The document describes a student career competencies development programme that was developed as part of a TEMPUS project involving universities in Georgia, Lithuania, Hungary, and the UK. The programme includes a 14-week optional student career management course that would be delivered at several Georgian universities. The course aims to help students develop personal career management competencies and enhance their employability. It covers topics like career exploration, self-awareness, career planning and decision making. Student work for the course would be assessed based on a presentation, job application documents, and a career development plan. The document provides details on the course content, learning outcomes, assessments, and required readings.

1. 1
Final Version
Project title: Developing Student Career Services in Georgia (CASEDE)
Project number: 530566-TEMPUS-1-2012-1-LT-TEMPUS-SMGR (2012-3045/001-001)
Project WP3: Development of Career Education Tools
STUDENT CAREER COMPETENCIES DEVELOPMENT PROGRAMME
I. GENERAL INFORMATION
DEVELOPER(S) OF THE PROGRAMME
The programme was developed under the TEMPUS project
“Developing Student Career Services in Georgia” (No. 530566-
TEMPUS-1-2012-1-LT-TEMPUS-SMGR (2012-3045/001-001)
Project coordinator: Vilnius University (LT)
EU project partner institutions:
- Corvinus University of Budapest (HU)
- University of Essex (UK)
PERIOD OF REFERENCE
The programme is approved in 2013 by Georgian project partner
institutions:
- Batumi Shota Rustaveli State University (GE)
- International Black Sea University (GE)
- Ivane Javakhishvili Tbilisi State University (GE)
- Samtske-Javakheti State Teaching University (GE)
- Shota Meskhia State Teaching University of Zugdidi (GE)
- Iakob Gogebashvili Telavi State University (GE)
- University of Georgia (GE)
CYCLE/LEVEL For the 1st
cycle students
II. PILOT STUDENT CAREER MANAGEMENT COURSE DESCRIPTION
TYPE OF COURSE (compulsory, optional) Optional
INSTITUTIONS WHERE THE COURSE IS
DELIVERED
The course is going to be delivered at the following Georgian
project partner institutions:
- Batumi Shota Rustaveli State University (GE)
- International Black Sea University (GE)
- Ivane Javakhishvili Tbilisi State University (GE)
- Samtske -Javakheti State Teaching University (GE)
- Shota Meskhia State Teaching University of Zugdidi (GE)
- Iakob Gogebashvili Telavi State University (GE)
- University of Georgia (GE)
MODE OF DELIVERY SEMESTER OR PERIOD WHEN THE
COURSE IS DELIVERED
LANGUAGE OF INSTRUCTION
Face-to-face learning
The course is going to be taught
15 weeks in 2013/2014 academic
year, Spring semester
Georgian, English
PREREQUISITES FOR STUDENT COREQUISITES FOR STUDENT
English intermediate (level B1) No corequisites

2. 2
NUMBER OF ECTS
CREDITS ALLOCATED
TOTAL STUDENT
WORKLOAD
CONTACT WORKING
HOURS
INDEPENDENT WORKING
HOURS
2 ECTS 50 hours 30 hours 20 hours
PURPOSE OF THE COURSE
To develop personal career management competencies, to enhance student employability and career success.
LEARNING OUTCOMES
TEACHING AND LEARNING
METHODS
ASSESSMENT METHODS
Students will:
- know and understand the key factors
affecting career development success;
- demonstrate that they have skills to
apply theory and practice of career
development to themselves;
- have developed the positive, realistic
and resilient attitudes and values that
underpin career development success.
Student centred, teacher guided,
research based learning, reflective
learning, task-based learning,
group work, individual study and
autonomous learning
Report, case studies, self-
reflection, project work,
presentation
COURSE CONTENT: BREAKDOWN OF THE
TOPICS
STUDENT CONTACT
WORKING HOURS
STUDENT INDEPENDENT WORKING
HOURS
Lectures
Discussions
Seminars
Roleplay
Allcontact
workinghours
Independent
workinghours
Tasks
Topic 1. What career means in the changing
world
- Global economic, social,
environmental and technological
development tendencies of the
modern world;
- The impact of world changes on
personal career;
- The modern career concept and its
major models (boundaryless, lego,
portfolio, etc.).
1 1 2 0
Topic 2. Career development theory in
practice
- The stages of career development:
consistent patterns and critical
evaluation as seen from the
perspective of the modern career
concept;
- An introduction to career theories
from a range of academic disciplines;
- Career decisions in practice: applying
career development theory in real life.
2 2 1
The reading required by the
lecturer
Topic 3. Self-awareness and its impact on
career
- Looking at self-awareness and various
1 1 2 1
Preparing and presenting
own personal profile, which
includes results analysis of

3. 3
ways of understanding your own
personal attributes and competencies;
- How doing this can contribute to
career planning;
- Exploring what is meant by
professional attributes.
self-assessment tools and
methods and their relation to
personal career.
Topic 4. Researching and exploring career
options
- Exploration and evaluation of sources
of vocational and graduate labour
market information;
- Recognition of key factors affecting
labour markets;
- An introduction to the hidden labour
market and its role in a job search;
- Examination of relationship between
academic discipline and the world of
work;
- Researching careers: a practical
introduction to informational
interviewing;
- Exploration of online career
development resources.
2 2 5
Desk-based research on a
chosen graduate level career
and informational interview
with a person working in a
job student is interested in;
preparation for presentation
of research project results.
Topic 5. Presentation of research results on
own career options
Students making presentations on employment
opportunities they are interested in.
Discussions follow each presentation with
lecturer guidance.
2 2 1
Preparation for presentation
of research results on own
career options.
Topic 6. Career vision
- The career vision concept, its relation
to the mission and vision of life,
career dreams, strategies and aims;
- The steps and techniques used for
creating a career vision: analyzing the
main values, interests and principles;
visualization of the future; making a
list of dreams; life and career case
studies, etc.
- Self-assessment of career vision
quality.
1 1 2 1
Formulating career vision in
writing by using one or
several career vision creating
techniques.
Topic 7. Career decision-making
- The concept of career decisions;
- What influences the career decisions
that people make?
- The career decision-making process,
its management;
- The models of career decision-
making;
- Setting criteria for career decisions;
- The external conditions and personal
peculiarities influencing career
decision-making;
- Career decision-making problems and
the ways of overcoming them.
1 1 2 1
Identifying and making a list
of key factors for own career
decision-making
Topic 8. Career planning 1 1 2 1 Writing a career action plan

4. 4
- Challenges of career planning in a
chaotic and rapidly changing world;
- Planned-happenstance and using it for
career purposes;
- The concept of a flexible (non-linear)
career plan;
- The structure of a career plan and its
preparation stages;
- Defining career aims;
- Assessment of resources required for
implementation of a career plan;
- The principles of updating a career
plan.
Topic 9. Exploring learning opportunities
- Assessment of career learning needs;
- Formulating the learning aims;
- Preparing a study plan;
- Assessment of the learning style;
- Efficient learning methods
- Learning obstacles and the ways of
overcoming them;
- Self-assessment of the learning
outcomes.
1 1 2 1
Identifying and presenting
local and international
learning opportunities
related to personal career
vision
Topic 10. Graduate recruitment and what
employers are looking for
- Job search strategies: how employers
recruit graduates in theory and
practice;
- Articulating your experience, qualities
and skills to employers with
confidence.
2 2 1
Interpreting graduate
destination data, reading
narratives selected by the
lecturer
Topic 11. Job application documents
- Peer evaluation of students’
Curriculum Vitae, letters of
applications, application forms;
- Students’ group work to discuss and
create answers to white space
application documents.
2 2 3
Preparing job application
documents (Curriculum
Vitae, letters of application)
for the chosen graduate level
job advertisement
Topic 12. Job interview
Individual mock interviews with the career
team and external interviewer. Students will
receive verbal feedback from the interviewer
and student observers. After the interview
students will be asked to write own notes on
what they have learned from the experience.
1 1 2 1
Preparation for presentation
of self-reflection statements
on own mock interview
Topic 13. Personal resource management
- The types of resources needed for
career (money, time, social network,
health, competencies, etc.), their
interrelation and the ways of
multiplying these resources;
- The relation between finance and
career;
- Lifestyle, its financial evaluation;
- Tools and means of effective personal
finance management.
1 1 2 1
Identifying and presenting
personal resources needed
for successful
implementation of a career
plan

5. 5
Topic 14. Being successful at work
- The concept of self-establishment at
work;
- The psychological contract and
determining expectations from a new
job;
- Understanding the organizational
culture;
- The situations of “crossing the limits”
in labour relations;
- The major social roles in different
areas of life;
- The tools for balancing various areas
of life and social roles (setting
priorities, planning, negotiation).
1 1 2 2
Interview with alumni about
their experiences on starting
work
Topic 15. Management of career changes
- Career changes in a nowadays
dynamic labour market;
- Types of career changes (proactive,
reactive, managed, uncontrolled);
- Stages of career changes;
- The signs showing the necessity for
career changes;
- Preparing for career changes;
- Transition period in career changes:
the obstacles to changes and the ways
of overcoming them;
- The sources of support for career
changes;
- Career changes’ success evaluation.
1 1 2 0
Total: 30 20
ASSESSMENT STRATEGY
The course work (portfolio) consists of three assessed components:
- Presentation of the Research Project Report on Own Career Options
- Job Application Package
- Career Development Plan
Assessment of the student work is based on the Pass/Fail system. All assignment components of student work
must be submitted to secure a pass. There are 2 options for assessment of student work:
- Version A based on the general assessment criteria (Annex I);
- Version B based on the grade system (Annex II).
The overall course work mark must be at least 51 points and at least 40 % of maximum possible points in
each assignment to secure a “Pass”. In case of students failing they have a chance to get a “Pass” by re-
submitting improved version of assignments.
Version A or version B can be selected for assessment of the student work in accordance with HEI internal
regulations.
ASSESSMENT
COMPONENTS WEIGHTING
ASSESSMENT
PERIOD
ASSESSMENT CRITERIA
Presentation of the 50% Week 6 Version A. Assessment of the student work

6. 6
Research Project
Report on Own
Career Options
based on the general assessment criteria
(Annex I)
Version B. Assessment of the student work
based on the grade system (Annex II)Job Application
Package
1) Curriculum Vitae
2) Letter of Application
(Cover letter or
Motivation letter)
3) Reflection statement
on own mock interview
20%
Week 12
Career Development
Plan
30%
Week 15
Total 100%
OUTLINES OF ASSESSED ASSIGNMENTS
Presentation of the Research
Project Report on Own
Career Options (50%)
To arrange an informational interview with a person working in a
professional job the student is interested in. The main focus of the report is
on the role of the person and his experience of developing professional
career.
The presentation of the report should contain the following sections:
1) A brief presentation of the sector. An analysis of the current state of the
graduate labour market in this sector and the future trends.
2) A brief presentation of the interviewee’s job role and work environment.
3) A brief account of the interviewee’s career story (including their
planning in the past, the present and the career development plans for the
future). Identifying their transferable skills and relating them to
employability skills employers typically look for in graduate applicants. To
what extent did personal development planning play a part in their career
development (formally or informally)?
4) An analysis of the ways in which an appropriate career development
theory could be usefully applied to the interviewee’s progress in his/her
career to date and to his/her future plans.
5) The impact this research and analysis has had on own approach to career
planning. To support own statements with evidence. To show the use of
different sources, such as the information interview, personal
communication, books, career directories, professional associations and
websites.
Duration of presentation: 15 min.
Job Applications Package
(20%)
Curriculum Vitae
Student must relate own work to an actual graduate level job advertisement.
A copy of the chosen job advertisement should be attached to the student
CV. The CV should be designed and written with this job in mind. The CV
should be two pages long.

7. 7
Letter of Application
Student cover (motivation) letter should be written to accompany the CV
student has prepared for the graduate level job advertisement. The length of
the cover letter should not exceed one page.
Reflection statement on own mock interview
At the mock interview a student will be given constructive verbal feedback
from interviewer(s) and another student who will be acting as an observer.
After the interview the student will be asked to write own notes on what
he/she has learned from the experience. The reflective statement will bring
together the feedback the student has received and own reflection on the
experience.
Career Development Plan
(30%)
To write a Career Development Plan. The plan will evolve over 15 weeks
with course topics contributing to the various elements. A Career
Development Plan should include the following elements:
1. An analysis of own current situation, based on research and reflection,
and give an informed commentary on own knowledge, experience and
skills.
2. A statement of own career goals over the medium to long term.
3. An account of the professional aptitudes, knowledge, experience and
skills required to achieve own career goals.
4. A career action plan which sets out the steps necessary for focused
personal development to achieve own career goals.
Student will need to give evidence of appropriate research, reflection and
self-assessment that have contributed to analysis and career action plan.
Guide length: 800-1000 words
REQUIRED READING
1. Career management guide for students, prepared for TEMPUS CASEDE project. (In Georgian language)
2. Gutbrod H. Handbook of professional communication// Publishing House Saari, 2005 (In Georgian language)
3. Trought F. Brilliant employability skills: how to stand out from the crowd in the graduate job market// Prentice
Hall, 2011
4. Inkson K. Understanding careers: The metaphors of working lives// Thousand Oaks: Sage Publications, 2007
5. Hopson B. & Scally M. Build your own rainbow: a workbook for career and life management// Management
Books, 2009
6. Bolles R. N. What Color Is Your Parachute? 2013: A Practical Manual for Job-Hunters and Career-Changers//
Ten Speed Press, 2012
RECOMMENDED READING
1. Done J. & Mulvey R. Brilliant Graduate Career Handbook// Prentice Hall, 20011
2. Kirton B. Brilliant Workplace Skills for Students & Graduates// Prentice Hall, 2011
3. Pink D. H. Free agent nation: the future of working for yourself// Business Plus, 2002
4. Tobin D. R. Learn Your Way to Success: How to Customize Your Professional Learning Plan to Accelerate
Your Career// McGraw-Hill, 2011
5. Kyiosaki R. T. Rich Dad Poor Dad: What The Rich Teach Their Kids About Money That the Poor and Middle
Class Do Not!// Running Press Miniature Editions, 2009
6. Grunwald T. Dude, Where’s My Career?: The Guide for Baffled Graduates// Summersdale, 2008

8. 8
Annex I
Project title: Developing Student Career Services in Georgia (CASEDE)
Project number: 530566-TEMPUS-1-2012-1-LT-TEMPUS-SMGR (2012-3045/001-001)
Project WP3: Development of Career Education Tools
VERSION A
ASSESSMENT OF THE STUDENT WORK BASED ON
THE GENERAL ASSESSMENT CRITERIA
Assessment components Pass Fail
Presentation of the Research
Project Report on Own Career
Options (50%)
1. Specific, accurate and
convincing presentation on
profession/employment
opportunities:
- contains evidence of
reading related literature;
- compares different
approaches found in the
reading;
- points out and analyses
the key questions of the
issue investigated;
- points out relationship
between different factors;
- finds evidence for and
against;
- sets up the conclusion and
own standpoint;
- has clear content;
- shows the methods
applied;
- contains the main
outcomes of analysis.
2. Collection of relevant career
information, its evaluation and
synthesis using at least 3 different
printed/online sources.
3. A clear account of the person’s
role and career story that shows
the relevance of transferable
skills.
4. An in-depth analysis of the
interviewee’s career decision-
making approach and well-argued
ideas for applying career theory to
future career development.
1. Non-specific, inaccurate and
unconvincing presentation on
profession/employment
opportunities.
2. Presentation does not comply
with the structure requirements, is
not well-evidenced and clearly
articulated.
3. Career information presented is
irrelevant, there is no comparison
or less than 3 sources of
information are used.
4. The account of the person’s
career story is confusing, too brief
and does not reveal the relevance
of transferable skills.
5. Career theories are not
efficiently applied to the person’s
possible future.
Job Application Package (20%): 1. A correctly formatted graduate 1. The CV lacks key components,

9. 9
1) Curriculum Vitae
2) Letter of Application (Cover
letter or Motivation letter)
3) Reflection statement on own
mock interview
CV (with all main sections in the
correct order) of the right length,
showing clear evidence of
targeting content and presentation
on the job opportunity customized
for a particular employer:
 chosen CV form is
relevant for the job, the
employer and the
student;
 information is presented
in an attractive, ordered,
structured and
understandable way.
 information is easy to
find due to the use of
headlines.
 information important for
the employer is
emphasized.
2. A correctly formatted graduate
cover letter, showing clear
evidence of targeting content and
presentation on the job
opportunity customized for a
particular employer:
- a clear evidence of
genuine interest in and
knowledge about
organization and
position, experience and
competencies important
for employer are
presented;
- the content is attractive,
neat, structured view,
easy to read;
- the style is constructive,
positive;
- the cover letter reveals
positive personal
qualities that help
appreciate readiness and
motivation to work at the
organization.
3. A specific and persuasive
description of reflection statement
on own mock interview with
analysis and self-evaluation of:
 own preparation to
participate in a mock
interview,
 what has been done/went
well
components are in the wrong
order and content is poorly related
to the job opportunity and has the
wrong amount of detail (either too
little or too much).
2. An incorrectly chosen CV form,
CV looks chaotic, lacks structure,
is not easy to read and it is
difficult to find information.
3. The cover letter is incorrectly
formatted (fails to follow proper
business conventions), does not
build an effective case or address
the specific requirements of the
role or the employer.
4. Description of the reflection
statement on own mock interview
is neither specific, nor persuasive.
Analysis and self-assessment is
not presented.

10. 10
 what has gone
wrong/needs
improvement
 what has been learned
from this experience
Career Development Plan
(30%)
1. The action plan uses SMART
objectives:
- Specific: significant,
stretching, simple;
- Measurable: motivational,
manageable, meaningful;
- Attainable: appropriate,
achievable, agreed,
assignable, ambitious,
aligned, aspirational,
acceptable;
- Relevant: result-based,
result-oriented,
resourced, realistic;
- Timely: time-oriented,
time-framed, time-based,
time-bound, time-specific,
time-limited, timetabled.
2. Actions efficiently address the
current situation and show clear
relevance to goals.
3. Goals are related to the career
vision and justified in relation to
own strengths, values and
priorities.
1. Actions are neither specific, nor
measureable, achievable, realistic
or time-bound.
2. Actions do not relate to the
goals or address the realities of the
current person’s situation.
3. Insufficient evidence to clearly
link the person’s goals to his/her
strengths, values and priorities.

11. 11
Annex II
Project title: Developing Student Career Services in Georgia (CASEDE)
Project number: 530566-TEMPUS-1-2012-1-LT-TEMPUS-SMGR (2012-3045/001-001)
Project WP3: Development of Career Education Tools
VERSION B
ASSESSMENT OF THE STUDENT WORK BASED ON THE GRADE SYSTEM
Points Grade
91-100 points A
81-90 points B
71-80 points C
61-70 points D
51-60 points E
0-50 points Failed
EVALUATION
CRITERIUM
10-7 points 6-4 points 3-1 points 0 points Total
points
Presentation of the Research Project Report on Own Career Options (50%)
1. Concrete, accurate and
convincing
profession/employment
opportunities
presentation
Clear content, contains
evidences
Raises key questions
Compare different
approaches
Shows main outcomes
Content is not
totally clear
Not all key
questions are
raised
Main outcomes
mostly touched
Content is poor,
approach is one
sided
Only few
outcomes are
mentioned
Content is not
concrete,
not accurate
Less important
questions are
touched
No major
outcomes
2. Collection of relevant
career information, its
evaluation and synthesis
using at least 3 different
printed/ web sources
Relevant background
information from literature
Sufficiently based
evaluation
Excellent synthesis
Not sufficient
career
information
from literature
Synthesis is
good but not
excellent
Poor background
information
Weak analysis
and synthesis
Very weak
knowledge on
literature
Poor evaluation,
no synthesis
3. A clear account of the
person‘s role and career
story that shows the
relevance of
transferable skills
Very well captured, deep
knowledge on person’s
role
Convincing transferable
skills
Focus is not
strong
Person’s role
and career story
not totally clear
Weak focus on
topic, account of
person’s role
and career story
Relevance of
transferable
skills is not
showed
Bad structure,
no evidences
Information
presented is not
relevant
No comparison
4. In depth analysis of the
interviewee‘s career
Well structured, deep
analysis, evidence based ,
Structure not
totally fits,
Analysis is on
surface
Persons’ career
story is

12. 12
decision making
approach and well-
argued ideas for
applying career theory
to future career
development
good argumentation,
career theory clearly
showed
evidence base
good,
argumentation
is good but not
excellent
Argumentation
is poor
Knowledge on
career theory is
weak
confusing ,
doesn‘t draw
out the
relevance of
transferable
skills
Career theories
not effectively
applied
Job Applications Package (20%)
5.Correctly formatted
graduate CV (with all
main sections in the
correct order) of the right
length showing clear
evidence of targeting
content and presentation
at the job opportunity
and employer
Chosen CV form is
relevant,
Information is attractive,
ordered, structured and
understandable
Information important to
the employer is
emphasized
CV form is
relevant
Information
attractiveness,
order and
understandabilit
y is good
Information
needed for
employers is not
strongly
emphasized
CV form is
relevant
Structure is not
well balanced
Content is not
good targeted
Level of
presentation is
average
CV lacks key
components,
Components are
in the wrong
order
Content is
poorly related
to the job
opportunity
Content has the
wrong amount
of details
6.Correctly formatted
graduate covering letter
showing clear evidence of
targeting content and
presentation at the job
opportunity and
employer
Clear evidence of genuine
interest in and knowledge
about organization and
position
Experience and
competencies important
for employer are presented
very well
Content is attractive, neat,
structured view, easy to
read
Style is constructive,
positive
Revealing positive
personal qualities
Declared
evidence on
interest to get
information
about the
organization
and job
Experience and
competencies
presented at
good level
Personal
qualities are
underlined
mostly in a
convincing
manner
Formatting of
cover letter is
acceptable
Evidence on
getting
information
about job and
company is not
well elaborated
Competencies
are presented
below average
Personal
qualities only
partially
convincing
Incorrectly
formatted
graduate
covering letter
No clear
evidence of
targeting the
content
Covering letter
looks chaotic,
without
structure, not
easy to read and
to understand it
7. Concrete and
persuasive description of
reflection statement on
own mock interview with
analysis and self-
evaluation
Own preparation to
participate in mock
interview is excellent
Well indicated what was
done/went good and what
went wrong/needs
improvement, and what
has been learned of this
experience
Own
preparation to
participate in
mock interview
is good
Description of
what was good
and wrong or to
be developed at
good level
Preparation to
participate in
mock interview
is not
convincing
What was done,
good or bad are
poorly presented
Self-analysis is
weak
Description of
reflection
statement on
own mock
interview is not
concrete,
neither
persuasive
Analysis and
self-assessment
is not presented
Career development plan (30%)
8.Action plan uses Specific, significant, Specific, Not so specific Actions are not

13. 13
SMART objectives stretching and simple
Measurable, motivational,
manageable, meaningful
Attainable, ambitious,
aligned, aspirational
acceptable
Relevant, result-based,
results-oriented, resourced
and realistic
Time-oriented, time-
framed, time-based, time-
bound, time-specific, time-
limited, timetabled
significant but
not simple
Manageable,
motivational but
not easy to
measure
Too ambitious
Mostly results-
based and
results-oriented
Mostly time-
oriented, time-
based and time-
specific
and consistent
Hardly
measurable
Less meaningful
Aspiration level
is weak
Not so much
results based and
results-oriented
Timely is not
convincing
specific,
measureable,
achievable,
realistic and
acceptable
9. Actions effectively
address the current
situation and show clear
relevance to goals.
Describing current
situation is clear
Relevance to goals
indicated in an excellent
way showing the realities
of person’s current
situation
Well worked out.
Addressing
present situation
is good but not
excellent
Relevance to
goals mostly
convincing.
Actions
addressed
weakly
Relevance to
goals is
satisfactory
Actions do not
relate to the
goals or address
the realities of
the current
person‘s
situation
10. Goals related to career
vision and justified in
relation to own
strengths, values and
priorities.
Career related goals well
defined
Goals are linked to own
strengths, values and
priorities in a good manner
Goals mostly
well defined
Justification of
links to own
strengths,
values, and
priorities mostly
convincing
Goals related
career vision
poorly justified,
Links to own
strengths, values
and priorities
mostly missing
Insufficient
evidence to
clearly link the
person’s goals
to their
strengths,
values and
priorities
TOTAL NUMBER OF
POINTS
(Max. 100):