Post on 11-Aug-2020
Essential frameworks for enhancing student success: embedding employability
A guide to the Advance HE Framework
Maureen Tibby and Stuart Norton
Acknowledgements
This guide is designed to be used with the Advance HE Framework for Embedding Employability. The Framework is based on the HEA publication* Designing and developing your approach to employability: a framework for higher education institutions. The Framework has also been informed by feedback from institutions which participated in the HEA’s Embedding Employability Strategic Enhancement Programme (2014-15). Thanks are due to them and the authors of HEA publications whose work informed the Framework.
*QAA (2018) Enterprise and entrepreneurship education: Guidance for UK higher educationproviders. The Quality Assurance Agency for Higher Education.
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Contents
1. Embedding Employability Framework 4
2. What is embedding employability? 5
3. Why is embedding employability important? 5
4. Introduction to the Framework for Embedding Employability 6
5. How is the Framework structured? 7
6. Applying the Framework 8
6.1 Stage 1: defining employability 8
6.2 Stage 1: key issues to consider 9
6.3 Stage 2: auditing and mapping employability provision 10
6.4 Stage 2: key issues to consider 11
6.5 Stage 3: actions 11
6.6 Stage 3 activity: gap analysis 11
6.7 Stage 3: key issues to consider 12
6.8 Stage 4: measuring impact 13
7. References and resources 14
7.1 References 14
7.2 Resources 14
8. Appendix 1 18
8.1 Action plan part 1: gap analysis 19
9. Appendix 2 20
9.1 Action plan part 2: measuring impact 21
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1. Embedding Employability Framework
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2. What is embedding employability?Advance HE views embedding employability as providing the opportunities to develop the
knowledge, skills, experiences, behaviours, attributes, achievements and attitudes that
enable graduates to make successful transitions benefitting them, the economy and their
communities.
Employability is relevant to all students and at all levels of study. To be addressed
effectively, employability should be embedded into all learning and teaching policies,
processes and practices and considered throughout the student lifecycle, from the very start
of a student programme through to completion of their studies. Graduates should be
equipped to make successful transitions not just on graduation but throughout their life, and
to manage their careers effectively.
All stakeholders, including academic and support staff, students, careers services, students’
unions and employers, have a role to play in embedding employability and should be
encouraged to engage in and be involved in doing so. Employability should be integrated
into the culture of the institution.
3. Why is embedding employabilityimportant?
The increasing pressure to meet the needs and expectations of all stakeholders has driven
the employability agenda and made this a priority for all higher education providers.
Advance HE believes that student success can be significantly enhanced by embedding
employability into the curriculum and into the culture of the whole institution.
Students: students and their families are investing in their futures and expect institutions to
support them to make successful transitions, manage their careers and enhance their
longer-term prospects and graduate employability.
Employers: all employers have specific – and ever changing – needs in terms of graduate
skills, knowledge and attributes. These needs should inform strategies for higher education
(HE) and business engagement, the curriculum and employability support.
Higher education providers (HEPs): excellence in graduate outcomes enhances an
institution’s reputation and global standing and influences recruitment and employer
engagement. The requirement to demonstrate how students are being supported to
enhance their employability and achieve successful graduate outcomes (ie league tables,
Teaching Excellence Framework (TEF), National Student Survey (NSS), Graduate
Outcomes Survey, Longitudinal Education Outcomes (LEO) survey etc) has made
embedding employability a priority within HE.
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UK economy: graduate employability is a government priority as it is vital to the UK’s
economic growth – regionally, nationally and internationally – and supports both social and
cultural development.
Local communities: addressing the issue of graduate migration from the regions is a
priority for the government and HEPs as retaining graduate skills supports the development
of local communities and the regional economy. The Augar review1 emphasised that
universities and colleges should work together to enhance and improve employment in their
regions and, in May 2019, the Office for Students announced funding for regional
collaborative projects (HEPs, colleges, LEPs and regional employers) to encourage
graduate opportunities.
4. Introduction to the Framework forEmbedding Employability
In 2013, the Higher Education Academy developed a resource – Defining and developing
your approach to employability: a framework for higher education institutions2 – to provide
HEPs with a rationale and approach for embedding employability. This was updated in
2015/2016 into The Framework for Embedding Employability in collaboration with the HE
sector and drawing on extensive evidence, expertise and experience. It was designed to be
adapted by a wide range of HE stakeholders, individuals and groups and applied to different
disciplines, modes of study and institutional contexts. It is also aligned to the UK
Professional Standards Framework.
The framework provides a strategic and practical process for reflecting on and addressing
current employability provision in your institution, faculty, college, school, department,
programme(s) and subject areas. It seeks to facilitate discussion and provide support. It has
been designed to engage a diverse range of people. It can be used at an institutional level
but it also encourages and enables local ownership and development at a programme or a
subject level.
Employability is one of six strategic areas of priority which Advance HE regards as being key
to achieving student success in HE. The other thematic areas are: Transforming
Assessment and Feedback; Student Access, Retention, Attainment and Progression;
Student Engagement through Partnership; Flexible Learning; and Internationalising Higher
Education.
1 Gov.UK (2019) Post-18 review of education and funding (Augar review)
2 Cole, D. and Tibby, M. (2013) Defining and developing your approach to employability: A framework for higher education institutions. York: Higher Education Academy
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All six frameworks were designed to enhance individual themes and to be interconnected to
enrich policy and practice, inspiring teaching and transforming learning across the UK and
internationally.
5. How is the Framework structured?Areas of focus: the inner circle illustrates 10 broad areas of focus that are integral to
graduate employability. You can use these to help you to reflect on, define and identify your
priorities for employability provision. It is also important that you involve students,
employers/employer organisations and other stakeholders in this process to ensure that you
develop a clearer view of the type and combination of areas of focus that are right for your
context and your stakeholders. The Framework is a guide so feel free to adapt the areas of
focus to suit your context and your stakeholder needs. If the terminology does not reflect the
language used in your institution/area you can change it to make it more relevant to you and
your stakeholders.
Four stage cyclical process: the areas of focus are encircled by a cyclical process that is
key to embedding employability across the institution and at a programme level. The
process encompasses the four stages involved in developing a defined and cohesive
approach to employability; defining employability, auditing and mapping, prioritising actions
and measuring impact.
Principles underpinning employability: the outer circle illustrates the principles of
inclusivity, collaboration and engagement that underpin how the areas should be applied in
practice. These should be addressed when developing your employability strategies and
provision.
The following questions will support your reflections on how you currently apply these
principles and how they can be addressed to enhance students’ employability.
1. Do all students have opportunities to develop the skills, knowledge and attributes to
make successful transitions, manage their careers, contribute to a global economy and
society, and deal effectively with change?
2. Are there collaborative approaches to learning and teaching that support graduate
employability? Is employability regarded as the collective responsibility of all
stakeholders?
3. Is there a culture of employability which provides validity and supports student and staff
engagement?
4. How do you ensure effective university business collaboration that provides
opportunities, informs the curriculum and enhances graduate employability?
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6. Applying the Framework The Framework is designed to be used at a range of levels, from senior management to
academic departments, course teams and the students’ union. Use existing opportunities
such as departmental, faculty, school or programme meetings for initial discussions. In your
initial meetings, discuss Stages 1 and 2, and plan for Stage 3. The employability action
plans in the appendices provide examples of how you can record your approach. This can
be adapted and changed as appropriate. Use the following questions as a starting point for
your reflections and group discussions. Feel free to add to, delete or edit them to meet your
own specific needs.
The following reflective questions relate directly to each stage of the Framework. Each
grouping has been designed to support reflection and inform action in enhancing
employability. We would advocate that this is undertaken at a programmatic level for the
greatest impact but the questions can be adopted at a range of levels, including institutional
or individual practitioner levels. Enabling dialogue and space around these questions can
provide a valuable source of data from which to evidence or communicate achievements in
your practice, whether that be to benchmark performance and impact or to inform planning
and/or decision making for future developments. It is very much a development conversation
to clarify how employability practices can be developed as well as to identify what areas
should be further focused upon for development. Fundamentally, it also gives recognition to
existing activity which contributes effectively to enhancing employability.
6.1 Stage 1: defining employability
Work with colleagues and identify relevant internal and external stakeholders to define your
employability priorities and create a shared point of reference. This will help you to develop
a clearer view of the areas of focus that are most appropriate for your context. This stage
helps you arrive at your working model of employability.
The reflective questions below will help you explore what ‘employability’ means within your
department/programme/subject/discipline area and to your stakeholders. After your
discussions, you can agree upon a working definition for employability.
1. What does employability mean to you, your team and stakeholders?
2. What does your industry sector, employers, professional bodies or area of practice want
to see in graduates? Are your graduates meeting their requirements? Are there areas
they believe are lacking in graduates? Do you address these? Should these be
addressed through the curriculum, through extra-curricular activities or both?
3. What are the students’ expectations of how you can enhance their employability? How
are your students engaged with employability?
4. Can you agree on a working model/definition for employability in your context?
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6.2 Stage 1: key issues to consider
Stakeholders: involve as many stakeholders as appropriate in your reflections, consider the
full range of stakeholders, in particular for those programmes that do not necessarily have
linear careers. Gaining alumni data is important to consider the wealth and breadth of
external stakeholders with whom you may wish to engage.
Model: the intention is not to prescribe a model but to encourage a flexible and collaborative
approach to the integration of employability in your institution.
Ownership: employability is a university-wide responsibility. It requires a combined effort,
working in partnership with colleagues across services and departments. It should also
involve collaboration with external partners such as alumni, employers, professional bodies,
etc.
Enterprise, entrepreneurship education and support: employers value creative, dynamic
and free-thinking graduates, so offering support in these areas will benefit all students
whether they decide to progress into employment or self-employment. The QAA defines
Enterprise as:
“the generation and application of ideas, which are set within practical situations during a project or undertaking... It combines creativity,
originality, initiative, idea generation, design thinking, adaptability and reflexivity with problem identification, problem solving, innovation,
expression, communication and practical action.”
QAA 2018 p73
Enterprise education thereby aims to produce learners with the mindset and skills to come
up with ideas that make a difference in response to identified needs and shortfalls. Critically,
it is the development and ability to act on these ideas that enterprise education seeks to
develop. Enterprise education is therefore about facilitating learners; moving from ideas to
action and, in so doing, supports and aligns with a broader approach to developing
employability among learners.
Entrepreneurship education is defined as “the application of enterprise behaviours, attributes and competencies into the creation of cultural, social or economic value. This can, but does not exclusively, lead to
venture creation.”
QAA 2018, p74.
3 QAA (2018) Enterprise and entrepreneurship education: Guidance for UK higher education providers. The Quality Assurance Agency for Higher Education.
4 ibid
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Entrepreneurship education therefore focuses on the development and application of an
enterprising mindset and skills in the context of creating a new venture and managing
entrepreneurial episodes required to develop and grow a business. These skills and mindset
are not just the domain of the business schools. While entrepreneurship education does
create the additional layer regarding business concepts and new business development, all
forms of entrepreneurship should be considered: sustainable, green, digital, social etc.
Enterprise and entrepreneurship education is a core area aligned to employability, and in
2019 Advance HE in partnership with EEUK, IOEE, ISBE, SfFEDI and the QAA launched
the Enterprise and Entrepreneurship Framework.
6.3 Stage 2: auditing and mapping employability provision
1. What is your employability model or definition?
Reflect on which specific features of employability you currently address and to what extent
(ie subject-specific skills; subject knowledge; graduate attributes, generic skills; personal
development; reflective practice; work-based and work-related learning and enterprise
education).
+ what works well?
+ how is employability reflected in programme/module learning outcomes?
+ how is employability assessed and/or validated? How do you measure the impact of
employability activity and support?
2. How do you engage your students with employability?
+ are your students aware of how they are enhancing their employability through the
curriculum and extra-curricular activities?
+ are your students encouraged to take ownership of the employability process? If not, how
might you begin to address this?
+ do your students understand how their learning/experiences are transferable? Can they
articulate this, for example, through an application or in an interview setting?
+ can your students effectively engage in a range of external environments? How are they
prepared for this, supported and encouraged to reflect on outcomes?
+ is a personal development planning process used to encourage your students to reflect
upon and articulate their development in terms of employability?
+ how is feedback collected from your students to ascertain development and impact?
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3. Are there any gaps in provision?
+ map your current programme provision against the definition of employability that was
shared and agreed at Stage 1 of this process. Are there any gaps?
+ do you utilise the support of colleagues from across your institution eg alumni office,
careers centre; employability team; enterprise unit; business unit; placement support;
part-time job shop; library and information services; students’ union, etc?
+ how do you seek to develop your students’ emotional intelligence, social capital and their
ability to work with a range of people beyond their usual peer groups?
6.4 Stage 2: key issues to consider
Language: is there a shared understanding of the terminology used to refer to employability
by colleagues, students and employers?
Ownership and collaboration: are all colleagues engaged with this and is there shared
responsibility? How do you access support from your colleagues across the institution?
6.5 Stage 3: actions
Consider the next set of reflective questions to help you with this process.
+ how and when are students introduced to the concept of employability? How will you
share your agreed model/definition of employability?
+ do you have a process in place for effective employer engagement? If not, how might
you develop one?
+ how do/can you engage with professional bodies to inform discipline-oriented practices?
+ how are students currently supported to reflect on, record and articulate their academic
and personal development planning?
See Appendix 1 for Action plan part 1: gap analysis.
6.6 Stage 3 activity: gap analysis
Reflect back on the discussions from stages 1 and 2 and, in the boxes below, list three
priority areas/gaps that need to be addressed. For each decide:
+ how will you address, prioritise and develop provision to fill these gaps? Do you require
specific resources or staff development?
+ what are the proposed outcomes and what timescales will this involve?
+ who will be responsible and how will you engage colleagues and external partners?
Essential frameworks for enhancing student success: embedding employability
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+ how will you monitor progress and measure impact?
+ who can support this work, both internally and externally? Do other departments offer
similar activities that you could use as a point of reference?
6.7 Stage 3: key issues to consider
Horizon scanning: employability policies and strategies should be resilient to change. We
know that technology will continue to advance at a fast pace – as it has over the last 50
years – changing the way we learn, communicate, work and live. This has implications for
the skills, knowledge, experiences and attributes that our graduates will need. Consider and
discuss the following:
+ how do you anticipate, consider and prepare for future changes, opportunities and
challenges?
+ what are the emerging trends that could impact on the graduate labour market –
regionally, nationally and globally?
+ how will emerging technological advances impact on graduate roles and how we work?
How will this impact on the knowledge, skills, experience and values that your graduates
require?
+ how do you ensure that your graduates are prepared for and have the adaptability, agility
and/or resilience to cope with uncertainty and change? How do you future proof them?
Research and scholarship: gather evidence, as part of the review process, to document
the results of your work. How can you record and share practice across the institution and,
possibly, externally?
Engaging with and involving employers to support employability: how do you optimise
opportunities for work-based and work-related learning activities for each year group? What
support is available pre- and post-placement? It’s important to remember that just because
an option is available to everyone it does not necessarily mean that all students have the
equal opportunity to undertake this and it’s therefore important to consider if opportunities
are truly inclusive.
Utilising alumni support: alumni case studies can provide a more longitudinal view of
employability as an ongoing, lifelong concept rather than a single measure. Students also
value the opportunity to engage with, listen to and learn from alumni.
Mapping your employability network: as a team consider and map out who can support
you and your students within the institution and external to it?
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6.8 Stage 4: measuring impact
The questions below and the employability action plan on page 12 will help you to generate
the evidence required to verify the status of employability within your
department/programme. Responding to these questions and completing the action plan
supports continuous measurement, helping you to track progress and identify areas for
attention.
1. Do you have a defined, cohesive and comprehensive approach to employability?
+ What evidence do you have that your approach to employability is effective?
2. How have you assessed impact?
+ What methodologies have you used? How rigorous is this process? How do you use
feedback to inform future practice?
3. Are you actively engaging with alumni?
+ If yes, how do you measure impact and build on good practice?
+ If no, reflect on barriers to engagement and how you could start to address them.
4. Sharing impact and disseminating good practice
+ How do you share good practice with your colleagues, both internally and externally?
+ Are you aware of support available from organisations, such as Advance HE, to aid the
development and dissemination of good practice?
See Appendix 2 for Action plan part 2: measuring impact.
Spend time using this action plan to reflect on and capture two examples of good practice.
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7. References and resources
7.1 References Gov.UK (2019), ‘Post-18 review of education and funding (Augar review)’. Available at:
www.gov.uk/government/publications/post-18-review-of-education-and-funding-
independent-panel-report [accessed 5 August 2019]
Cole, D and Tibby, M (2013) Defining and developing your approach to employability: A
framework for higher education institutions. York: Higher Education Academy. Available at:
www.advance-he.ac.uk/knowledge-hub/defining-and-developing-your-approach-
employability-framework-higher-education [accessed 25 July 2019]
QAA (2018) Enterprise and entrepreneurship education: Guidance for UK higher education
providers. The Quality Assurance Agency for Higher Education. Gloucester. Available at:
www.qaa.ac.uk/docs/qaas/enhancement-and-development/enterprise-and-entrpreneurship-
education-2018.pdf?sfvrsn=15f1f981_8 [accessed 25 July 2019]
7.2 Resources
Advance HE, ‘Advance HE Connect’. Available at: https://connect.advance-he.ac.uk
Advance HE Connect hosts a range of networks, including an online employability network.
The aim is to encourage people to share, connect and collaborate. In addition to developing
networks, the online platform will also host useful resources, research, guidance and case
studies linked to employability.
Advance HE, ‘Embedding employability in higher education’. Available at: www.advance-
he.ac.uk/guidance/teaching-and-learning/embedding-employability
Advance HE, ‘New framework to embed enterprise and entrepreneurship in higher
education’. Available at: www.advance-he.ac.uk/news-and-views/New-framework-to-embed-
enterprise-and-entrepreneurship-in-higher-education
Advance HE, ‘UK Engagement Survey (UKES) 2018’. Available at: www.advance-
he.ac.uk/sites/default/files/2019-05/Advance_HE_UKES_2018_sector_results_report_0.pdf
Advance HE, ‘Postgraduate Taught Experience Survey (PTES) 2018. Available at:
www.heacademy.ac.uk/download/advance-he-ptes-2018-report
ASET (2017), ‘Good Practice guide for Work-Based and Placement Learning in Higher
Education Toolkit’. Available at: www.asetonline.org/wp-content/uploads/2017/09/ASET-
Good-Practice-Toolkit-FINAL.docx
Essential frameworks for enhancing student success: embedding Employability
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Allford, R, and Tibby, M (2014) A pilot study: strengthening university business engagement
through staff secondments. York: Higher Education Academy. Available at: www.advance-
he.ac.uk/knowledge-hub/pilot-study-strengthening-university-business-engagement-through-
staff-secondments
Artess, J, Hooley, T, and Mellors-Bourne, R (2017) Employability: A review of the literature 2012
to 2016. A report for the Higher Education Academy. York: Higher Education Academy.
Available at: www.advance-he.ac.uk/knowledge-hub/employability-review-literature-2012-
2016
BIS (2013) Learning from Futuretrack: The impact of work experiences on higher education
student outcomes (BIS Research Paper 143). London: Department for Business, Innovation
and Skills. Available at: www.gov.uk/government/publications/learning-from-futuretrack-
impact-of-work-experiences-on-he-student-outcomes
BIS (2014) Enterprise for All: The relevance of enterprise in education. London: Department
for Business, Innovation and skills. Available at:
www.gov.uk/government/publications/enterprise-for-all-the-relevance-of-enterprise-in-
education
Frigerio, G and Wright, T (2015) The career adapt-ability pilot project. York: Higher
Education Academy. Available at: www.advance-he.ac.uk/knowledge-hub/career-adapt-
ability-pilots-project
HECSU (2019), What do Graduates Do 2018/19. Higher Education Careers Services Unit.
Available at: https://luminate.prospects.ac.uk/what-do-graduates-do
HECSU (2019), What do Graduates do 2019/20. Regional Edition. Higher Education
Careers Services Unit. Available at: https://luminate.prospects.ac.uk/what-do-graduates-do-
regional-edition
HESA, Graduate Outcomes Survey. Available at: www.graduateoutcomes.ac.uk/about-
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HESA (2017), Destinations of Leavers form Higher Education Longitudinal Survey. Available
at: www.hesa.ac.uk/data-and-analysis/publications/long-destinations-2012-13
Jones, H and Warnock, H (2014) Towards a competency-based framework for work-based
learning. York: Higher Education Academy. Available at: www.advance-he.ac.uk/knowledge-
hub/towards-competency-framework-student-work-based-learning
Gov.UK (2017), ‘Industrial strategy: building a Britain fit for the future’. Available at:
www.gov.uk/government/publications/industrial-strategy-building-a-britain-fit-for-the-future
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Mellors-Bourne, R, Jones, E and Woodfield, S (2015b), ‘Transnational education and
employability development. York: Higher Education Academy’. Available at: www.advance-
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Moon, J (2004) Reflection and employability. York: Learning and Teaching Support
Network/Higher Education Academy. Available at: www.advance-he.ac.uk/knowledge-
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Morgan, S for AGCAS Scotland and QAA Scotland (2019), ‘Focus on Graduate Skills :
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experience in STEM subjects: can demand match supply?’ London: National Centre for
Universities and Business. Available at: www.ncub.co.uk/increasing-the-offer-of-work-
experience-in-stem-subjects-can-demand-match-supply.html
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talent in the UK: Assessing business views’. London: National Centre for Universities and
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Norton, S (2016) Employability: View Point. York: Higher Education Academy. Available at:
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2018-to-2019
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Embedding_employability_into_curriculum.pdf
Yorke, M (2006) Employability in higher education: What it is – what it is not. (Learning and
employability series 1). York. Higher Education Academy. Available at:
www.ed.ac.uk/files/atoms/files/hea-learning-employability_series_one.pdf
Essential frameworks for enhancing student success: embedding employability
Maureen Tibby and Stuart Norton
18
8. Appendix 1
Gaps identified Action(s) planned Proposed
outcomes
Timescale and
review date
Monitoring and
review process
Resources
required Responsibilities
Essential frameworks for enhancing student success: embedding employability
Maureen Tibby and Stuart Norton
20
9. Appendix 2
Module/area Evidence of good
practice
How will you
share with others?
How will you
sustain/build on
this?
Resources/suppor
t required? Actions required
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