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How University can benefit you-Student Action Plan
If you are on the brink of
choosing a degree course, this Action Plan will help you to make the most of your university years, even if you are not yet sure of your
career.
In the
future you will need the skills to manage a varied career and to be
an effective learner. These are the skills which will allow you to
develop and make use of your own individual strengths. They could
easily be called "enabling skills" because they will enable you to
be effective in managing your work and its relationship with the
rest of life. They will put you in charge, instead of being at the
mercy of your work.
The task is not impossible. There are simple things
you can do to develop these Self-Reliance skills. The Action Plan
lists a number of things suggested by employers and academics, which
can be done to make the most of the opportunities which exist at
university to develop these skills.
1. Increase your
self-awareness
list your strengths and weaknesses. Use others to
help. Continually update the list.
Actively seek feedback from colleagues, staff, close
friends and family. Get outside your comfort zone!
Notice which experiences really motivate you. Write
them down.
Make an effort to establish your values and
underlying beliefs. You will not be comfortable if you do things
which work against these values.
2. Make an informed decision
about what, how and where to study.
In a Guardian/Gallup survey of recent graduates, 30%
said they would probably not take the same course if they had their
time over again.
Think about your reasons
for doing a degree.
Can you define exactly what you will gain from a degree? Is it the
best option? Is now the right time? Is a full time or part time
course best? If you are a sixth form student, should you take a year
out? A degree can be immensely rewarding, but you need to have a
clear idea of what you will gain from it. If possible, think about
what you would like to be doing in five or ten years' time, and plan
accordingly.
Get to know your
preferred learning style.
How do you learn best? Alone or in groups? In the morning or
evening? Via computer? With unstructured challenges or set
questions? Do you prefer books, lectures, projects, home study,
essays? Do you prefer an academic or vocational approach? What
motivates you? These questions need to be answered before you can
make an informed decision about where to study.
Ask universities some
searching questions.
This is vital. If necessary show them the checklist on the back of
this action plan so you don't appear too pushy.
3. Gain relevant work
experience
This could be through vacation work, gap year work,
sponsorship through university or by choosing a sandwich course. Any
work experience is useful. Customer-facing work is especially good.
If you can't get paid work, voluntary work is always
available and can be just as useful.
If you already have some work experience, try to make
your next job more focused on your intended career.
Use family and friends first, to find work. They are
contacts you already have.
Small business experience is good. You may be given
more responsibility, and there may be a wider variety of jobs to be
done.
Spend occasional days work shadowing family and friends. This will
help you explore many more options.
Think about what you have to offer your employer.
This will enable you to "sell yourself" more effectively.
4. Develop skills for the
workplace
They may be developed through the curriculum or in
outside activities such as university clubs and societies.
Become involved in teams.
Take responsibility and initiative. Start something
new, and lead it to completion.
Make different kinds of presentations to different
kinds of audiences, including factual and persuasive presentations
and, if possible, one to an audience hostile to your case.
Make the most of opportunities to travel. Practice a
language. Take an interest in the local culture, even the economy or
politics. Don't just sit on the beach!
5. Set aside opportunities
to reflect on your learning
Use a learning log. Employers always look for
evidence of skills learned. Seek support from colleagues.
Learn from both successes and failures. If an
experience is painful, turn it into something positive by learning
from it. Recognise your own reaction to failures and
disappointments, so you can cope better in the future.
6. Use your contacts:
develop the art of networking
Start with family and friends. They are an easily
forgotten resource. Draw up a list of those who might be able to
support you in your decisions or help you find vacation work.
When networking, ask people for advice. They are
usually willing. Also ask them whether they know other people who
might be able to help, and whether you can mention their name. Your
network will expand, and all kinds of help may result.
7. Explore options
Don't sit in an academic oxygen bubble. Read a
newspaper. Talk to people (questioning, listening, recording). Visit
the careers service to look for vacation work. Use AIESEC and
Student Industrial Society networks at university. Find out about
the changing graduate job market. Visit careers fairs in the first
or second year.
Turn research into action. Be proactive. Set
objectives and do some "action planning".
Make the most of your final year project. It can be a
route into employment.
8. Practice negotiation
skills
Negotiations occur all the time. Practice negotiation
skills and recognise all the opportunities to develop them in
everyday life.
Recognise that negotiation within a long term relationship should
aim for a "win/win" outcome.
9. Do something different
What will make you different from the other thousands
of graduates? Perhaps you could learn an unusual language, take up a
distinctive hobby or set up a new voluntary organisation.
10. Don't panic! You don't
have to be perfect
Tackle this Action Plan in manageable chunks and
review your progress regularly. You will find you can achieve a
great deal over three or four years if you start now.
Degree Course Checklist
When choosing a degree, ask universities some
searching questions. Try to discover the answers to the questions
below. If necessary show them this checklist.
1. How do staff gather student feedback on the
course, and how do they respond to it?
2. Do the staff have a clear idea of the skills which
students develop as part of the course, in addition to subject
knowledge?
3. What teaching methods are used to help students
develop these skills?
4. How are staff teaching skills developed?
5. Is there evidence that the staff work together as
a team? For example, has the course been developed as a team or by
individuals?
6. How are students encouraged to develop their
learning skills? For example, do they encourage 'learning logs' to
help students reflect on their learning?
7. Is there any employer input in the way the course
is taught?
8. Is it possible to meet graduates who are now
working, and can comment on the value of the course?
9. What is the 'dropout rate' for the course, and
what are the reasons people leave?
10. What kind of learning environment do they offer?
Find out about teaching styles, projects, working in teams, work
timetable, the kind of students, access to staff support (e.g.
tutors) and the level of structure or independence, and then see how
the course will match your preferred learning style.
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