Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.703171
Title: A Cognitive Behaviour Therapy influenced approach to deliver employability effectively to undergraduate Information Systems students : an IPA (Interpretative Phenomenological Analysis) study
Author: Adamson, Jacqueline
ISNI:       0000 0004 6060 5255
Awarding Body: Northumbria University
Current Institution: Northumbria University
Date of Award: 2015
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Abstract:
Research literature highlights a gap in the provision of degree programmes being offered to students in relation to the skill set that is needed by employers. To bridge this gap universities need to seek an alternative approach to teaching and learning that is educationally credible, yet addresses the needs of the employability agenda. The aim of this research is to develop a capability model for HE teaching and learning, in the first instance, for Information Systems undergraduate students that embeds CBT tools and techniques into a modified constructivist curriculum studied by those students. The model successfully embeds PDP and employability as an integral part of the degree experience for those students at Northumbria University. The teaching approach is influenced by Cognitive Behaviour Therapy (CBT) as part of this innovative teaching model, developed from existing and emerging educational psychology. The study explores the relationships, the dialogue and perceptions, between staff and students and investigates the student experience relating to their self-efficacy and self-actualisation during that period, with a particular emphasis on employability skills and attributes. The research employs Interpretative Phenomenological Analysis (IPA) with data collected from six purposively selected participants. The data is qualitative and adheres to IPA methodology protocols resulting in a holistic understanding of the students’ perceptions and behavioural practices. The results demonstrate the importance for academia to consider the individual differences and learning styles of their students in relation to the programme design and delivery methods. Analysis of the data reinforces the shift required in the curriculum framework in order to influence the employability skills and ‘graduate attributes’ of the students. The findings provide institutions with a research rich approach to deliver high quality degree programmes that will ensure the future proofing and validity of the provision. Specific attention is focussed on a new approach to teaching – PEDaLL (Personal, Employability, Development and Lifelong Learning) - that Higher Education Institutions can use to influence policy and reshape organisational culture. Furthermore, this research contributes to meaningful staff development for educators, the embedding of employability within programmes and addressing the requirements of the student Higher Education Achievement Report (HEAR).
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.703171  DOI: Not available
Keywords: C800 Psychology ; X300 Academic studies in Education
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