The early empirical research on the entry into the labour market of the graduates' and their career opportunities, began in the mid-2000s, and ended by 2013. The focus of the investigations was firstly on the comparative analysis of the labour market "utilization" of the diplomas issued by HEIs and secondly on the competences of graduates and expectations of the labour market. The results of the questionnaires conducted between 2004-2012 by the Hungarian Chamber of Commerce and Industry and Institute for Economic and Enterprise Research, as well as the student interviews in Graduate Course Tracking System (DPR), agree on one substantive issue. In many cases the students were not aware of the labour market opportunities after graduation, the labour market expectations and they lacked individual professional aspirations. There were also lecturers at the Department of Technical Pedagogy at the BME who did research on the issues and had a competitive market experience which they used to develop a curriculum for a freely selectable course (Szabóné, 2013), which served to expand the knowledge on the world of work. The lack of preparation for entry into the world of work (European Commission, 2017) is not only evidenced in the results of the research, but also more directly visible in the growing interest in the freely selectable course offered to BME students. During the semester, student activity related to the course, positive student feedback, successful job- and career-seeking applications among the respondents supported the hypothesis that students need to prepare for the world of work during higher education studies. This was a novel initiative, which meant that the methodological and technological opportunities provided by the infocommunication technology should be incorporated into subject activities to maintain student interest and develop labour market competencies. The aim of the authors was to provide a modern, atypical teaching methodology that uses gamification (Fromann, 2017). The method of gamification in the subject mentioned allows flexible learning pathways, student-centred, tailor-made adaptive teaching, encouraging student awareness, autonomy, and responsibility for career planning. In this poster, we intend to present the characteristics of the gamification method developed and applied within the subject, the results of the effectiveness and the results of an empirical survey conducted among students. We conducted our quantitative based questionnaire survey among full time students of the Budapest University of Technology and Economics using a simple random sampling in the fall of 2017. In the course of the study, we focused on learning how much are the students' aware what competencies are expected by labour market at the start of their career, how effective is the course, how much did it contribute to the development of labour market competences among students. Our results firstly match the challenges of today's digital pedagogy and the motivational needs of the digital generations and secondly clearly contribute to a new approach to the subject. This way, the pilot can be called successful. We believe that by developing our ICT based support system and by expanding our innovative, experience-based methodology solutions based on BYOD, we can greatly contribute to the design of new curricula in the field of methodological cultural.
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