Using 'Me in a Minute' to promote skills in articulating employability strengths
DOI:
https://doi.org/10.21153/jtlge2025vol16no1art1973Abstract
Evidence indicates that undergraduate students value the Me in a Minute video strategy as a mechanism for developing employability articulation skills. However, an in-depth analysis of students’ ability to create a Me in a Minute video that effectively articulates employability strengths has not been conducted. An assessed Me in a Minute module (assignment) was implemented in a third-year capstone subject within undergraduate non-specialist health science degrees to support students in developing their employability articulation skills. Module assessments included a preparatory mid-semester self-evaluation, a Me in a Minute video, and an end-semester reflection consisting of Likert-scale and open-ended responses. This study aimed to determine students’ ability to create an effective and professionally delivered Me in a Minute video, as well as student perceptions of their employability skills and the module activities. Student work (preparatory evaluation task, video and reflection) was analysed quantitatively and qualitatively. Mid-semester, students highly rated their discipline knowledge and skills, as well as their transferable skills and personal attributes. Analysis of videos showed that students had aptitude for drawing on relevant experiences but generally struggled to substantiate their claims with tangible evidence. Less than half of the videos were assessed to be professional artefacts. Despite these findings, students highly valued the module and felt the activities supported them in developing their ability to articulate employability strengths. In conclusion, the Me in a Minute video strategy is perceived positively by health science students, but further support is needed to help them develop skills in evidencing achievements and professional presentation.
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References
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