Employability Strategy

Transcription

1 Employability Strategy Employability Strategy June 2012 Revised September 2014

2 Contents 1. Introduction Background The University s Definition of Employability and Employability Model Employability Strategic Aim and Key Objectives Key Performance Indicators Priority Activities for Each Key Objective Governance and Management References Appendix 1 Academic Literature Review Appendix 2 Graduate Attributes mapped to the Employability & Professional Capabilities... 13

3 1. Introduction 1.1. The University of Bradford s employability strategy has been developed within the context of key internal and external drivers shaping graduate employability, lifelong learning, personal and professional development and importantly the University s Curriculum Framework (2012 & revised 2014). The Curriculum Framework acknowledges that curriculum is not just about subject content but also design which guides students through a series of teaching, learning and assessment experiences toward the achievement of intended and unintended educational outcomes. This employability strategy situates employability and graduate attributes central to the Bradford Curriculum Framework The University of Bradford s key mission and values are embedded in the strategy which provides a holistic approach to both releasing and maximising students potential in all aspects of their academic trajectory. The University s core mission is centred upon helping students to raise their aspirations through high-quality teaching, informed by internationally recognised research and knowledge transfer The strategy is premised on the belief that the development of knowledge, skills and attitudes for employability is best embedded within the curriculum. An embedded approach avoids employability being viewed as a set of skills that are developed in isolation or alongside the students programme of study. Rather an embedded model demands a student centred approach in which employability skills are considered to be inter-related and need to be developed incrementally across the curriculum. Furthermore a holistic approach is considered to bring an added advantage of developing within students an understanding of the symbiotic nature of lifelong learning and career development. Recognition of this symbiotic relationship within students will foster a student initiated approach to learning and career management at an earlier stage of their academic programme. In this way students will be more engaged and pro-active in their personal and professional development. 2. Background 2.1. Graduate employment and enhancing graduate skill levels to ensure a smooth and effective transition between university and business and wider economic environments has been a key theme of higher education policy in the UK over the last decade. The recent higher education white paper (HEFCE, 2011) reinforced governmental concern for graduate employability. Graduate employability and its contribution to economic and business development has been a concern of the UK business sector over this period too and is demonstrated in the recent CBI and NUS report (2011) and the Wilson Review (2012). The government requirement for universities to provide increased and enhanced information for prospective students to enhance student choice from brings a further focus on the destination of leavers from higher education (DLHE) information produced annually by all universities. From June 2012 this information will form part of the Key Information Sets to be published by all colleges and universities The University has had a strong track record of performance on graduate employment over many years. The University achieved an employment indicator of 85.5% for full-time first degree graduates 20010/11 (Higher Education Statistical Agency Destination of Leavers from Higher Education 2010/11). This data set resulted in the University being reported as 16 th in the UK and 1 st in Yorkshire in the Guardian Higher Education League Table 2012, and 28 th in the UK in the Times Higher Education League Table 2012 (1 st quartile) and 28 th in the Complete University Guide The University achieved an employment indicator of 86.4% for full time Page 1 of 12

4 first degree graduates 2011/12 (Higher Education Statistical Agency Destination of Leavers from Higher Education 2011/12). This data set resulted in the University being reported as 37th in the UK in the Times Higher Education League Table 2013 (second quartile). The University achieved an employment indicator of 86.9% for full-time first degree graduates 2012/13 (Higher Education Statistical Agency Destination of Leavers from Higher Education 2012/13). Consequently, it is anticipated that a graduate prospect score (% of professional/managerial employment and further study as a % of known and available) of 72.4% will be reported in the Times Higher League Table 2014 which is due to be published in September The league table position this graduate prospect score will produce is as yet unknown Whilst the University level performance on graduate level employment has been and remains strong, the performance at programme and faculty level is variable. With some programmes achieving 100% graduate level employment rates annually and others achieving rates of around 40%. The variability in performance is in part a reflection of the nature of particular employment sectors. For example, professional registration programmes such as pharmacy, nursing, optometry have tended to achieve high graduate level employment rates; whereas programmes that are less applied in nature such as within our social sciences portfolio, or relate to sectors where graduate entry pathways are less defined for example media and computing courses have tended to achieve more moderate graduate level employment rates. The consequence of this variability in graduate level employment performance across programmes and faculties is that over the last 5 years between 20%-25% of graduates have not progressed into graduate level employment within 6 months of graduation. Through the introduction of a holistic, curriculum embedded approach to employability, which is both student centred and student initiated, the University aims to address these areas of variability in graduate level employment and so enable all graduates to be more employable The recent report Changes in student choices and graduate employment (UUK and HEFCE 2010) stated that evidence of employment outcomes reported by HESA, thus far available, suggests the level of graduate unemployment is rising and that sectors affected by the recession, in general, are also affecting the rate of graduate employment. Current economic forecasts suggest that the UK will continue to experience recession and limited economic and full time job growth through to Given this context, and in particular the introduction of the Key Information Sets and their potential for influencing student and parental choice, the University needs to develop further its provision for graduate employability and employment, and in doing so acknowledge the distinction between employment and employability. Whereas employment is generally understood to mean having a job or being self - employed, employability means possessing the skills and qualities which will facilitate and enhance one s chances of gaining a job or self - employment (HEA, 2006) In accordance with the University s mission and Corporate Plan ( ) the University Employability Strategy has been developed with the specific purpose of providing Bradford students with a noticeable advantage in the graduate employment market and being employees of choice. The strategy centres on a dynamic curriculum that will enable the development of graduate employability skills fostered through a range of work-related opportunities that are embedded as core elements of all the University s undergraduate and postgraduate programmes. As a consequence of the distinctive nature of the curriculum the students will be enabled to value, communicate, and evidence their achievements related to the development of employability skills. Page 2 of 13

5 2.7. The strategy has been developed using a range of methods including: A review of relevant national and international policy and guidance A review of relevant academic literature (See Appendix 1) Focus groups with students and graduates Meetings with senior academics Meeting with employers A review of best practice across the sector Analysis of secondary data on graduate employment 3. The University s Definition of Employability and Employability Model 3.1. Through the above activities and an iterative process of consultation with a broad range of stakeholders the following definition and model have been developed to inform the University s employability strategy. The University has defined employability as: The integration of subject specific knowledge, skills and attributes with the skills of personal and professional development, lifelong learning and career management, to enable graduates to become employees of choice and effective in professional level work to the benefit of themselves, their employer, and the wider community The University s employability model positions student engagement and development at the heart of two dimensions: Making Knowledge Work Curriculum Theme Student Engagement & Development Employer Engagement 3.3. Making Knowledge Work, one of the four over-arching themes of the University s Curriculum Framework (2012, revised 2014), is the first dimension of the University s employability model and consists of four elements: Page 3 of 13

6 1. Academic Achievement & Accreditation 2. Work Experience 3. Employability Skills and Professionalism 4. Career Management Skills 1. Academic Achievement & Accreditation - Academic, professional and technical knowledge & skills. 2. Work Experience - Exposure to the world of work - its differing environments, aims, demands and expectations of graduates; and understanding the opportunities it provides to further develop graduate attributes. 3. Employability Skills & Professionalism - A set of 9 capabilities: Business & Commercial Awareness Team & Customer Working Problem Solving & Decision Making Innovation & Enterprise Information & Digital Literacy Financial Literacy Professional Values Management of Self & Own Performance Communication Skills & Presentation of Self. The 9 capabilities have been mapped against the Graduate Attributes presented in the revised Curriculum Framework, September (See Appendix 2) 4. Career Management Skills - Career and Personal Development Planning Employer Engagement is the second dimension of the University s employability model and incorporates eight activities. Four activities are focused on providing opportunities for students and are embedded in the curriculum - student placements, student internships, student live brief projects/work-based projects, and student part time work (activities 1-4); two are focused on providing opportunities for recent graduates - graduate level employment and graduate internships (activities 5 & 6); and two are focused on providing direction and support into the management and delivery of the Making Knowledge Work curriculum and the Curriculum Framework (activities 7 & 8). Page 4 of 13

7 5. Graduate Level Employment 6.Graduate Internships 1.Student Placements 2.Student Internships 7.Curriculum & Enterprise Development 3.Student Live Brief Projects/ Work-Based Projects 4. Student Part Time Work 8.Advisory & Governance 3.5. The University s employability model provides the scope and structure for the University s employability strategic aim and set of key objectives and activities, which will be delivered to students through the University s Curriculum Framework. 4. Employability Strategic Aim and Key Objectives 4.1. The University is committed to delivering its employability strategic aim of: Providing a holistic, student centred approach to employability which is embedded within the curriculum so as to enable students to develop, articulate and evidence the knowledge, skills and attitudes needed to become employees of choice and effective in professional level work and further study Underpinning the delivery of this strategic aim are 9 key objectives: 1. To embed an integrated, student centred and student initiated Making Knowledge Work curriculum into all programmes as part of implementation of the Curriculum Framework (2012, revised 2014). 2. To establish a corporate communication strategy about the University s approach, provision and success in supporting student & graduate employability to students, potential students, staff, business, and strategic agencies at a local, regional, national and international level. 3. To increase the level and quality of coordinated employer engagement with local, regional, national and international employers and graduate recruiters 4. To increase the opportunities for undergraduate, postgraduate and doctoral students to gain work experience through student placements, internships, work-based projects and/or live brief projects, and for those experiences to be assessed and accredited where appropriate 5. To embed opportunities for students to develop the 9 capabilities/graduate Attributes of employability & professionalism into all academic and research programmes and relevant extra-curricular activities 6. To provide access to opportunities which encourage and support the development of enterprise and innovation skills, and facilitate business start- up, self- employment and venture creation opportunities Page 5 of 13

8 7. To further develop Personal Development Planning (PDP) as a core component within all undergraduate programmes and within all research programmes through the introduction of the Vitae Researcher Development Framework Planner. 8. To improve student and graduate access to career information, advice and guidance services by enhancing universal and targeted provision 9. To improve access to available graduate level employment opportunities and to improve recruitment conversion rates and so improve the number and quality of graduate first employment destinations. 5. Key Performance Indicators 5.1. Key indicators of the performance of the strategy will be: a) Improving graduate level employment statistics (DLHE) - 1 percentage point 12/13, 1.5 percentage points 13/14, and 1.5 percentage points 14/15 b) Improving our position in the national rankings for graduate destinations - improve upon 2009/10 position within the 2nd quartile rankings and achieve a 1st quartile ranking by 2015/16. Target is to be consistently rated in top 20. c) Improving graduate level employment statistics benchmarked to the sector - target to be set for each programme based on 2010/11 benchmarks d) Increased number of key account employers - current benchmark to be established and annual targets to be set e) Increased number of placement, internship and project opportunities provided through employer partners - current benchmark to be established and annual targets to be set f) Increased participation of employers in advisory and governance activities g) Increased recognition and awareness of the corporate employability key messages across students, potential students, staff, business and wider stakeholders h) Increased student confidence and awareness of their attributes and skills relevant to employability, personal and career development. 6. Priority Activities for Each Key Objective 6.1. Key Objective 1: To embed an integrated, student centred and student initiated Making Knowledge Work curriculum into all programmes as part of implementation of the Curriculum Framework (2012). Actions identified to achieve this objective are: a) Curriculum Implementation Group and Employability Task Group to define the 9 capabilities/graduate Attributes of Employability Skills and Professionalism and Career Management Skills, and to set a baseline for work experience b) Programme teams to evaluate programme outcomes against the four elements of the Making Knowledge Work curriculum and to revise outcomes as appropriate to ensure the four elements are embedded in the programme c) Programme teams to consider how learning, teaching and assessment strategies can be used to support student centred, student initiated, and flexible learning within a programme d) Programme teams to consider the role of the external examiner, and in particular how the external examiner will engage with work-based learning and assessment and PDP aspects of the programme e) Programme teams to report on delivery of the Making Knowledge Work curriculum through the programme enhancement plan. Page 6 of 13

9 6.2. Key Objective 2: To establish a corporate communication strategy about the University s approach, provision and success in supporting student & graduate employability to students, potential students, staff, business, and strategic agencies at a local, regional, national and international level. Actions identified to achieve this objective are: a) Corporate Marketing & Communications to develop a set of institution-wide key messages which communicate our employability position and provision to each of our target groups on an annual basis e.g. students, staff, businesses b) Corporate Marketing & Communications working with Faculty and Service marketing teams to develop and implement a corporate communication strategy for employability Key Objective 3: To increase the level and quality of coordinated employer engagement with local, regional, national and international employers and graduate recruiters. Actions identified to achieve this objective are: a) Employability Task Group working with Research and Knowledge Transfer Support, Career Development Services and faculty to develop the University s employer engagement strategy b) Faculties and services to develop employer engagement plans based on the University s employer engagement strategy c) Employability Task Group to manage the University employer engagement strategy and to work with faculties and services on their individual plans d) Career Development Service to introduce a key account management culture to its employer engagement activities and to introduce recruitment agency approaches to the management of vacancies from employers and graduate recruiters, including gathering feedback on the performance of applicants and recruits e) Each faculty to establish an Employer Board with representatives from local, regional, national and/or international employers and organisations relating to its academic disciplines. Employers, as part of their membership of the board, to be encouraged to adopt the role of Employability Champion on behalf of the University within their business sector f) Career Development Services to lead a programme of business breakfasts and seminars aimed at engaging graduate recruiters and developing partnership relationships g) Career Development Services to work with Purchasing Services to explore opportunities for targeting the University s supply chain organisations as a source of student placements, internships and live project/work-based projects h) Alumni Office to continue, and extend when and where resources permit, to identify alumni who are willing to be a source of mentors, student placements/internships, graduate recruitment, case studies, members of Faculty Employer Boards, and to refer details of these alumni into faculties, Corporate Marketing and Career Development Services as appropriate Key Objective 4: To increase the opportunities for undergraduates and postgraduates to gain work experience through student placements, internships, work-based projects and/ or live brief projects, and for those experiences to be assessed and accredited where appropriate. Actions identified for this objective are: Page 7 of 13

10 a) Curriculum Implementation Group and Employability Task Group to establish and set a baseline for work experience activities within programmes b) Programme teams through the Programme Enhancement Plan to report on performance against the set baseline for work experience and future developments and actions c) Programme teams to explore more flexible models of delivery to enable all students over the period of a programme to engage in work experience and achieve the set baseline as a minimum e.g. 4 to 12 week, 6 month, 12 month placements or internship, work-based learning projects and/ or live brief projects d) Programme teams to consider opportunities for the accreditation of work based learning e.g. student placements, live brief projects, internships, part-time employment (off or on campus), through programme learning outcomes delivered through modules e) HR and Career Development Services to manage the delivery of the University of Bradford Graduate Internship Programme f) Career Development Services to coordinate a targeted service of summer student internships and project opportunities g) HR and Career Development Services to undertake a risk assessment of the On-Campus Working and Work Register Services, and to redesign the services as appropriate to ensure compliance with UKBA and UK Employment Law requirements Key Objective 5: To embed opportunities for students to develop the 9 Capabilities/Graduate Attributes of Employability & Professionalism into all academic and research programmes and relevant extra-curricular activities. Actions identified to achieve this objective are: a) Programme teams to review and plan programme learning outcomes for the 9 Employability & Professionalism Capabilities/Graduate Attributes as part of the programme enhancement plan process b) Programme teams to ensure information about opportunities to develop the 9 Employability & Professionalism Capabilities/Graduate Attributes is presented in module and course handbooks c) Learner Support Services, in particular Library Services, to work with programme teams to deliver their information and digital literacy plan through curriculum based and service based activities, building on and extending the existing Library Services plan which embeds delivery at appropriate points within the curriculum and linking to key themes of the LTA Strategy and Curriculum Framework d) Career Development Services working with programme teams and the Centre for Educational Development to establish an employability toolkit for staff which captures best practice and resources for delivering the Employability & Professionalism Capabilities along with models of providing workplace experience, by drawing on existing practice and expertise as well as developing new approaches e) Career Development Services, Centre for Educational Development and Staff Development to establish a CPD programme for employability as part of the University s staff development programme Key Objective 6: To provide access to opportunities which encourage and support the development of enterprise and innovation skills, and facilitate business start- up, self - employment and venture creation opportunities. Actions identified to achieve this objective are: Page 8 of 13

11 a) Enterprise Group to lead the development of the University s strategic approach to enterprise and to propose a programme of enterprise and innovation activities which includes institution-wide activities and faculty based activities e.g. accredited modules (core/ elective), open workshops, student-led enterprise society, externally funded projects and networking activities with organisations and entrepreneurs b) Sustainable Enterprise Centre to build a suite of enterprise, innovation and business incubation activities into its portfolio which are aligned to the University s enterprise strategy c) Enterprise Group to facilitate the development of a community of practice to support the development of inter-disciplinary staff expertise for enterprise and innovation teaching, learning and research across the University Key Objective 7: To further develop Personal Development Planning (PDP) as a core component within all undergraduate programmes Actions identified to achieve this objective are: a) Programme teams to review PDP delivery as part of the programme enhancement plan process b) Career Development Services, the Centre for Educational Development and Graduate School to work with programme teams to develop practice approaches to enhance the delivery of PDP c) Career Development Services working with programme teams and the Centre for Educational Development to develop an on-line Career Management Skills programme which will be embedded into the PDP component of all programmes d) Career Development Services working with programme teams, Dean of Students and the Centre for Educational Development to ensure best practice and resources for delivering PDP are included in the employability toolkit Key Objective 8: To improve student and graduate access to career information, advice and guidance services by enhancing universal and targeted provision. Actions identified to achieve this objective are: a) Career Development Services to establish with each faculty and the Graduate School an annual service delivery plan detailing the service provision for each programme and the faculty overall e.g. career-related accredited modules - core/ elective, inputs into accredited modules, stand-alone sessions, PDP support, targeted work experience/ internship activities, staff development, DLHE data, staff development b) Career Development Services to increase its visibility to students, staff and employers through the delivery of an annual marketing and communications plan c) Career Development Services to plan and deliver a number of targeted interventions to recent graduates to address DLHE priorities e.g. PGCEE, 1:1 coaching support, intensive workshop programme, assessment centre activities, Bradford Graduate Internship Programme Key Objective 9: To improve access to available graduate level employment opportunities and to improve recruitment conversion rates and so improve the number and quality of graduate first employment destinations. Page 9 of 13

12 The achievement of this objective is predicated to a significant extent on the achievement of key objectives 1 to 8. However, a particular action identified for this objective is: a) University to further develop its partnership working with local, regional and national strategic bodies in order to inform and influence graduate employment and skills policy and funding decisions, and to extend its participation in student/ graduate focused programmes and developments. 7. Governance and Management 7.1. The governance of the strategy will be delivered through the following structure. The ASPC and LTC will be responsible for the agreement and review of the strategy. The Learning & Teaching Enhancement Board, chaired by the PVC Learning & Teaching, will be responsible for managing, monitoring and reporting on the strategy. 8. References Confederation of British Industry. (2011) Working towards your future, making the most of your time in higher education. London: CBI PSE_EAS_131 Department for Business Innovation & Skills. (2011) Students at the heart of the system. London: Stationery Office, Cm 8122 Higher Education Academy. (2006) Employability in higher education: what it is- what it is not. York: LTSN UUK. and HEFCE. (2010) Changes in student choice and graduate employment. [online] Available at: < [Accessed 8 April 2012] Wilson Review. (2012) Review of Business-University Collaboration. [online] Available at: < > [Accessed 8 April 2012]. Page 10 of 13

13 9. Appendix 1 Academic Literature Review Bridgstock, R. (2009) The graduate attributes we ve overlooked: enhancing graduate employability through career management skills, in Higher Education Research & Development, 28 (1), pp Bowen H. (2006) Employability and career progression for full-time UK masters Students. Manchester: Higher Education Careers Services Unit (HECSU). Brown, P., Hesketh A. and Williams S. (2003) Employability in a knowledge-driven economy, in Journal of Education and Work, Vol. 16, No. 2, June, pp Dacre Pool, L. and Sewell, P. (2007) The key to employability. Developing a practical model of graduate employability, in Education and Training, 49 (4), pp Ehiyazaryan, E. and Barraclough, N. (2009) Enhancing employability: integrating real world experience in the curriculum, in Education and Training, 51 (4), pp Gore, T. (2005) Extending employability or solving employers' recruitment problems? Demand-led approaches as an instrument of labour market policy, in Urban Studies, Vo.l 42, No. 2, February, pp Hagar, P. and Hodkinson, P. (2009) Moving beyond the metaphor of transfer of learning, in British Educational Research Journal. 35 (4), pp Harvey L., Locke W. and Morey A. (2002) Enhancing Employability Recognising Diversity: Making Links between Higher Education and the World of Work. London and Manchester: Universities UK and CSU. Hinchcliffe, G. and Jolly, A. (2011) Graduate identity and employability, in British Educational Research Journal, 37 (4), pp Lindsay, C., McQuaid R. and Dutton M. (2007) New approaches to employability in the UK: Combining Human Capital Development and Work First Strategies?, in Journal of Social Policy, Vol. 36, No. 4, pp Mason, G., Williams G. and Cranmer S. (2006) Employability Skills Initiatives in Higher Education: What Effects do they have on Graduate Labour Market Outcomes? London: National Institute of Economic and Social Research. Mason, G., Williams, G., Cranmer, S. and Guile, D. (2002) How higher education enhances the employability of graduates. London: Institute of Education and National Institute of Economic and Social Research. McQuaid, R., Green A. and Danson M. (2006) The Concept of Employability, in McQuaid R., Green A. and Danson M. (eds.) Employability and Local Labour Market Policy. Abingdon: Routledge. McQuaid, R. and Lyndsay, L. (2005) The concept of employability, in Urban Studies, 43 (2), pp Page 11 of 13

14 Pegg, A., Waldock, J., Hendy-Isaac, S. and Lawton, R. (2012) Pedagogy for Employability revised edition Learning & Employability Series. York: Higher Education Academy. Purcell, K., Elias, P., Atfield,G., Behle, H., Ellison, R., Hughes, C., Livanos, I. and Tzanakou, C. (2009) Plans, aspirations and realities: taking stock of higher education and career choices one year on: findings from the second Futuretrack survey. Manchester: Higher Education Careers Services Unit. Yorke, M. (2010) Employability: aligning the message, the medium and academic values, in Journal of Teaching and Learning for Graduate Employability. 1 (1), pp2-12. Page 12 of 13

15 10. Appendix 2 Graduate Attributes mapped to the Employability &Professional Capabilities Graduate Attribute Employability & Professional Capability Academic Development and Critical Thinking. The Bradford Graduate is: Able to apply knowledge to solve complex real-world problems and show proficiency and creativity in decision making An independent learner and a critical and creative thinker. Problem solving and decision making Innovation and Enterprise Management of self and own performance Skilled in research and enquiry. Information and digital literacy Employability and Professionalism. The Bradford Graduate is: Aware of their own capabilities and able to manage themselves Proficient at communicating with others through a range of media. Effective at collaborating and respecting the opinions of others Able to demonstrate appropriate professional values. Able to identify their learning needs and take action to improve their performance Enterprising and creative in their approach to study and work. Digitally literate and able to manage information effectively Able to demonstrate commercial awareness by relating their learning to a commercial or business perspective Management of self and own performance Communication skills and presentation skills Team and customer working Professional Values Managing self and own performance Innovation and Enterprise Information and digital literacy Business, Commercial and Financial awareness Team and customer working Inclusivity. The Bradford Graduate is: Interculturally and internationally aware. Professional Values Aware of social and civic responsibilities. Business and Commercial awareness Literate in sustainability Page 13 of 13