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Reposit itio ionin ing Emplo loyabilit ility Learni ning ng - - PowerPoint PPT Presentation
Reposit itio ionin ing Emplo loyabilit ility Learni ning ng - - PowerPoint PPT Presentation
Reposit itio ionin ing Emplo loyabilit ility Learni ning ng f for Stud udent nt S Suc uccess Doug Cole Head of Global Employability and Enterprise doug.cole@heacademy.ac.uk 2 What does it t take to be s successful? 3
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What does it t take to be s successful?
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Are we speaking the sam e language?
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More re t tha han n jus ust a a job!
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‘E ‘EMPLO LOYMENT’ ’ NOT ‘E ‘EMPLO LOY ABILITY’
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Learning from research in em ployability?
Despite the use of the term ‘employability’ at the highest level, it still rem ains a contested term used in a range of contexts (Hillage & Pollard, 1998). Philpott (1999) describe employability as a ‘buzzword’ which is often used but which is interpreted in a num ber of ways Gazier, (1998:298) (Cited in McQuaid & Lindsay, 2005:197) states em ployability is ‘ a fuzzy notion, often ill-defined and som etim es not defined at all.’
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Em ployability: what is it?
Examples of m odels used within higher education institutions in UK
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Kumar (2007) Dacre Pool & Sewell (2007) Knight & Yorke (2004)
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What does the research tell us?
We have a number of definitions and models We describe how we ‘do it’ There is very little in relation to the praxis describing how these two areas connect This is where the HEA Em bedding Em ployability in HE Fram ework has value
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Work placem ents for every student Internships in the UK and overseas Enterprise projects / com petitions Enterprise Societies Em bedded work related learning Career Managem ent – CV advice, interview preparation, writing cover letters Live projects and briefs Com m unity projects Industry consulted on course design Guest lectures and industry panels Alum ni networks and partnerships Em ployer / Industry Advisory Groups
Largely an ‘ ad-hoc’ approach of disconnected activities Is provision consistent for all students? What is m issing? What do they all have in com m on and how can we engage all staff?
THEY AR ARE AL ALL AB ABOUT LEARNI NING NG What more can we do?
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Perceptions and interpretations Engagement (Staff, Students and Industry ) Reaching ALL students and joining up the dots Career Development Learning (for all students) Work – Related / Experiential Learning (for all students) Measuring impact
Em ployability and Enterprise - challenges
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Career Academ ic Personal
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Repositioning em ployability - ‘Dimensions for Learning’
Narrow discourse Narrow teaching Narrow learning Broader discourse Broader teaching Broader learning
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A bank of m etrics for em ployability / learning
Increase in Industry links/collaborations/activity Number and percentage of students engaged in work-related learning (e.g. core m etric) Percentage
- f students accessing careers
support (e.g. core m etric) Survey results i.e. student career confidence, satisfaction etc. Stakeholder feedback Psychometric and EQ tests Reflective journals, logs, portfolios Alumni case studies Professional accreditations External awards/recognitions Student awards / the HEAR Student retention
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Questions to take away
If employability is fundamentally about learning, is it tim e to rethink and refram e this agenda? Could you develop a culture that supports learning in its broadest sense? That extends well beyond subject knowledge but that is still defined and explicit in its direction? Could you work collaboratively with colleagues, your students, industry and other stakeholders to define this direction and learning for success? Could you commit to
- ne university approach to this learning design that is flexible
enough to be shaped by individual program m e areas? How could you support students to recognise and articulate their learning across a range
- f contexts, both in the curriculum and beyond, yet still understand how this com es
together to support their individual success? Are you ready to start talking differently about employability to help realise the changes needed?
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