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University of leicester employability
- 1. Employability at Leicester Bob Athwal and Stuart Johnson
- 2. Outline 1. Aim 2. Context 3. Vision 4. Principles 5. The extra dimension
- 3. Aim “To ensure our graduates have the extra dimension in order to make them the stand out choice for employers”
- 4. Context: labour market “The jobless total for 16 to 24-year-olds hit a record high of 991,000 in the quarter, a jobless rate of 21.3%”1 1 www.bbc.co.uk/news/business-15271800
- 5. Context: White paper “We will radically improve and expand the information available to prospective students, making available much more information about individual courses *…+ and graduate employment prospects [...] including on employment and earnings outcomes...”
- 6. Context: Key Information Set
- 7. Context: how we compare We’ve been going 95 1994 Group Russell Group the wrong way 94 Other the last 3 years 93 % Employment 92 91 90 89 60 70 80 90 100 % Graduate Jobs
- 9. Context: employable graduates Degree = employment Degree + extracurricular = employment UCAS tariff + 2:1 degree + good university + extracurricular + work experience = employment Higher UCAS tariff + 2:1 degree + top university + Now extracurricular + work experience of measurable value + own personal brand = employment
- 10. Context: Why employers target universities* Reputation of faculty or university 5.06 Number of graduates hired previously 4.6 Relationship with university 4.47 Attitude to employability 4.12 Course content 3.97 Calibre of graduates according to… 3.42 Proximity to company premises 3.24 We have always gone there 3.09 Mean ratings on a scale from 1 (not at all) to 6 (very much) *The AGR Graduate Recruitment Survey 2012
- 11. Vision
- 12. Ensure our graduates have the extra dimension How to tell your story (‘after’ interventions) Development of transferable skills Post-graduation support (100) Projects/competitions (1,000) Curriculum interventions Leicester Award (3,000) Volunteering (3,000) Internships (1,000) Part-time (2,500) Enterprise (500) Funnelling and preparation (‘before’ interventions) External Employers Alumni Parents Internal Students Students’ Union Departments Engagement/responsibility
- 13. Example: internships A record 36% of this year’s graduate vacancies with leading employers are Internships (1,000) expected to be filled by people who have already worked for the organisation during their studies* * High Fliers Research, Graduate Labour Market in 2012: Annual review of graduate vacancies and starting salaries at Britain’s leading employers, 2012
- 14. Principles • Engage key stakeholders • Offer increased opportunities • Provide enhanced support
- 15. Engage: students Them coming to us – Careers Zone, website Us coming to them – curriculum, ‘pop- up’, social media /
- 17. Principles • Engage key stakeholders • Offer increased opportunities – co-curricular – curricular – extra-curricular • Provide enhanced support
- 18. Opportunities: co-curricular • Minimum programme OCT 3rd years NOV 2nd years DEC 1st years
- 19. Opportunities: curricular • Employability of the curriculum (History) • Modules with employability applications (Maths) • Employability modules (Geography)
- 20. Employability of the curriculum
- 21. Modules with employability applications
- 23. Hot of the press
- 24. What others are doing: Liverpool JMU World of Work Development of soft-skills as a part of degree, with academic modules integrating simulations of workplace situations and curriculum input from employers and careers advisors. Students can receive a ‘graduate skills transcript’ upon graduation.
- 25. What others are doing: Kent Employability Points Scheme The Employability Points Scheme rewards students who actively engage in extra-curricular activities with work-related opportunities. Students who have part-time employment, learnt a new language, engage in business engagement and enterprise activities, or are active members of clubs and societies, can earn points for their active engagement with university life. *…+
- 26. What others are doing: Hull The Hull History Partnership The University of Hull has developed partnerships with Hull History Centre and local schools and colleges to improve the employability of history students in the region. It provides training routes to and opportunities for young people wishing to develop careers in History teaching, archives and heritage work, research in universities, and work on public and community History projects.
- 27. What others are doing: Manchester Manchester Graduate Internship Programme *…+ provides opportunities for the university’s graduates to gain employment in paid graduate level positions. All of the roles are paid, with an average salary of £15k per annum pro rata, are based in Greater Manchester, and last for between 4 and 12 months. *…+ In 2011 they advertised over 180 vacancies.
- 28. Why we need to take this seriously We’ve been going 95 1994 Group Russell Group the wrong way 94 Other the last 3 years 93 % Employment 92 91 90 89 60 70 80 90 100 % Graduate Jobs
- 29. Criteria for our involvement • Compulsory attendance • Value and impact • Sufficient notice • Our availability N.B. This means some sessions we will no longer do
- 30. Why this change? 100 Increase in appointments 400+
- 31. Ensure our graduates have the extra dimension How to tell your story (‘after’ interventions) Development of transferable skills Post-graduation support (100) Projects/competitions (1,000) Curriculum interventions Leicester Award (3,000) Volunteering (3,000) Internships (1,000) Part-time (2,500) Enterprise (500) Funnelling and preparation (‘before’ interventions) External Employers Alumni Parents Internal Students Students’ Union Departments Engagement/responsibility
- 32. Opportunities: extra-curricular Clubs, Societi Student Earn and World and es and Volunteering Champions Learn Media Events Part-time Newspaper Clubs and Jobs, Internships Students in Course Rep Journalist and Societies Officer and vacation Classrooms * * work * Photographer * Student Student Enterprise Radio Journalist Volunteering Engagement Ambassador Award and Broadcaster Projects * * Team * Clubs and Student Student Volunteering Mentor Societies Exchange Ambassador Award * Member * * Programmes * Sabbatical Languages at Officer Leicester Students in Classrooms * = Leicester Award Programme *
- 33. Course Rep Benefits • Represent your fellow students • Influence University decisions • Learn about University structures and governance • Meet students from other courses Skills you could develop You could develop many skills but particularly: • planning and organising • leadership and supervising • communication • teamwork
- 34. Radio Journalist and Broadcaster Benefits • Gain essential experience • Make vital media contacts • Gain technical skills • Inform and inspire others Skills you could develop You could develop many skills but particularly: • using technology • communication • teamwork • planning and organising
- 35. Principles • Engage key stakeholders • Offer increased opportunities • Provide enhanced support
- 36. Support • Before and after • No prep, no entry • Competitive process
- 37. Graduates with the extra dimension… Higher UCAS tariff + 2:1 degree + top university + Now extracurricular + work experience of measurable value + own personal brand = employment
- 38. …is what employers are looking for A recent CBI survey found that 82% of employers identified ‘improving student’s employability skills’ when asked what universities should prioritise.* Applicants’ ability to demonstrate certain competencies is the second most cited entry requirement amongst AGR members at 63.9%.** * CBI and UUK, Future Fit: Preparing graduates for the world of work, March 2009, p.7 ** Association of Graduate Recruiters AGR Recruitment Survey, Summer 2011 Review
- 39. Ensure our graduates have the extra dimension How to tell your story (‘after’ interventions) Development of transferable skills Post-graduation support (100) Projects/competitions (1,000) Curriculum interventions Leicester Award (3,000) Volunteering (3,000) Internships (1,000) Part-time (2,500) Enterprise (500) Funnelling and preparation (‘before’ interventions) External Employers Alumni Parents Internal Students Students’ Union Departments Engagement/responsibility
- 40. Development of transferable skills • Teamwork • Defining work objectives and outcomes • Communication • Managing time and priorities • Analysing • Developing a realistic action plan • Problem solving • Using project management methodology • Planning and organising • Liaising with a range of stakeholders • Leadership and supervision • Identifying, assessing and weighing risks • Using technology • Developing a contingency plan • Initiative and creativity • Allocating resources to tasks • Self management • Carrying projects through to successful completion • Learning
- 41. How do we know we’ve got there? 95 1994 Group Russell Group Other 94 93 % Employment 92 91 90 89 60 70 80 90 100 % Graduate Jobs
- 42. UNIVERSITY of LEICESTER Higher Education Achievement Report 6.1 Additional information • Leicester Award and Departmental prizes • Internships • Consultancy projects in future? • Competitions • ??
- 43. Work with us • Tell your students about us • Send your students to us • Accommodate the minimum programme • What can you do in your curriculum? • Map to the transferable skills framework • Your ideas…
- 44. Save the date Monday 17 DEC
- 46. Round table discussions 1. Do you have any questions about the vision/ strategy that we can take away from today? 2. How will you engage your students with the central careers provision? 3. What do you think you will do following today to help support the vision? 4. How can we take forward developing employability in the curriculum with you?
Notas del editor
- Engage key stakeholdersgraduate employability extends beyond the responsibility of the Careers Service – students, the Students’ Union, departments and support services are all needed to help develop the extra dimension; students need to be engaged as early as possible in their university careers to ensure maximum preparation time;the majority of students rather than the current minority need to be engaged with the Careers Service;employers need to be engaged at a strategic level to build our reputation in meeting their graduate recruitment needs;the expertise of staff needs to be utilised to contextualise and support the employability message;alumni and parents need to be engaged appropriately to ensure the full breadth of our networks are utilised to good effect.Offer increased opportunitiesthere need to be more opportunities for students to develop the extra dimension, as such we will scale-up our interventions to provide increased opportunity;students only need to focus on one primary intervention in order to develop the extra dimension, as such we will increase access to opportunities by restricting access to multiple interventions;the curriculum for all courses will include compulsory lectures (as a minimum) in all years covering relevant careers and employability information and advice.Provide enhanced supporteach intervention will be accompanied by before and after support to ensure that students are appropriately prepared and effectively followed up;access to interventions will be made a competitive process to identify the best candidates and simulate selection processes. Those unsuccessful can be signposted to alternatives and helped via the Careers Service to address students’ weaknesses.
- The framework integrates employability into everything we do; to help our students develop a more rounded set of the skills - the qualities that add value to an employer - we have a comprehensive framework that is integrated into teaching and assessment, and used to contextualise extra curricular activity.We know recruitment is costly so we are: Doing things differently - this is the first step in a broader strategy to support employers and give students the practical skill and experiences the needHelping the right students focus on your organisation - the framework helps our students develop skills, understand themselves and, more importantly, how their experiences meet your needs.Our students have the extra dimension; Leicester’s students can evidence the qualities and attributes employers need. More importantly Graduates from the University of Leicester will deliver what employers want.
- Engage key stakeholdersgraduate employability extends beyond the responsibility of the Careers Service – students, the Students’ Union, departments and support services are all needed to help develop the extra dimension; students need to be engaged as early as possible in their university careers to ensure maximum preparation time;the majority of students rather than the current minority need to be engaged with the Careers Service;employers need to be engaged at a strategic level to build our reputation in meeting their graduate recruitment needs;the expertise of staff needs to be utilised to contextualise and support the employability message;alumni and parents need to be engaged appropriately to ensure the full breadth of our networks are utilised to good effect.Offer increased opportunitiesthere need to be more opportunities for students to develop the extra dimension, as such we will scale-up our interventions to provide increased opportunity;students only need to focus on one primary intervention in order to develop the extra dimension, as such we will increase access to opportunities by restricting access to multiple interventions;the curriculum for all courses will include compulsory lectures (as a minimum) in all years covering relevant careers and employability information and advice.Provide enhanced supporteach intervention will be accompanied by before and after support to ensure that students are appropriately prepared and effectively followed up;access to interventions will be made a competitive process to identify the best candidates and simulate selection processes. Those unsuccessful can be signposted to alternatives and helped via the Careers Service to address students’ weaknesses.
- Engage key stakeholdersgraduate employability extends beyond the responsibility of the Careers Service – students, the Students’ Union, departments and support services are all needed to help develop the extra dimension; students need to be engaged as early as possible in their university careers to ensure maximum preparation time;the majority of students rather than the current minority need to be engaged with the Careers Service;employers need to be engaged at a strategic level to build our reputation in meeting their graduate recruitment needs;the expertise of staff needs to be utilised to contextualise and support the employability message;alumni and parents need to be engaged appropriately to ensure the full breadth of our networks are utilised to good effect.Offer increased opportunitiesthere need to be more opportunities for students to develop the extra dimension, as such we will scale-up our interventions to provide increased opportunity;students only need to focus on one primary intervention in order to develop the extra dimension, as such we will increase access to opportunities by restricting access to multiple interventions;the curriculum for all courses will include compulsory lectures (as a minimum) in all years covering relevant careers and employability information and advice.Provide enhanced supporteach intervention will be accompanied by before and after support to ensure that students are appropriately prepared and effectively followed up;access to interventions will be made a competitive process to identify the best candidates and simulate selection processes. Those unsuccessful can be signposted to alternatives and helped via the Careers Service to address students’ weaknesses.
- If we apply this process to all our opportunities it gives more credence to the HEARwhich in time will give our students an opportunity with employers because their 6.1 extra achievement is verified and authentic and would be based on graduates gain transferable skills, this could help to break the UCAS issue that some students may face at our University