Embedding employability in your institution: what works?

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1 Embedding employability in your institution: what works? Maureen Tibby 26/11/ /11/2015

2 Starting point: defining employability What does it mean to you and your students and your stakeholders?

3 Graduate Employability in the 21 st Century Intellectual ability Pro-active Business, commercial, sector awareness International outlook Professional Creative, Innovative enterprising Social Capital Career management Initiative Planning and Analysis DEGREE SKILLS KNOWLEDGE ATTRIBUTES VALUES EXPERIENCE Communication Flexible Mobility Self-awareness Team player Resilience Work experience leadership Motivation and commitment Adaptable Cultural awareness Confidence

4 Employability: what it isn t Just linked to employment Just a list of skills Just the responsibility of the careers service Just relevant to final year students Just extra curricular, not part of learning and teaching Just voluntary Just relevant to certain courses and students...employability goes well beyond the simplistic notion of key skills, and is evidenced in the application of a mix of personal qualities and beliefs, understandings, skilful practices and the ability to reflect productively on experience. (Higher Education Academy Online)

5 Employability : future proofing all graduates for employment and life WHAT Preparing graduates for the future; for a constantly changing global labour market and a constantly changing society. Enhancing their knowledge, skills, experiences, behaviours, attributes, achievements and attitudes. WHY Enabling and empowering them to make successful transitions and contributions, benefitting them, the economy and their communities. 5

6 Creating a rationale: CareerEdge Dacre Pool & Sewell (2007) 6

7 Context

8 Employability: drivers Students Institution Employers Government Technological advances and developments Students who now fund more of the cost of their higher education demand higher quality, transparency and value for money. Employers want highly skilled graduates who are ready to enter the workforce. And the country needs people with the knowledge and expertise to help us compete at a global level Green paper: Fulfilling our Potential: teaching excellence, social mobility and student choice BIS Nov /11/2015

9 Where is the HE sector now? Work placements for every student Internships in the UK and overseas Embedded work related learning Career Management - CV advice, interview preparation, writing cover letters Live projects and briefs Community projects Industry consulted on course design Guest lectures and industry panels Alumni networks and partnerships Can be an ad-hoc approach So what is missing? A defined and co-ordinated approach to employability that is understood and supported by ALL staff and made explicit to ALL students 9 26/11/2015

10 Employability: challenges Perceptions of employability Employability policy and practice Creating a culture of employability Engaging staff and students Conflicting agendas Engaging with employers SMEs Developing quality work based learning opportunities Embedding 10

11 Employability: Enablers Embedding employability A university wide and collaborative approach to employability, ownership by all stakeholders Engagement with employers: can positively influence and inform the design and delivery of the curriculum Embedding work based learning and enterprise education into teaching and learning to enhance employability Reflecting on learning: provide opportunities for students to reflect on and articulate their development Support for staff development 11

12 Embedding employability What works? Developing your approach

13 Embedding employability HEA views embedding employability as providing the opportunities to develop knowledge, skills, experiences, behaviours, attributes and attitudes to enable graduates to make successful transitions and contributions; benefitting them, the economy and their communities. Employability is relevant to all students, and at all levels of study and so includes both undergraduate and postgraduate provision. Employability is complex, therefore, no single area of focus is the solution for example, addressing the provision of placements alone. It is the combination of a number of areas of focus and the processes used to embed them that will strengthen your approach /11/2015

14 HEA Embedding employability framework 2015 A process for reflecting on and addressing employability policy and practice Can be used at an institution, faculty, department and programme level. The process encompasses the 4 stages involved in developing a defined and cohesive approach to embedding employability. Can be used in different ways and adapted to your particular context Toolkit to help apply it Designed to engage and support a diverse range of audiences The combination of the areas of focus, underpinning principles and cyclical process supports a comprehensive and consistent approach to embedding employability HEA Embedding Employability Framework 2015 HEA Embedding employability toolkit 14 26/11/2015

15 15 26/11/2015 Higher Education Academy

16 Defining and developing your approach to Employability The stages Stage 1. Discussion & Reflection 'Creating and defining a shared point of reference.' Stage 4. Evaluate What does success look like & how is it measured? How can we enhance practice further? Goal: A defined, cohesive and more comprehensive approach to employability. Stage 2. Review / Mapping What are we doing/not doing? Stage 3. Action How do we share and enhance existing practice? How do we address 'gaps' in provision? 16

17 HEA Embedding employability strategic enhancement programme (EESEP) Higher Education Institutions introduced to the employability framework Institutional and discipline led projects/change programmes HEA Consultant support Network events Research, case studies and resources Embedding employability SEP 17 26/11/2015

18 EESEP: examples of projects Embedding employability SEP University Northampton : linking agendas to embed employability University Leeds: live research projects with the Community Brunel University : a generic credit bearing employability module University Manchester: engaging staff with employability UCLAN: creating a culture of employability and enterprise, University Nottingham: developing a core employability module with students Rose Bruford College: engaging alumni in the curriculum University Bolton: evaluating employability Regents University London: employer engagement in curriculum Lancaster University: mapping student development through WBL University Bedfordshire auditing curriculum for gaps Warwickshire College Group: embedding entrepreneurism into courses UEL: developing an employability evaluation framework Northumbria University: embed employability as part of programme design Lancaster University: develop cross discipline work based learning modules Newcastle University: analysing perceptions of students and employers to inform curriculum Canterbury College: embed work place learning and employability in all HE programmes 18

19 EESEP: feedback on use of framework Informed strategy The HEA Employability Framework provided us with an invaluable reference point as we developed the University s Employability Strategy. In the light of our project, this strategy is to be revisited and revised and we will be using the Framework to inform and shape this process. Nicki Castello Head of Careers University Gloucester Supported understanding of context The framework was useful in helping to think about the steps that we would need to take to progress our project and a greater understanding of the context within which we were operating. Siobhan Bennett Employability Manager University of Warwick Inspired and provided clarity The HEA Framework provided valuable inspiration and clarity for the development of our own employability skills audit. The guiding principles of engaging a diverse range of people, promoting ownership and accessibility, and developing a shared definition of employability was fundamental in supporting our rationale. Julie Bateman Head of Careers and Employability. University of Bolton Supported mapping The HEA Frameworks were used to underpin the development of graduates as global citizens. The framework was mapped against the General Teaching Council for Scotland Standards ( GTCS) for Provisional Registration and the rationale and module specification for the module. Susan Buckman Lecturer in Education University of Dundee 19 26/11/2015

20 Embedding employability what works? Scotland: graduates for the 21 st Century Enhancement theme to raise awareness of and embed employability All HEIs-15 Universities and 3 Colleges of Higher Education Focused on graduate attributes-what, why and Flexibility in approach Information and case studies from here QAA Scotland and Universities Scotland are now working together to review the curricula to embed enterprise and entrepreneurship 20

21 Embedding employability: a university approach Staffordshire Graduate Attributes (SAG) 2011-all undergraduate programmes to demonstrate how the Staffordshire Graduate Attributes (SGA) would be addressed through the curriculum Discipline Expertise, Professionalism, Global Citizenship, Communication and Teamwork, Reflective and Critical Learner and Lifelong Learning The Programme Specification, included a detailed mapping of where in the curriculum the SGAs were located and assessed Staffordshire Graduate Employability Programme (SGEP) 6 Champion UG Programmes Develop a key set of employability skills Develop reflective practice Undertake work experience/work integrated learning within the curriculum Develop skills and attitudes to enable a culture of identifying opportunities, creativity, risk taking and innovation /11/2015

22 A university approach: Northumbria University Used HEA employability framework to create a bespoke plan for all academic programmes Aim: a cohesive and comprehensive approach to graduate employment and shared definition of employability Focus: embedding employability in the curriculum Considered how the framework could be applied at every stage of students' progress through a course. Some of it was as simple as ensuring that communication skills, presentation skills and group working were assessed or making sure that students knew that the skills needed to carry out research can be applied outside the discipline. Simon Robson Associate Dean for Learning and Teaching /11/2015

23 Why is enterprise education important We are trying to tackle the 'wicked' problem of preparing students for jobs that don't yet exist, using technologies that have not yet been invented, in order to solve problems that we don't know are problems yet. Norman Jackson 2008 Tackling the wicked problem of creativity in HE Enterprise supports the development of a wide range of work and professional skills and capabilities, including resilience, risk taking, creativity and innovation, Lord Young Enterprise for all: the relevance of enterprise education (2014) access here 23

24 Embedding employability what works: embedding enterprise and entrepreneurship education Creativity and innovation Opportunity recognition, creation and evaluation Decision-making Implementation of ideas through leadership and management Reflection & Action Interpersonal skills Enterprise Education can enhance student employability by enabling students to be more opportunity focussed, self-aware and more tuned to the business environment. Enterprise and entrepreneurship guidance (QAA 2012) enhancing employability through enterprise education: case studies of good practice (HEA 2014) 24

25 Embedding reflection and articulation to enhance employability: what works: Recording Reflection Articulation Aims to capture information of interest to employers More information from here Video here Example: University Bedfordshire Adopted HEAR to support students reflection and articulation Developed graduate impact statements 'to better describe what had been achieved Reviewed programmes of study and re-wrote learning outcomes in employer and student friendly language for; Subject knowledge and academic skills Professional skills Entrepreneurship skills 25

26 Embedding employability: reflecting on learning How do you support your students to recognise what they have experienced, developed and learned? Can they articulate this? How do you work in partnership across the institution to support students-and graduates- to do this? 26

27 Employability what works: work experience and work related learning.sheffield/ York Universities: competencies framework for work based learning available here BCU Shareville embedded into a range of courses now being used by City University of London s School of Health Sciences in its health care education programmes. University of Huddersfield : 100% of their courses offer work based learning opportunities Aston University: by 2020 all students will have some form of work experience Bournemouth University: reverse mentoring University of Leeds: live projects in the community as part of the curriculum National Centre for University and Business (NCUB): research and good practice in work based and related learning 27

28 Engaging students with employability: what works? Engage students early University of Leeds Careers Registration engages 31,000 students with employability prior to starting their courses Embed employability into course programmes University Nottingham: developing a core employability module with students Be a role model. Informed and engaged staff engage students and colleagues Engage with employers and alumni to engage students Understand issues for students Newcastle University: analysing perceptions of students and employers to inform curriculum Provide varied and flexible opportunities for work experience Ensure opportunities for reflection and action-planning for all students Celebrate success and make employability relevant and fun 28

29 Business & University collaboration enhances employability: what works? Input from employers is central to ensuring not only that providers are delivering programmes to meet local needs and demand but that higher education programmes remain valid and current. (QAA 2015) There are clear and explicit links between employer engagement, the enhancement of teaching and learning, and students employability Employer Engagement in UK: emerging practice from QAA reviews available here 29

30 Embedding university business collaboration/engagement: Kingdom of Bahrain Universities What Embedding employability in curriculum Staff development Creating a bespoke framework Focus on university business collaboration Measuring impact Cameron Mirza Head of strategy and projects Bahrain Higher Education Council In Bahrain it is not part of the culture to be proactive and engaged with Industry, it is about giving university staff the confidence to do that. The major benefit is getting everyone on the same page so that universities understand what is needed and where the gaps are. The HEA (and framework) has been a catalyst brining knowledge and expertise and a different mind-set 30 26/11/2015

31 Business & University collaboration enhances employability: what works? Student Academic experience study % rated staff having professional or industry expertise as a priority HE Staff secondments with employers: report available here National Centre for Universities and Business (NCUB) success stories Forging futures building higher level skills though university and employer collaboration (2014) UK Commission for Employment and Skills (UKCES) and Universities UK (UUK) : case studies and approaches to university and employer engagement. University Alliance (2013) growing global graduates case studies of best practice ERC for HEFCE (2015) Collaboration between universities and SMEs 31

32 Technology and employability Opportunities and roles Working practices Communication Society and living Learning & teaching The economy JISC: (2015) Enhancing student employability through technology supported assessment and feedback 20 Case studies Skills in using technology Interpersonal skills Resilience & reliability Adaptability & flexibility Positive attitude Enterprising, innovative and creative To access JISC case studies of practice 32

33 Measuring impact? Destinations of leavers in Higher Education (DLHE)? What Do Graduates Do uses DLHE data and provides analysis not found in league tables -What do Graduates Do National student survey League Tables Other metrics? 33

34 Additional metrics Stakeholder feedback Increase in Industry links/collaborations/activity Number of placements/internships Percentage accessing these Percentage accessing careers support Survey results i.e. student career confidence, career intentions etc. Psychometric tests Reflective journals, logs, portfolios Alumni case studies Professional accreditations Awards/recognitions Student retention University East London (UEL) is developing an evaluation framework to identify student outcomes from engagement with employability in the curriculum /11/2015

35 Postgraduate Students and Employability UniversitiesUK (2014) To date very little attention has been paid to postgraduate employability and employer perceptions of postgraduate study. Report available here Celebrating and sharing good practice -Graduate Prospects Postgraduate Awards GTI Target Postgraduate Study and funding Survey (2015) available here UKCGE : HEA Postgraduate Student surveys 35

36 Embedding employability: advice from EESEP institutions Identify and agree what the priorities are, be realistic Understand needs of your stakeholders Use the HEA employability framework process to support Be clear on your University strategy and tie in to this Seek senior management support Utilise support and collaborative approaches Integrate work experience/work related learning Engage with all stakeholders to encourage ownership and inform the curriculum Use and share good practice internally and externally Monitor and review Celebrate good practice 36 26/11/2015

37 The Higher Education Academy the national body which champions teaching quality. manages the UK Professional Standards Framework UKPSF to support the professionalization of teaching an authority on curriculum design, innovative pedagogies and staff and student transitions Offers consultancy services- institutional, discipline or School levelfor Details of events, resources, research, staff development and support Website 37

38 Thank you Maureen Tibby 26/11/ /11/2015

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