Innovative employability guidance for higher education students in the context of European biodiversity management HU01-KA

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1 European employer recruitment preferences in the sector Survey Report The survey gathered information on what characteristics employers in the Biodiversity and Conservation Sector are seeking in new recruits. The survey was conducted in three European countries: in the UK, in Portugal and in Hungary in 2016 January. Remarks on the survey Returns varied between countries (n=28, 45 and 18 in the UK, Portugal and Hungary, respectively). Portuguese employer returns included a survey error on some questions there are gaps in answers. Scores have been averaged but the data coherence tests show that the data is not normally distributed we should analyse with caution. o The data coherence tests show a power or Poisson distribution o This suggests that most respondents (across all countries) scored relatively highly, and showed relatively small differences in scores, for all the questions asked. Summary Across the three countries Teamwork and collaboration, Professionalism (timekeeping, preparation, dress sense) and Knowledge of the Biodiversity and Conservation Sector in own Country seemed to be the top three factors. A possible conclusion is that there are in fact no clear preferences for the questions asked when examined collectively, although there are apparent differences, small though they are, when explored by country (as shown in the tables below). Teamwork seems to be the most important trait in the UK, whereas in Hungary and in Portugal field skills gained the highest rank (1 st and 2 nd, respectively). Knowledge of the biodiversity sector internationally does not seem to be important in either of the countries, nor practical (land management) or analytical skills. It is confirmed by the survey results that none of the countries found formal qualification a top priority, which probably means the shift towards flexible careers pathways from rigid one-way career models across Europe. Willingness to continue learning, holistic approach, English language and driving license are still important. In Hungary the sound knowledge of some important animal or plant groups has been mentioned by many respondents, which means this sort of academic skill still has a great value in Hungary. Students advised to be aware of the entire collection of the questioned attributes as all of them has some relevance. However, country by country they might face slightly different expectations from the employers world.

2 Factors in order of importance (across all countries) Factor Average importance (out of 5) Teamwork and collaboration 4.68 Professionalism (timekeeping, preparation, dress sense) Knowledge of the Biodiversity and Conservation Sector in your Country Experience of paid/unpaid work in the sector 4.25 Organisational skills 4.25 Emotional Intelligence (positive outlook, self-control, empathy) 4.25 Potential (career aspirations, drive and passion) 4.14 Technology skills - generic (MSWord, MSExcel etc) 4.14 A relevant qualification 4.07 Field skills (surveying, identification, auditing) 4.07 Up to date with relevant current issues 3.96 Business skills (report writing, giving presentations) 3.82 Practical skills (land management) 3.75 Consultancy skills (negotiating, influencing, networking) 3.54 Creativity and entrepreneurship 3.5 Analytical skills (research, data handling) 3.43 Technology skills - specific (GPS, GIS, Apps) 3.43 Knowledge of the Biodiversity and Conservation Sector internationally 3.07 Other 2.25

3 Country-comparison, factors in order of importance Hungary HU Portugal Pt UK UK Potential (career aspirations, drive and passion) 4,5 Knowledge of the Biodiversity and Conservation Sector in your Country 4,1 Teamwork and collaboration 4,7 Field skills (surveying, identification, auditing) 4,4 Field skills (surveying, identification, auditing) 4,0 Professionalism (timekeeping, preparation, dress sense) 4,5 Up to date with relevant current issues 4,3 Teamwork and collaboration 4,0 Knowledge of the Biodiversity and Conservation Sector in your Country 4,3 Teamwork and collaboration 4,2 Business skills (report writing, giving presentations) 3,8 Experience of paid/unpaid work in the sector 4,3 Knowledge of the Biodiversity and Conservation Sector in your Country 4,2 Creativity and entrepreneurship 3,8 Organisational skills 4,3 Professionalism (timekeeping, preparation, dress sense) 4,1 Professionalism (timekeeping, preparation, dress sense) 3,8 Emotional Intelligence (positive outlook, self-control, empathy) 4,3 Potential (career aspirations, drive and passion) 4,1 Technology skills - generic (MSWord, MSExcel etc) 4,1 Up to date with relevant current issues 3,6 A relevant qualification 4,1 A relevant qualification 4,1 A relevant qualification 3,7 Practical skills (land management) 4,1 Organisational skills 3,7 Technology skills - generic (MSWord, MSExcel etc) 4,1 Emotional Intelligence (positive outlook, selfcontrol, empathy) 4,0 Practical skills (land management) 3,6 Business skills (report writing, giving presentations) 3,9 Creativity and entrepreneurship 3,9 Technology skills - specific (GPS, GIS, Apps) 3,8 Experience of paid/unpaid work in the sector 3,8 Analytical skills (research, data handling) 3,7 Knowledge of the Biodiversity and Conservation Sector internationally 3,2 Consultancy skills (negotiating, influencing, networking) 3,1 Organisational skills 3,0 Field skills (surveying, identification, auditing) 4,1 Up to date with relevant current issues 4,0 Analytical skills (research, data handling) 3,4 Knowledge of the Biodiversity and Conservation Sector Business skills (report writing, internationally 3,3 giving presentations) 3,8 Experience of paid/unpaid work in Practical skills (land the sector 3,1 management) 3,8 Consultancy skills (negotiating, Consultancy skills (negotiating, influencing, networking) 2,9 influencing, networking) 3,5 Emotional Intelligence (positive outlook, self-control, empathy) 2,1 Creativity and entrepreneurship 3,5 Analytical skills (research, data handling) 3,4 Technology skills - specific (GPS, GIS, Apps) 3,4 Knowledge of the Biodiversity and Conservation Sector internationally 3,1 Factors common to top 10 in all countries Knowledge of the Biodiversity and Conservation Sector in your Country Field skills (surveying, identification, auditing) Teamwork and collaboration Professionalism (timekeeping, preparation, dress sense A relevant qualification

4 Reverse Ranking 1 scores: Criterion HU PO UK Total Knowledge of the Biodiversity and Conservation Sector in your Country Field skills (surveying, identification, auditing) Teamwork and collaboration Professionalism (timekeeping, preparation, dress sense A relevant qualification Common ranking using scores above 1. Teamwork and collaboration 2. Knowledge of the Biodiversity and Conservation Sector in your Country 3.= Field skills (surveying, identification, auditing) 3.= Professionalism (timekeeping, preparation, dress sense 5. A relevant qualification Employer recruitment preferences scores from survey Criterion UK HU PO TOTAL RANK Teamwork and collaboration Knowledge of the Biodiversity and Conservation Sector in your Country 2 Field skills (surveying, identification, auditing) Professionalism (timekeeping, preparation, dress sense) Up to date with relevant current issues A relevant qualification Business skills (report writing, giving presentations) Practical skills (land management) Creativity and entrepreneurship Experience of paid/unpaid work in the sector In other words, first place = 10 points, second = 9 and so forth

5 List of other factors Employers were given the oppotunity to add more factors to their preferences. List of other factors in the UK Ability to communicate in English verbal and written Good people skills - communication skills Our practical skills are linked to marine biology and being able to tell the story to others Ability to recognise opportunity around strategic partnership and the skills to develop them Habitat management (not just practical land management, but the aims of the work) Own driving license Working with children or in an education setting Public engagement skills Sound understanding of land management in a wider context, and specifically including economic agricultural and forestry production Willingness to continue learning List of other factors in Hungary Languages, especially English knowledge realistic salary expectations Outstanding knowledge of one specific field, especially the monitoring schemes of important groups (e.g. birds, butterflies etc.) Tolerance of flexible working hours ambition, precision English language English language Languages, especially English knowledge Experience in project management System approach, holistic mindset Excellent knowledge of any of the animal or plant groups and ambition to broaden this knowledge and get to know new groups Nature should overwrite the interest of the employer Experience, independent, creativity, good species identification skills High level of English realistic salary expectations knowledge of special laws and regulations, or ambitions to get to know them reliability driving license with driving experience solution focused mindset decision making without constant guidance ability to improve constantly, hunger for learning Yearning for learning, passion about nature interdisciplinal knowledge (a botanist should know general zoology)

6 Languages, especially English knowledge Languages, especially English knowledge List of other factors in Portugal Volunteering Knowledge about the institution Interpersonal relationship English as a second language General knowledge about related fields Ability to work in team A similar study from the USA Graduate Student s Guide to Necessary Skills for Nonacademic Conservation Careers BLICKLEY et al Conservation Biology, Volume 27, No. 1, Graduate education programs in conservation science generally focus on disciplinary training and discipline-specific research skills. However, nonacademic conservation professionals often require an additional suite of skills. This discrepancy between academic training and professional needs can make it difficult for graduate students to identify the skills and experiences that will best prepare them for the conservation job market. The paper analyzed job advertisements for conservation-science positions and interviewed conservation professionals with experience hiring early-career conservation scientists to determine what skills employers of conservation professionals seek; whether the relative importance of skills varies by job sector (government, nonprofit, and private); and how graduate students interested in careers in conservation science might signal competency in key skills to potential employers. In job advertisements, disciplinary, interpersonal, and project-management skills were in the top 5 skills mentioned across all job sectors. Employers needs for additional skills, like program leadership, conflict resolution and negotiation, and technical and information technology skills, varied across sectors. Our interview results demonstrated that some skills are best signaled to employers via experiences obtained outside thesis or dissertation work. Our findings suggest that graduate students who wish to be competitive in the conservation job market can benefit by gaining skills identified as important to the job sector in which they hope to work and should not necessarily expect to be competent in these skills simply by completing their chosen degree path.

7 Characteristics used in Blickley et al (USA) Specific and analytical disciplinary (knowledge of specific ecosystems,conservation issues or analytical tools) Project management (process of managing projects that fall within a mission of an organization) General disciplinary (knowledge of general scientific and conservation principles) Interpersonal (ability to engage in cooperative learning and produce products with a team of people) Field experience (ability to conduct research in the field; specific field skills) Written communication (ability to write effectively in any forum relevant to the job title) Program leadership (the process of leading and developing projects that fall within a mission of an organization) Networking (ability to identify and bring together many individuals on the basis of common ideas or goals) Personnel leadership (process of managing personnel or cooperators in an organization) Technical, information technology (competency in using basic and specific software and technical tools) Oral communication (ability to speak effectively in any forum relevant to the job title) Outreach communication (ability to connect ideas or practices to the efforts of other organizations, groups, specific audiences or the general public) Independent, self-starter (attribute of a person who is motivated to accomplish new endeavors on his or her own) Fundraising, monetary (experience raising money or managing budgets to support a research goal or a mission of an organization) Other communication (ability to communicate in unspecified manner) Ability to complete tasks (ability to complete projects in a timely and efficient manner) Inter-, multidisciplinary (training that crosses traditional boundaries between academic disciplines or schools of thought) Cultural, international experience (training that promotes understanding among cultures and countries) Conflict resolution, negotiation (ability to negotiate and resolve conflict with diverse stakeholders to advance the mission of an organization) Multitasking, prioritization (ability to balance multiple activities, simultaneously) Recommendations to graduate students (1) Focus on key skills. Gain competency in transferable skills. Broaden your potential for future opportunities by focusig on areas of overlap. (2) Decide on a career track early in graduate training and tailor your graduate work accordingly.

8 (3) Be creative and go beyond minimum requirements. View it as insufficient to graduate with only coursework and dissertation research. (4) Start collecting job information early. Develop a process to scan and evaluate job advertisements long before you are ready to apply so you develop the skills needed for the positions you find appealing. (5) Be strategic. Identify the job skills that make you stand out, match these to positions that require these skills, and then augment your profile with complementary skills. For example, if you are a better field biologist than a people person, build your resume to that strength by gaining quantitative analytical skills. (6) Be proactive. If your program does not offer what you need, make your own opportunities. Contact potential future employers and volunteer. (7) Do not undervalue your experiences. Potential employers may value your experiences in group leadership, event planning, or volunteer positions even if they are not directly linked to, or gained during, your graduate degree. (8) Talk to conservation professionals. Strategic planning for a career outside academia will be difficult if you only interact with academics. (9) Recognize time constraints. Budget time between the conflicting interests of finishing your degree, fulfilling work obligations, and gaining a breadth of skills.