According to QAA (2009, p.2), PDP is a ‘structured and supported process undertaken by a learner to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career
development.’ Cottrill (2010) and Wojtczak (2002) support the view and see PDP as the relationship between improving ones learning whether it is in an academic, personal or professional context and the plan on how it can be
achieved. The focus of PDP is on the actions required to achieve the goals set.
A clear theme emerges from these statements. PDP is related to both academic study and the world of work. It provides an opportunity to get the student to think, in a reflective way what they would like to achieve in life, including their career and to put in place a ‘road map’ enabling them to plan their future. The ARU (2011a) Employment Strategy fully supports this vision and sets out what a student can expect from the university during their studies. There is a real emphasis on getting students to reflect holistically on their learning and extra-curricula activities, as well as encouraging students to think about their chosen career path and how their current skill set meets the
challenges ahead.
The Dearing (1997) Report made reference to proposals for Higher Education Institutions (HEIs) to include students’ PDP profiling in the curriculum. Students would be provided with the skills necessary to undertake reflective practices in relation to their academic study and personal and professional aspirations. Using the behaviourist’s view that learning outcomes enhance the students’ learning, then through PDP sessions students can identify and reflect on their learning. Some professions such as those in nursing and teaching include reflective practice as part of their core activity (Huntington and Moss, 2004, p.54). Time must be set aside for reflective skills to be developed in university. They need nourishing and as Gould and Taylor (1996, p.86) stress ‘reflection must be grounded in the structure of the learning milieu’.
Reflection on learning is seen by Whitlock (2005) as the primary focus and is rated as one of the key features that is present in the best of the University of Westminster courses. Students need to develop their ability in judging their own performance and in doing so, monitoring their own performance (Boud and Lublin, 1983). There is still too much reliance on a teacher-led approach to learning and an over teaching of students in higher education (Humphreys, Greenan and Mcllveen, 1997, p.68). The HE progress file provides an ideal opportunity to record the students’ reflections and plans the students have for skill development and employability (Whitlock, 2005).
Edwards (2005) shares the view that PDP is an important aspect of university life that can be of maximum benefit to students when applying for jobs and career management in the world of work. Edward’s research was sponsored by QAA and it focused on the development of progress files in higher education. Edwards identified ways in which PDP can be connected to employer needs and hence the world of work. The majority of employers surveyed placed a strong emphasis on the process of PDP rather than the outcomes in terms of a PDP file. ‘Employers are keen to know not only that graduates have a particular skill and can prove it, but also that they can apply that skill in different contexts and provide evidence for using the skill in a variety of different situations’ (Whitlock, 2005, p.2).
One of the areas of Edwards (2005) research was the relationship between PDP and graduate application forms. The research concluded that the application forms generally included a significant number of ‘open’ questions related to the students’ experiences and achievements. The application forms also requested information from the students on their career aspirations and knowledge of the employer’s business. PDP activities should include a strong emphasis on ensuring students effectively market themselves, the importance of academic and non-academic activity, and critical reflection which focuses on student competencies and career aspirations.
As well as involving employers in his research Edwards (2005, p.7) included Professional Bodies. The research concluded that ‘Professional Bodies also
unanimously welcome the concept of introducing PDP skills in the student years’. The research provided the following conclusions:
PDP could be usefully used to prepare students for job applications and subsequent interviews.
PDP should cover both academic and non-academic activities.
PDP should cover both individual and group activities and include reflective practices.
PDP should highlight and include activities that emphasise the longer- term benefits in relation to ‘life skills’ for career management and professional accountability.
The process of PDP is important as it adds value by helping students reflect on their experiences and improve their ability to articulate and demonstrate competence.
Edwards (2005, pp.4-9)
Corkill (2006) identified research that had been carried out on the relationship between WBL and PDP within a foundation degree curriculum. Her research focussed on forty-nine programmes in seven universities or partner colleges. Of the programmes identified only 33% were generally work-based with only 25% of these programmes having PDP embedded in the curriculum. Corkill (2006, p.33) states ‘The findings were from a small-scale piece of research and that it may in no way be representative of what is happening in Foundation Degrees’. The conclusions drawn from Corkill’s research suggest there is uncertainty as to what PDP entails, confusion as to how it relates in any meaningful way to WBL but employers must be engaged in the process.
There is an opportunity to utilise the work of Edwards (2005) and to develop the work of Corkill (2006) and produce a model for the delivery of PDP and WBL in the built environment that extends to honours degree level. By integrating PDP into the curriculum, students could feel confident that the full range of enhanced employability skills and competencies identified in Chapter 4 and expanded in
Chapter 7 have been introduced. This would have the potential to add value to their studies and provide a platform for employment in the workplace.
Students need to be challenged ‘to explore the implications of the knowledge that they are acquiring and its relevance to their own personal and professional journey towards professional competence’ (Huntington and Moss, 2004, p.57). This reflective approach can be facilitated through the PDP sessions but
supported by the personal tutor role. The use of reflective narratives on skills and competencies should be embedded within the students’ academic
programme. The best approach can be achieved by making PDP the central theme of the course of study (Whitlock, 2005). The HEA (2012, p.8) extols the virtues of PDP tools and career advice, which are used in ‘making connections between their career intentions and their learning, working, co-curricular and extra-curricular activities’. The development of an integrated model will see PDP activities as a vital element in which students will develop their
employment prospects through structured study skill activities.