Perceptions of personal development planning in sociology and social science: the Scottish higher education context

Figures & data

Table 1: Perceived benefits of PDP

Key themes	Benefits
Views	Useful for future planning and becoming reflective independent learners Way of encouraging student learning and staff discussion between divisions Can use as generic template to add more specific skills related to discipline, therefore have flexibility to tailor it as required
Purpose	Improves self confidence and encourages to think about longer term impact of learning Allows critical self-reflection of skills already gained and ones still to acquire Helps a diverse range of students, not only those already engaging well with course Allows focus and forward planning, reflecting upon skills gained Helps students on broader courses plan ahead Meets the employability agenda In social science it is possible to relate a reflective coursework with PDP
Version	Electronic: Ease of accessibility Good engagement and easier for staff to assess levels of engagement Easier for introspection Easier to customise Paper: Immediacy Mixed opinions whether easier or harder to engage with
Implementation	The right ‘climate’ to bring in PDP Government policy based on quality enhancing agenda and funding bodies

Table 2: Perceived problems of PDP

Key themes	Problems
Views	Could be seen as over-directed and too constraining, whereas more relaxed approach would encourage taking control of own development Limited embodiment in certain subjects areas and more up take in others
Issues	Readjustment of modules Application to different social science disciplines and programmes Limited understanding of student opinions Definition of personal development too vague Buy-in at student and staff level due to not seeing benefits and perceived as being imposed on staff One size fits all? Who takes ownership of PDP division-wise? Will there be specific department/trained individuals? Access to PDP following graduation Expense of implementing EPDP
Version	Electronic: Security of data Some students may not be that comfortable with it, but not much negative feedback regarding this Whose data? Students’ or universities’ Ethical issues surrounding definition of personal Paper: Too much paper and related storage issues
Implementation	Discrepancy between purpose: How much is it about employability versus healthy development? Student engagement may be a problem in terms of apathy, motivation, self-confidence Perceived as being implemented from top down Variability between disciplines Different staff members involved in internal application, e.g., postgraduate tutors, careers and contention of who should be responsible for taking lead; i.e. should it fall on academics?

Table 3: Perceptions of elements within PDP

Element of PDP	N	%
1. Career development record/CV	6	29
2. Progress review meetings	11	52
3. Personal reflection on academic achievement	12	57
4. Audit of learning strategies	5	24
5. Degree course forward planning	6	29
6. Record of university achievement	8	38
7. Record of transferable skills gained	10	48
8. A personal tutor/adviser	13	62
9. A personal statement of achievement /aims	8	38
10. Formal assessment/examination of PDP	1	5
11. Involvement of university careers service	0	0
12. Don’t know	7	33
Number of possible respondents to each statement = 21

Table 4: Views on existing PDPs

	Strongly agree	Agree	Unsure	Disagree	Strongly disagree
The PDP has been helpful for my academic studies.	0	5	6	3	7
The PDP process has helped me to see the link between academic subjects and future careers more clearly.	0	5	5	4	7
The PDP provides an effective record that I expect to use in the future.	1	5	5	5	5
Progress review meetings have been useful.	2	4	6	4	5
The PDP process helps students to integrate into the department.	0	7	5	4	5
The department provides effective support for the PDP process.	2	6	5	3	5
Continuous personal reflection on achievements has been helpful.	1	5	7	3	5
Number of possible respondents to each statement = 21

Table 5: Views on what should be included in a PDP

Element of PDP	N	%
1. Career development record/CV	39	77
2. Progress review meetings	29	57
3. Personal reflection on academic achievement	25	49
4. Audit of learning strategies	8	16
5. Degree course forward planning	26	51
6. Record of university achievement	38	75
7. Record of transferable skills gained	31	61
8. A personal tutor/adviser	32	63
9. A personal statement of achievement /aims	23	45
10. Formal assessment/examination of PDP	7	14
11. Involvement of university careers service	17	33
12. Don’t know	4	8
Number of possible respondents to each statement = 51

Table 6: Student views on PDP

	Strongly agree	Agree	Unsure	Disagree	Strongly disagree
The PDP will be helpful for my academic studies.	2	29	13	5	2
The PDP process will help me to see the link between academic subjects and future careers more clearly.	7	21	17	6	0
The PDP will provide an effective record that I expect to use after graduation.	6	25	17	2	1
Regular progress review meetings should be included.	3	24	20	4	0
The PDP process will help students to integrate into the department.	3	21	21	5	1
The department will need to provide effective support for the PDP process.	11	29	10	1	0
Continuous personal reflection on achievements and goals will be helpful.	6	29	7	8	1
Number of possible respondents to each statement = 51

Table 7 Comparative analysis about views on PDPs.

	Already had PDP, %			Not had PDP, %
	Strongly agree/agree	Don’t know	Strongly disagree/disagree	Strongly agree/agree	Don’t know	Strongly disagree/disagree
PDP helpful for my academic studies.	24	29	48	61	25	14
PDP process helps me to see the link between academic subjects and future careers more clearly.	24	24	52	55	33	12
PDP provides an effective record that I expect to use in the future.	29	24	48	61	33	6
Regular progress review meetings are useful.	29	29	43	53	39	8
PDP process helps students to integrate into the department.	33	24	43	47	41	12
Department	38	24	38	78	20	2
provides effective support for the PDP process.
Continuous personal reflection on achievements is helpful.	29	33	38	69	14	18
Total possible respondents (N)	21 = 100%			51 = 100%

* Figures have been rounded up or down to the nearest whole number.