Resumen de Simulated learning: assessing student perceptionsof skill development and employabilityin a criminology course
N. Cadet, K. Albertson, T. Miles Berry
Internationally, there is an increasing focus on enhancing student employability as an outcome ofsuccessful university study (Pavlin and Svetlik 2014). While definitions of employability remain contested,the marketisation of universities in the UK and globally, (Wilton, 2014) has proliferated managerialapproaches and metrics to assess student outcomes. The emergent Teaching Excellence Frameworkin the UK (Office for Students, 2018) intends to include graduate ‘employment’ within their metrics toassess teaching excellence. Thus, universities have implemented a range of approaches to developingthe employability of their students, whether curricular, extra-curricular, or co-curricular.This paper will outline a rationale for developing a simulation module for criminology undergraduatestudents, along with a description of how the module was operationalised adopting experientiallearning approaches and utilising models of reflection (Schon, 1983, Gibbs, 1988). The module was developedin partnership with practitioners, and adopted six active learning techniques to deliver studentcentred learning (O’Neill and McMahon 2005):outside speakers - visiting criminal justice professionals; criminal justice agency student visits; theprovision of a reflective student work book; service learning in the form of opportunities for studentplacements; assessments designed to facilitate student reflection on their own career pathways,and an imaginary case study approach framework for the teaching delivery.Using summative assessments as a data set, a thematic analysis highlighted from students’ ownperspective, how their employability and skills have been developed as a consequence of undertakingthe module. These include articulating transferable skills (Monks et al., 2009, Pollard et al., 2015; Jackson2016), personal growth through developing empathy and compassion and the identification of new opportunities.Finally, pragmatic recommendations are made for others contemplating developing similarlearning opportunities.
