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.

Essential frameworks for enhancing student success: embedding employability

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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

Essential frameworks for enhancing student success: embedding employability

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1. Embedding Employability Framework

Essential frameworks for enhancing student success: embedding Employability

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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

Maureen Tibby and Stuart Norton

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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

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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

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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

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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-

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Gov.UK (2017), ‘Industrial strategy: building a Britain fit for the future’. Available at:

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Mellors-Bourne, R, Jones, E and Woodfield, S (2015b), ‘Transnational education and

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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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