94 | JADE
AIKATERINI KOSKINA
an approach that is also found useful for continuing professional
development (CPD) used in the workplace (Schön, 1987).
In order to make the module more appealing and useful for students
I was keen to involve external speakers and employment specialists
in its delivery, and also to build in opportunities for students
to experience real world activities. The purpose of practitioner
or policy advisory input was to illustrate how the content of the
module is used ideally, or more often imperfectly in real-life, through
case studies and other techniques. I managed to secure funding
from Keele Management School to support such activities and also
to engage a range of external specialists who were prepared to
contribute their time for free.
Stage 3 involved the production of the module specification for
review and validation. This included information about how the
module is taught and assessed, the intended learning outcomes and
employability skills for students, and indicative content. Total study
time for the module is 150 hours including 30 hours of contact time
and 120 hours of independent preparation and private study. The
module was designated as one of the four 15-credit core level 5 CIPD
accredited modules for HRM students that would be delivered over
two semesters. Proposing a yearlong 15-credit module for the first
time at Keele University constituted a challenge at the review and
validation process. My rationale was that students should start the
process of preparing themselves for their prospective placement
year and graduate employment as early as possible in their second
year of study and that this would also give them time to reflect on
and develop their skills over a longer period of time. The module
was successfully validated in 2015 by the University and the CIPD
and was planned to run for the first time in 2015-16.
Delivery and impact
The module is delivered via a programme of interactive lectures,
workshops, and guest sessions followed by practical activities,
often requiring students to work in collaboration with classmates.
Students are expected to contribute to classroom activities on a
range of issues central to the HR profession. Such activities are
conducted through various forms of active learning (e.g. case study,
problem solving activities, group work, small group discussions and
debates, round robin, concept mapping, brainstorming, peer review,
sharing knowledge and experience). Students are also expected to
engage with activities integrating theory and practice through a
process of ‘reflection-on-action’ (try to make sense of experience
after an activity) and ‘reflection-in-action’ (trying to make sense