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APRIL 
What makes for an employable 
graduate? 
Michael Ryding 
Director of DigitalCity, Teesside
CHALLENGES FROM THE SALON 
• Why are graduates not ‘industry-ready’? 
• How is the curriculum aligned with business needs? 
• Why are there so few skilled digital graduates?
KEY DISCUSSION POINTS FROM THE SALON 
• What does industry ready mean? 
• Does it mean ‘trained-up’? 
• Does it mean team working skills? 
• Does it mean realistic expectations? 
• How to align the curriculum 
• Industry panels? 
• Placements? 
• Internships? 
• Addressing the skills shortage 
• Wrong skills 
• Pipeline
SOLUTIONS FROM THE SALON 
• We need to start long before the graduate stage and 
support secondary schools with industry visits, skills 
enhancement and digital clubs 
• We need to make industry placements a compulsory 
part of degrees 
• We need to get involved with curriculum development 
• We need to consider other forms of qualifications
WHAT HAPPENED NEXT 
• Created a new talent event and reworked one other 
• Became involved in Higher Apprenticeships 
• Continued working with secondary school teachers 
• Fed into new course development in specific subjects 
• Added Internships to our Computing masters degrees

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Graduate Skills - DLNE 11th December

  • 1. APRIL What makes for an employable graduate? Michael Ryding Director of DigitalCity, Teesside
  • 2. CHALLENGES FROM THE SALON • Why are graduates not ‘industry-ready’? • How is the curriculum aligned with business needs? • Why are there so few skilled digital graduates?
  • 3. KEY DISCUSSION POINTS FROM THE SALON • What does industry ready mean? • Does it mean ‘trained-up’? • Does it mean team working skills? • Does it mean realistic expectations? • How to align the curriculum • Industry panels? • Placements? • Internships? • Addressing the skills shortage • Wrong skills • Pipeline
  • 4. SOLUTIONS FROM THE SALON • We need to start long before the graduate stage and support secondary schools with industry visits, skills enhancement and digital clubs • We need to make industry placements a compulsory part of degrees • We need to get involved with curriculum development • We need to consider other forms of qualifications
  • 5. WHAT HAPPENED NEXT • Created a new talent event and reworked one other • Became involved in Higher Apprenticeships • Continued working with secondary school teachers • Fed into new course development in specific subjects • Added Internships to our Computing masters degrees