PARTNERS
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| Edgehill College of Higher Education | Norma Hayes |
| Edgehill College of Higher Education have had a Student Profile document in place since as long ago as 1993. However they have more recently developed a PDP system integrated into First Year provision across the institution through providing customised PDP to all undergraduate students on a subject by subject basis. |
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| University of Leeds | Paul Jackson |
| The Leeds University Careers Service have played a part in developing HE policy on skills, employability and PDP for many years. Leeds University has adopted a strategic model for supporting student PDP, with each academic department being supported to provide their own tailored response to the strategy. | |
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| University of Liverpool | Janet Strivens |
| The
University of Liverpool is planning the implementation of PDP through
a revised and strengthened personal tutorial system. This will be
fully supported by LUSID [Liverpool University Student Interactive
Database], a powerful web-based personal development planning tool.
LUSID is currently supporting a range of academic and skills development
programmes. |
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LUSID is an interactive web-based Personal Development Planning (PDP) tool. It supports recording, planning, reflection, skills auditing, automatic CV construction, skills guidance and a reporting facility. |
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| De Montfort University | Sue Bloy |
| At De Montfort
University, the aim is for PDP to support students in a cycle of reflection,
formulation of action plans, implementation of action and review,
commencing with opportunities for students to undertake a self-assessment
of their key skills at the point of entry to higher education. The
latter builds on five years' experience of conducting the self-assessment
exercise with incoming undergraduates, and more recently students
on a number of taught postgraduate courses.
PDP is being embedded
within Personal Tutoring, with clear links to students' academic
progress. Pilot PDP activity conducted in faculties during the 2003/04
academic session, demonstrated that without exception, personal
tutors have a key role to play in supporting students in the process
of PDP. Building on best practice in personal tutoring, existing
PDP-related activities, in particular in the wide range of professional
and vocational courses, and feedback from the PDP pilots, a Framework
for Personal Tutoring and PDP is being introduced for first year
students in September 2004. While initially concentrating on full-time
undergraduate provision, the aim is to encompass other modes and
levels of study and to dovetail with developments for research students.
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| University of Wolverhampton | Megan Lawton |
The University of Wolverhampton has embedded its development of progress files in the university learning and teaching strategy. Work to date has included 10 school pilots, progress files set within two objectives in the learning and teaching strategy, with each academic school learning and teaching strategy having an action plan for delivery of the learning and teaching objectives. From this work a holistic framework has been established - the PACE file - Personal, Academic, Careers and Employabilty - to give a synergy for existing practice and to identify a minimum standard for a progress file that all students at Wolverhampton can expect to access. Within the PACE file each academic school will have its own customisable framework, this is particularly important for careers and employability. Work on the PACE file is co-ordinated by the PACE file operations group, this includes includes all academic schools, the Students' Union, Registry, IT services, Careers and Enterprise, the Learning Centres and the Centre for Learning and Teaching (group facilitor) and embeds both personal development planning and employability firmly in the curriculum. Along side the PACE file operation is a research project looking at the student experience of learning and teaching. At present that research is investigating the effectiveness of the personal tutor scheme and the motivation and understanding for personal development planning. The work on student perceptions feeds directly into the PACE file at Wolverhampton as it is believed that the process of personal development planning should be formative student self assessment with some tutor guidance. The work of both the student experience and the PACE file is co-ordinated through the Centre for Learning and Teaching (CeLT) via its student support co-ordinator. |
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© John Peters 2003
If you note an error
or experience difficulty on this site, please contact:
l.robertson@worc.ac.uk