation & Transformation Programme 2018
- 16. Transformative Student-Centred LearningRecord (Transform-EDU) Project is supported by: Higher Education Authority Innovation & Transformation Programme 2018
- 17. Transformative Student-Centred LearningRecord (Transform-EDU) Project is supported by: Higher Education Authority Innovation & Transformation Programme 2018 Transform-EDU Website: https://transformedu.ie/ Miriam O’Regan PhD, B.A.(Hons) Aiden Carthy PhD Philip Owende PhD, CEng, FIEI [email protected] [email protected] [email protected] The Research Centre for Psychology, Education and Emotional Intelligence: https://www.peei.ie
- 18.
Editor's Notes
- #3 The project considers that, whereas key programme learning outcomes are achievable within any structured discipline-specific academic curriculum, the 21st century graduate profiles espoused by employers are dynamic, requiring an equally agile learning ecosystem, to ensure consistency in producing graduate who meet and/or exceed the technical and employability skills demanded in a wide spectrum of job-roles
- #4 Strategically, the Transform-EDU Project aims to establish a systemic linkage and interplay between teaching and learning, engagement (enterprise, civic and community), resources and infrastructure development; building upon the history, experiences and achievements of the three partners. Achievement of transformative learning against key graduate attributes depicted in a comprehensive and authentic Transformative Learning Record for individual learners. Through exposure to identifiable Tenets of Transformative Learning, the project will enable students to experience greater transformations from their learning than they would otherwise gain from qualifications that do not explicitly attempt to create such opportunities.
- #5 This three-year project began in January 2019 and is currently in its final phase. PEEI are collaborative partners in the Transform-EDU project focussing on Work Package 3.2 - Social and Emotional Skills and Work Readiness.
- #9 Science, Engineering & Social/ECECare (Grangegorman) Business (Aungier St), Computing & Creative Digital Media (Blanchardstown), and Pharmaceutical (Tallaght). Phase 1: Employers’ survey and input Employer survey about socio-emotional skills & impact of COVID-19 Employer consultation by online interviews Employer involvement in workshops, interviews and student feedback Phase 2: Recruitment of students 20-30 students per discipline 4 campuses Phase 3: Delivery of 5-week SES4Work pilot module Participants will: Follow either SES4Work or a Professional Writing module for comparison Complete the TEIque test of EI and the Employability Development Profile before the module and again one month after finishing their module. Do a mock competency-based interview and receive employer feedback The programme workshops will probably cover Teamwork, Communication skills (oral and written), and Interview skills (preparation and practice). To gain the STLR award, participants will have to complete an e-portfolio, with video recordings of STAR stories and a ‘Why Me’ presentation, current job adverts, a CV and covering letter, a LinkdIn profile, regular feedback to peers via the online e-platform and writing up a final reflection piece
- #10 Survey aims to find out about any SES trends in the workplace – any changes since 2016 when PEEI’s Jameson asked some of these questions. And particularly, in light of ongoing changes due to lockdown questions about acceleration of the remote working trend in different sectors.
- #11 Originally 6 sectors. Poor response in Finance (n=10) => Professional sector Poor response in Health & Social care (n=10) but a similar number in education so we extended the category to include all ‘caring’ professions. Most companies were in the private sector (n=103), with 18 in the public sector, and 8 not-for-profits. 49 were small companies (<50 employees), 47 large companies (>500 employees) and the remainder were medium (>50 <500)/
- #12 Regarding emotional competencies, Motivation and Positive Outlook were rated as Important by on average as important/neutral by employers on a 5-point Likert scale, from 0= Not at all important to 5=Very important. Only the caring (Human Health, Social Work & Education) professions rated Empathy as slightly higher, unsurprisingly. No statistically significant thought Regarding social skills, Communication, Teamwork and Adaptability were on average rated slightly higher by employers, with Conflict Management teetering on 3=neither important nor unimportant..
- #13 Looking at the emotional competencies of graduates entering the workplace, we can see the two important ones according to employers, Motivation & Positive Outlook, are rated on average as adequate/good on a 5-point Likert scale, from Very Poor, Poor, Adequate, Very Good, Excellent In general graduate SE skills were rated a point lower than the importance rating employers ascribed to them. Turning to employer ratings of the social skills for graduates entering the workplace, Graduate Communication, Teamwork and Adaptability are. IT graduates’ communication skills rating were statistically significantly lower than others. p=.033, confirmed in posthoc tests as significantly lower than CEA & HHSWE. And also for Conflict Management p=.019, where IT were rated lower than all other sectors in post-hoc tests. This will affect our tailoring for IT – perhaps we could include giving and receiving feedback as an element in the pilot programme, for example. This will form a question in the follow up consultative interviews.
- #14 Pre-pandemic over 76% had none to <10% remote working, with <4% having over 76% of the workforce working remotely. 2. Looking at individual sectors, we can see that IT had the largest numbers involved in remote work – only 5% companies had no remote workers. By contrast, Manufacturing had the least – no company were 76-100% remote work category. 3. At the time of the survey, over 70% were working remotely primarily, while nearly 29% were onsite, working in line with H&S guidelines. 4. Looking at it by sector, IT had the least in-person working, while manufacturing/pharmceuticals & construction had the most. 5. Future plans
- #15 1. In relation to the current situation, what employers found most difficult was supporting staff well being overall. 5-point Likert scale 5= Strongly agree to 0=Strongly disagree. Statistically, staff illness affected the HHSWE and MP proportionately more p=0.06, confirmed by post hoc tests. While difficulties due to staff deaths was low, nonetheless, statistically, HHSWE was also significantly affected: p=0.013, confirmed by post hoc tests. These two sectors had slightly more issues with recruitment also. Statistically, IT was significantly less impacted by the H&S guidelines: p=0.013 as post hoc tests confirmed. 2. Digging a little deeper into the emotional challenges staff were facing, according to employers the most challenging were stress, anxiety and fear of catching Covid-19, rated on a 5-point Likert scale, from 0=strongly agree to 5= strongly agree. HHSWE rated these challenges slightly higher, but not significantly so, statistically speaking. MP rated fear of catching COVID higher, but not significantly statistically.
- #16 1. What does this mean for new graduates joining a company to work remotely? Employers are mainly concerned about social implications on a 5-point Likert scale, where 5 was Strongly Agree, new graduates’ lack of interaction with colleagues was more concerning than their isolation, loneliness and stress. Statistically, difficulty collaborating was rated significantly higher by HHSWE p=0.03, primarily by comparison with PSC in post hoc tests. Statistically, difficulty integrating in a team was of most concern among employers in MP, p=0.004, primarily in contrast with PSC in post hoc tests. This suggests that Teamwork is of particularly importance to HHSWE and MP. 2. How are employers supporting new remote workers joining their company? Here we can see what companies are most commonly doing. The only statistically significant difference concerned turning on cameras: p=0.018. MP don’t, as post hoc testing revealed. 15 companies were not currently hiring graduates. 10 said none of the above: most were working onsite. 1. Email them to direct them to wellbeing app 2. We do training 'in office' days - we are operating a hybrid system with two separate teams 3. We set up their email & calendars in advance. Their first 8 weeks are fully calendared for them. mix of video trainings, live sessions and other self studies. Every session is ticked off an onboarding check-list so we can monitor progress. We calendar all new folks’ informal coffee sessions 1:1 with all our team members to form relationships. Moreover, our teams have daily huddles.
- #17 As you can see, hybrid or blended home/remote working is the preferred by the majority – nearly 55%. Another 19% are also allowing remote work. Onsite/No change make up only 26%. New graduates are more likely to work in a hybrid environment in the future. Changes to interviews – online Changes to induction – using online elements – videos/workshops/mentors Most are intending to keep some of the innovations of the last year, while adjusting office working. Most were directors/managers – largest group had 11-25 years experience 40/128 2. Final comments revealed these as the most common words. 3. Delighted by willingness to engage further 43 +19 + 22 =84 willing to assist 78= Not participating further On to some consultation!!