Allowing students to tailor the assessment to their career aspirations.
The programme has been designed with the transition from taught Masters student to Postgraduate
Researcher (PGR) in mind, and we consciously use the language ‘next steps’ rather than
‘employability’. As part of the assessment, we require them to submit their choice of either an
academic or a professional CV (alongside an application form), and we provide training and support
for creating both kinds of document.
Structuring workshops to prioritise learning from discussion and engagement with others.
The real benefit of having such a diverse profile of learners is that they can learn as much from
each other as they can from the course tutor. The workshops on the PSA (PGT) were specifically
designed with an emphasis on group-work and discussion, to enable this knowledge-sharing and
exchange of ideas to take place.
Why did PGT students want to participate?
As part of the enrolment process for the award, we asked applicants to answer the question ‘why
do you want to undertake the Personal Skills Award?’, and some interesting themes emerged in
the responses. Although this is not part of a formal research project at this time, it has proved useful
in reflecting on the nature and purpose of the programme, and in understanding what our PGT
students hope to gain from their engagement.
Interestingly, and despite the fact that the development of a PSA (PGT) pathway had originally
emerged out of a request for ‘formal recognition’ of extra-curricular achievements by way of a
certificate, only a very small number of applicants cited this as a motivator for participation. Instead,
students seemed to be aware of something which is often evident to practitioners; “that the real
value in the award is in the processes the student goes through while participating in the scheme”
(QAA, 2009).
Key themes, and a sample of the student responses, are provided below:
Students wanted to become “well-rounded”, and to develop as people and as learners:
I think participating in the Personal Skills Award for postgraduate taught students could help me
become a well-rounded student.
A fundamental reason to complete the PSA would be to become a well-rounded person.
Students recognised the value ‘life-wide’ learning beyond the academic curriculum, and
sought to develop their practical skills:
Studying is very important for me and it will certainly determine my career path. But it has been
my extra-curricular activities that made it possible to be the person that I am today.
I wish to supplement my University experience with valuable skill development experiences
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