The Graduate Employ Ability Project (GEM) 2

8/3/2019 The Graduate Employ Ability Project (GEM) 2

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Part 2

Case studies and employability guidelines

www.londonmet.ac.uk/gem

HEFCE Widening Participation Initiative 2000-02

The Graduate Employability project (GEM):

enhancing the employability of non-traditional students


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Case studies

The Graduate Employability project was fundedby the HEFCE Widening Participation initiative2000-2002 and was based in Academic &Employability Initiatives, Business Developmentat the London Metropolitan University northcampus (then the University of North London).

The work was undertaken by the following:Allen Anie

Julie HillsJennifer CooperLinda CusworthBarbara Page (Project Manager)May Pettigrew was a critical friend during thefirst year of the project.

The Graduate Employability project (GEM):enhancing the employability ofnon-traditional studentsEd: Barbara Page

Part 1:

Stakeholder perceptions of the employabilityof non-traditional students.

Author: Julie Hills

Part 2:Case Studies and employability guidelines.

Authors: Jennifer Cooper, Julie Hills,Barbara Page

Part 3:Enhancement of student employabilitythrough professional placements.

Authors: Jennifer Cooper, Julie Hills

The Graduate Employability project (GEM)

www.londonmet.ac.uk/gem


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Contents page

Case studies

Introduction: an overview of the project;acquisition of case study data 2

Summary of findings 3

Case study 1: Male, BSc Pharmaceutical Science 4

Case study 2: Female, LLB Law 6

Case study 3: Female, BA Marketing and Business Law 7

Case study 4: Female, BA International Business 9

Case study 5: Male, BA Human Resources 11

Case study 6: Female, BA Education and French 12

Towards an employability strategy

A strategy first draft 14

Appendices

Appendix 1: Stages of Employability 20

Appendix 2: The Benefit of Work Placement 21

Appendix 3:The Location and Nature of Careers work 22

Academic & Employability Initiatives Unit

London Metropolitan University2003

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Case studies

1.1 Background to the GEM projectThe Graduate Employability Project (GEM) was

concerned with developing employability in under-represented groups. This was achieved by obtainingthe perspectives of key stakeholders on factorsaffecting the employability of graduates, with specificattention directed towards ethnic minorities, maturestudents and those from disadvantaged socio-economic groups. As intended this data has sincebeen used to construct strategies, and implement andevaluate pilot action projects (development ofcommunication, self-reflection and enterprise skills)aimed at increasing the employability of such groups.

1.2 Acquisition of case study dataA total of 52 semi-structured interviews wereundertaken, comprising 15 final year undergraduatestudents, 6 alumni, 12 employers and graduaterepresentatives, and 15 UNL staff. In addition anumber of the undergraduate students were recalledfor a focus group discussion a year after their initialinterview (five months after graduation).Theseinterviews and focus group discussion provided in-depth examination of various perspectives andexperiences of graduate employability, a selection ofwhich have been presented in case study format.

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Case studies were taken from the alumni and focusgroup interviews as they could report attitudes to

employment both before and after graduation,therefore showing job search strategies, expectationsand how opinions altered following the start of fulltime employment. The individual cases were selectedto reflect typical issues identified in the majority ofinterviews explored, with a large enough number tosuccessfully demonstrate the common themes andemerging findings.

This booklet comprises case study reports of fouralumni students, and two students interviewed priorto and after graduation, each of which are considerednon-traditional in at least one of the following

categories ethnicity, age or socio-economic status.A wide range of subjects were covered including,Human resources, French and Pharmaceuticalsciences, and students were identified by academicstaff who perceived them to have the abilities andcharacteristics necessary for employability.

Introduction


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Case studies

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Evidence of these findings is demonstrated in the following case studies; summary boxes give the key issues facedby each individual.

Summary of findings

Access to.....?

I think I followed the your father is a doctor so you

must be a doctor as well route its more about being

in the academic environment. Sort of world of

information that you can tap into.

Non-traditional students find it more difficult than their traditional counterparts to obtain graduate work oncompletion of their studies and are perceived by employers, their tutors and careers staff, as lacking socialcapital and other attributes that can contribute to self-confidence.

The research has found that the self-confidence and self-reflection, which employers cite as the principalattributes underpinning the majority of employability skills, are lacking in many non-traditional students.This in turn both affects their job search strategies and indeed their awareness and expectations of thelabour market and particular employment sectors relevant to their own studies.Where students have notbenefited from the world of information in their family backgrounds that others enjoy, then an institutionalresponse is needed to increase their employment prospects.

The research findings are being used to develop evidence-based interventions to enhance these graduatesemployability. To date, pilot actions have included developing: communication, self-reflection, careerawareness, and social skills.

It is increasingly recognised that for such students employability development must be firmly embedded inthe mainstream curriculum and that this must be done without reducing academic content significantly and

while retaining academic rigour. Curriculum integration is especially important for non-traditional studentsif they are to have the opportunity to develop employability attributes as they:

identify strongly with their subject and the staff teaching it;

may not have the time or the networks to access additional, external activities;

often do not value activities which are not assessed;

do obtain skills from generic work, but benefit more from working at near graduate level in, for example,placements which form part of their degree.

Press release

May 2002


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I just assumed that taking a year out was

like taking some time off from academic

work, maybe just looking at the scenarioand seeing whether you like it or not. I

just wanted to get it over with quite

quickly. It did not really occur to me at

that point in time.

Although he was not 100% happy with his course feeling it was too lab-based he had highexpectations of the future. He placed a heavyemphasis on his degree result, believing that it would

be of the most help in the future. His aims includedworking for a large organisation:

I was looking to go to the larger brand-

name employers, Glaxo-Wellcome,

Pfizer, those kinds of groups. Obviously

they pay more, and give like a whole

wide range of things you can do within

the organisation.

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1Case studies

Male, BSc Pharmaceutical Science

S gained a 2:2. Ss science-based O levels, obtainedfrom his studies in Nigeria, reflected his desire tofollow in his Dads footsteps and become a medicalDoctor. Unfortunately, when he moved over to theUK he initially found it very hard to adapt, andconsequently did not obtain the A level results heexpected. His Local Education Authority providedhim with a list of courses, universities and their entryrequirements. Faced with the choice of finding themeans to repeat his A levels or entering universitythrough clearing, he chose the latter and enrolled ona Pharmaceutical Science degree programme at apost 92 university, assuming it was the closestcourse to Pharmacy (his then preferred option)available to him. It was Ss intention to transfer toanother university at the end of his first year, tostudy Pharmacy. He believed this transfer would

allow him to study a more in-depth degreeprogramme at a more recognised university, whichwould therefore provide him with more credibility. Swas disappointed to find that his grades were nothigh enough to allow the transfer, but tried again atthe end of his second year. However, when herealised that transferring meant he would have torepeat the first two years of the new course, hedecided to continue the course at his originalinstitution.With no definite career direction, hismain aim became to complete his course as quicklyas possible; he did not even consider the possibility of

acquiring work experience by taking, for example, asandwich placement

Case Study


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Someone will see I did

pharmaceuticals, will they put me in

drug-dispensing something like that?

As he still does not have any definite idea of whatfield to pursue, S is also considering other optionssuch as a conversion course a Masters incomputing; he could then possibly use his computerknowledge in the pharmaceutical industry, inadvertising or something similar. He is aware thatskills such as IT and computing are required in mostprofessions and therefore feels a Masters in

computing could be beneficial when combined withhis Pharmaceutical Science degree.

The pharmaceutical industry, they

obviously use a lot of computers. They

have to advertise products on the web.

They are going to need a middle-man,

someone who has a bit of basic skills in

how these products work, and who can

also integrate, like, the electronic side ofthings. So advertising etc. that is where I

think I will go.

I just wish I had made up my mind

properly, and had known exactly what I

wanted to do. If I had known what I

know now, I would have been more

serious, and then I would have continued

at another university.

Issues:

assumption of obtaining work with bluechip employers

lack of self awareness, ability to selfreflect and analyse accurately

lack of subject and career awareness andorganisational expectations of graduates

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1Case studies

S was aware of the types of jobs he believed suchcompanies offered, ranging from research to drugmaking to advertising, but was still unsure of whichdirection he wanted to pursue. He thought that afterstudying for three years he should be earning morethan 15,000 and he was not considering lab work ashe was under the impression that it was low paid; hewas thinking about sales and marketing, which heconsidered to be more central to the work of anorganisation. As he had no previous experience ofthese areas he was hoping that his existing skills, suchas teamwork, would be useful and supposed thatfurther training would be provided to build up hisbasic business skills such as stock taking andaccounts.

I want to do something that I enjoy,

where I can just smile at myself every

day, but obviously it has to pay the bills.

After graduation, S attended a careers fair. Althoughthe main companies he had expressed an interest inworking for were there, S was frustrated to find thatthey all required him to have at least a 2:1 degreeclassification.

I was so disappointed about the degree

that I just moved away. I feel kind of like,

it's not self-esteem, but it is something

to do with you go up to them and you

feel you are not up to par, something like

that.

Following that, S researched small and medium sizedcompanies, using the online Prospects package andword of mouth. He was surprised to see how muchhe could do with a science degree.

At present he is not actively seeking work due topersonal problems and financial difficulties, but hasplans to start researching other areas such as smallerpharmaceutical companies as soon as these issuesare resolved. To prepare himself for employment he isconsidering voluntary work to get some experiencewhich will add to his CV but is worried about beingtypecast into a position.

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Having coped well with the degree course on a part-time basis, T progressed to full-time study, eager tocomplete her degree as soon as possible and startwork. T was confident that her past experiences,contacts and background were enough to ensure thatshe would not have much trouble findingemployment when she qualified.

I feel I have advantages to other fellow

students who haven't had that.

She decided not to attend any career fairs, as she didnot feel it necessary as she had a definite career aim;

she did, however, speak briefly to the careers serviceat the University who gave her initial informationregarding legal practice courses and trainingcontracts.

On graduation she was accepted into the OxfordInstitute of Legal Practice to take a one-year legalpractice course. Following that T is planning toobtain a training contract, involving two yearsvocational work as a trainee solicitor, supervised byan official training establishment. Unfortunately,Twas not aware of the deadline for training contractswith City Firms therefore, at present, she is beginning

to consider local high street firms, which she canapply to when she is settled into her Legal Practicecourse.

Based on her previous experiences and backgroundTs main career ambition is to become asolicitor/barrister specialising in international humanrights law. She feels this role will allow her to utiliseher personal knowledge and understanding, makingthe most of what she can offer.

Issues:

overcame low expectations resulting fromno previous family HE history

had a very sharp career focus

informed, self-aware and motivated

possessed work experience whichdevelops valuable skills and attributessought by employers

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2Case studies

Female, LLB, Law

T graduated with a 2:1.

After leaving school at 16 and working in her parents

shop for two years, T suddenly took the decision to findwork in the City. Hearing about a job in a Turkish bankshe thought she had nothing to lose by approaching theManager directly. Despite not having any qualifications,she was fluent in Turkish and the Manager offered her aposition as a bilingual clerk. T worked for the bank for 6

years and was promoted several times to become theCredit and Marketing Assistant to the Vice-president.However, after a while at this level she noticed thatothers, who had more qualifications such as a degree,than her, were getting the promotions.

Being in the job I was in I also sensed the

disadvantages I had in being promoted to

other members of staff who were more

qualified than I was.

T resigned from the bank and began to look to enrol ona degree course. Using libraries, obtaining prospectusand making phone calls she began researching heroptions, looking at the different universities and coursesavailable. Eventually she decided on a Law degree, with

the intention of becoming a solicitor/barrister, and waspleased to find that she could apply, as a maturestudent, to a local institution.

Having been out of education for such a long time shewas slightly apprehensive as to whether she would beable to cope and therefore made the decision to beginthe course part-time, easing herself into it slowly.Wanting a practical means of introducing herself to thelegal field to complement her degree course,T used acontact in a solicitor's office to obtain a part-time job asan interpreter/solicitor's clerk on a free-lance basis. Shewas able to use this work as the basis for her

professional work which she completed as part of herdegree course.

The professional placement module, I

think was absolutely beneficial, absolutely

crucial it has given me such an insight

into my profession, my future profession.

It's given me such an idea as to what I

want to do. I already feel like I'm in that

career and working.

Case Study


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recently gained. She was offered a place at a post 92 institution and enrolled on a Marketing andBusiness Law degree course, choosing Law becauseshe thought it would provide her with a basicgrounding in the legal aspects of business.

I don't know much about law but I

thought this was something to knowabout because if you're going into

business you need to know what the

legal aspects are.

During her first year, she did not have any fixed ideasas to what area she would like to specialise in,although she did become convinced that she did notwant to work in the Marketing Industry, as she hadpreviously thought. As the course progressedhowever, she began to realise that the subject inwhich she did well involved project accounts,

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3Case studies

U graduated with a 2:1.

When she started studying Us plans for the futurewere extremely vague. She came from a family ofteachers/ lecturers, and was therefore stronglyencouraged to continue her education. U was notconfident that she would enjoy the experience ofUniversity, and therefore originally enrolled because itwas expected, not because it was what she wanted.

I think its more expectation than

choice.

She researched the options available to her, lookingat the different Universities and courses on offer.When choosing a university, U wanted to stay closeto home and therefore applied to a local pre 92university; she was not, however, offered a place, asshe did not possess GCSE Maths.

Her main interest was in Marketing, continuing onfrom the BTEC National qualification she had

Case Study

Female, BA Marketing and Business Law


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grounding skills and would like to move on andtransfer them to another position. She feels thatmaybe she would be suited to a conferenceorganisers role, as this would use the skills she haslearnt in her current position.

Having experienced three years full-time work aftergraduation, U is very aware of diversity within theworkplace. She is keen to ensure that she can feelrelaxed in her working environment and wouldtherefore allow this to influence where she chose towork. In response to this U began to consider findingemployment with SMEs, rather than large multi-national companies.

I mean having been you know in the

labour market knowing more than I do,

you know more than I did back then, I

think it doesn't have to be necessarily

Procter and Gamble/Unilever.

The short-term plan is to find a new job, as she feelsshe is overqualified in her current position. From pastexperience she has begun thinking about things earlythis time. In an ideal world, U believes that if I hadthe right idea and the resources behind me with theright guidance I could set up a starter business orsomething.

However she is aware that even though it is easy toset up a business, it is easy to fail as well, and she isconcerned that maybe she is being too optimistic.

Issues:

entered HE because it was expected

lacked self-confidence to pursue aimsafter rejections

lacked career awareness

unrealistic expectations

unfocussed

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3Case studies

marketing and communication, and PR. As a result ofthis U's career aim altered considerably and shereverted back to considering work in marketingconsultancy. More specifically, she liked the idea ofmarketing communications/brandmanagement/consumer goods. Her ideal would be towork for a large organisation, such as Procter andGamble, as she believed the profile of larger multi-national companies was more positive. She believedthat, provided you were willing to work hard, largecompanies offered better prospects of promotion,treated their employees well, all of which led to anenjoyable working atmosphere.

Prior to the final year of her degree, U was offeredthe opportunity to complete a STEP (ShellTechnology Enterprise Programme) placement. Theplacement gave her an insight into employment andalso made her realise how much emphasis is placedon IT skills in all areas of work.

I think the first thing that came to mind

was that IT or IT skills in general were

going to be very much needed by

companies.

After graduation U attended recruitment fair, whereall the larger companies were giving out informationon the location of their scheduled milkrounds, but herinstitution was not included. She sent off somespeculative letters with a CV, but did not get anyresponses.

Companies like Unilever, Proctor and

Gamble they were all there and they

produced a pack that we looked at

this is where our next milkround is

scheduled for, a milkround improvement

scheme and they always recruit on

university sites, but my university wasnt

on the list.

For the last three years U has been working as aProject Assistant, on a variety of projects, organisingconferences, exhibitions etc. However, she is now

beginning to feel that she has acquired the basic

Case Study


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subject, and was confident that the skills she learntwould be transferable to other professions. Shechose her university on the grounds that it wasoffering the most appropriate course in near to whereshe lived. Her initial career focus was based aroundInternational Finance, with the aim of working for anInternational company. She felt such an organisationwould give her a better chance of seeing and learning

things, [and] better training programmes.

Initially,V had a very clear picture of where shewanted to work after graduation ideally it would bein International Finance. However, as a result of herdegree course she became interested in Law, or morespecifically, International Business Law. However, shestill wanted to work for a large blue chip companysuch as Sony. Although she realised smallerorganisations offered possibilities, she did not feelthat it was practical to consider these, as she is fromoverseas: V believed that smaller companies tend torecruit from their local labour market, and therefore

she would be more successful applying to an

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4Case studies

V, an overseas student, graduated with a 2:1 degree.

Before entering University V had completed a GNVQin Business Studies. Although she had theopportunity to study for A Level qualifications, sheopted to take a GNVQ on the basis that she was apractical kind of person and preferred to learn in asituation where she could apply what she was taught.

I really like to get into the job, I can get

and see things and learn things and the

training bit and the thing is with just

going into a lecture you don't get the

training bit.

She wanted to continue to put theory into practiceand thought she would experience this vocational

type of education by taking a degree at a pre 92university. She liked the flexible approach to the

Female, BA International Business

Case Study


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Differences in race and ethnicity is not

only happening in a working

environment, it happens in everyday life.

So you would expect that in every aspect

of life there would always be

discrimination.

At present she is employed on a variety of short termprojects in the university where she took her degree;these are giving her experience in time management,and require her to take responsibility for particularactivities. Using this experience and with the help ofher manager she is completing and sending outapplications; she has also registered with Internetrecruitment companies. She is taking a very positiveapproach and will keep applying until she issuccessful.

Yes I just keep trying really. I'm basically

the kind of person who doesn't really

give up.

V is very aware that if she wants to further the legalside of her career she will need to undertakeadditional study, approximately another 3/5 years.Although there is the possibility that she could havebegun this period of study earlier, Law is countrydependent and therefore V did not want to study theEnglish system until she knew she could remain inEngland.

Issues:

lack of awareness of employer practicesand requirements prior to graduation

career focus uncertainty/confusion

lacked self-confidence then was easily setback by rejection

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4Case studies

organisation where they employ larger numbers ofstaff from many different countries.

V recognised the value of work experience and hadworked prior to University and continued to workthroughout her studies in a variety of jobs e.g. inoffices and catering and housekeeping.

She believed strongly that a mostly theoreticaldegree would not equip her for employment Itshandier to put it into practice really. In response tothis, V completed a yearlong sandwich placement.During this time she had the opportunity to applysome of what she had learnt in her degree, enhanceher existing skills, such as communication, andacquire new IT and web design skills. In addition to

these, Vs degree course gave her the opportunity todevelop presentation and organisational skills, andpractice her report writing. She is very aware thatthese attributes will be beneficial when entering full-time work.

After graduation V began looking for employmentwith little success. After speaking to employers shewas outraged to find that, even though she had anacceptable degree and the right level classification,large companies required 24 A Level points.

It made me feel like why because at the end of theday it means as if your degree result doesn't countand I was surprised because I was thinking that itwould be much more important if I'm an employer tosee your degree, what you studied last, what did youget.

I was really surprised and angry at how

discriminating they are.

This confused V and she now feels that she cannot becertain why her applications were unsuccessful;

employers decisions may have been influenced byher overseas status, her lack of A level points, orsome other factor. If she has been rejected becauseof her ethnicity, she is not surprised as she knowsthat discrimination happens in every aspect of life,including work. But she is not letting this affect herambition, as she knows she is no different to anyoneelse, and that she is a capable person.

Case Study


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Throughout this process Ws perceptions of graduateemployment altered dramatically. Initially, he wasconvinced that he only wanted to work in the private

sector, however he commented afterwards that

It was later on that I thought maybe the

private sector is not where you should be

looking, maybe you need to look in the

public sector.

In addition to this, he believed that his experience priorto University plus his degree would be sufficient tomake him employable. He had not previously thought

about the degree content to be a useful preparation foremployment. However, on reflection he now realisesthat

I had learned something from university

I can obviously relate stuff like that in the

placement, to my degree at university, to

what I am doing now.

The main issue emerging here is that the final year at

university and the first few months after graduating arecrucial in establishing perceptions of graduateemployment. Graduates need to act rapidly to gain arealistic view of their employment prospects.

However, looking back W is able to pinpoint keyactivities from his time at university which wereparticularly beneficial.

Group work did help me, working in a

group, normal university group work. It

was actually time management very very

keen, communication skills vastly

improved.

and his overall perception is that its coming toUniversity thats really helped in so many ways.

Issues:

lack of knowledge of employersrequirements

unrealistic job expectations lack of career knowledge in his subject area

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5Case studies

W was a mature student when he began studying for adegree in Human Resources. After gaining 2:2 BA(Hons) degree, he has now secured a position in Human

Resources in a public sector company and regularly sitson interview panels.

W had many of the usual reasons for coming touniversity believing it would give him moreopportunities, better chances in life, offer the possibilityof earning more money.

I'm basically at Uni because I want better

chances in life and I think with a degree

you've got better chances.

In the final year of his course,W had very firm views onwhat it meant to be a graduate and where he sawhimself working after completing his degree. Hisaspiration was to be a HR manager working in theprivate sector within the next 5/6 years; he thought itwould be hard, but not that hard exactly. W stronglybelieved that the private sector was the place for him,as he thought that only these types of organisationscould offer him the money and benefits he sought.Although he had a confident outlook, he did have somedoubts as to whether he could achieve his ideal ascomments such as not that that's going to happen, but

that's what I'm aspiring to indicated.After graduating, W was faced with a variety ofproblems; these ranged from the realisation that forworking in Human Resources, applicants had to be part-qualified with the Chartered Institute of Personnel andDevelopment (CIPD). He also found that merelydistributing his CV to organisations did not instantlysecure him employment or even interviews. Wreadily admits that he had misconceptions about howeasy it would be to find employment after graduation.

I was confident I could walk into a job and

get in just like that.

I had all this ideal applying for a job, where you putyour CV through and instantly someone looks at it andthinks this is it.

Despite these setbacks W was able to become amember of the CIPD, and after obtaining advice at jobfairs about his CV presentation and its distribution, anddoing in-depth research into relevant companies, W wasoffered a number of interviews. He believes that all thepreparation helped him to obtain several job offers. As a

result of this he was then able to choose where hewanted to work, the type of work to be undertaken, andhow much he would be paid.

Male, BA Human Resources

Case Study


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I have got very positive feedback from, very

positive feelings from [the university],because of where I was when I came here

and the difference it made in my life. I do

feel quite strongly that I would like to

encourage other people like me.

After graduating X began applying for a large numberof positions at the institution. She was shortlisted forvery few of the posts and did not obtain the work shewanted; she was unhappy with the feedback shereceived on why she had not been shortlisted.

Obtaining employment after graduation has notfollowed the pattern W expected, and she admits tobeing

Quite frightened that my first experience

of unemployment is going to be after

getting an OK degree.

When reflecting on her time at University what shehas gained from the experience X can identify thedevelopment of abilities such as translating skills,

literature searching, and written communication skills,where her degree has been of considerable use in hercurrent employment. However, she feels that she is

probably using 30% at the most of her

degree.

Despite her current concerns she reports that her timeat university has

done a lot for my self-confidenceand

on the whole I have really, really enjoyed it.

Issues:

entered HE to overcome disadvantage,demonstrate ability and build self esteem

lacks self confidence and wishes to stay inher university comfort zone

unfocussed approach to job applications

fuzzy focus on future work

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6Case studies

X was a mature student who, after graduating with afirst class Honours degree, is portfolio working as aResearch Assistant, translator, and as a Playworker.

Despite having a strong desire to gain a degree andpursue a career in teaching, X was lacking inconfidence, and did not feel she would be eligible foruniversity. Although a number of factors influencedher decision eventually to enrol on a course, it was theencouragement of role models and peers which finallyconvinced her.

I still maintain that if it hadn't been for

people like the other teachers at the

school saying why don't you do ateaching degree. If it hadn't been for this

woman that sacked me saying you could

do better for yourself and if I hadn't seen

other people going to University and

[thinking] maybe I could do it.

X entered university believing that she had to proveherself, both to herself and to her family. Her mainpriority was to be able to secure a stable job with aconstant income, allowing her to continue with

further study, after she completed her degree.

In her final year X began to panic about the future.Not convinced that she should take a PGCE, shedeveloped a fear of the future, stating that I'm gonnahave to start again.

Her lack of confidence led her to still be unhappyabout the way she thought people viewed her, X hadvery firm ideas of where she wanted to findemployment after graduation.

I've never wanted to work for the private

sector, I've always been more involved in

humanitarian issues I would prefer not

to work for a profit-making organisation

because of my own personal interest I

don't want to work for a multinational or

something.

Although having worked in various part-timeuniversity contracts throughout her degree, Xsambition was to work full-time at her university.

Case Study

Female, BA Education and French


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The findings from the Graduate Employability project,and from other very recent research, have been usedin the development of a draft employability strategyfor the new London Metropolitan University. This willform the basis for one of the five targets contained inthe institutions future Learning and Teachingstrategy.

A strategy


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the Institute of Employment Studies (Graduatesurvey 2001) has produced a detailedbreakdown of its requirements (see: Appendix 1)and these are incorporated into the broadcategories given below. It is proposed that theUniversity adopts the following definition ofemployability: employability (lifelong learning)is comprised of:

subject knowledge and understanding;traditional intellectual and subject-specificskills

key skills capabilities

personal attributes, which may include, forexample: self awareness, enterprise,flexibility, initiative, creativity, reliability

knowledge of organisations

[Skills Development in Higher Education CVCP,DfEE, HEQE, London 1998]

The strategy given here will enable our studentsto acquire, within the curriculum, evidence-based aspects of employability and help thembegin to develop their graduate identity withemployers and other external organisations.

1.5 Besides integrating with both the Widening

Participation and the Teaching and Learningstrategies, employability development alsocomplements the Universitys Higher EducationReach Out to Business and the Communitystrategy working with local employers andother organisations.

The proposed strategic targets are to:

i develop further the Capability Curriculum

ii develop employability progressively withinthe curriculum

iii involve employers/professionalpractitioners/alumni in curriculum design,delivery and assessment at all levels, and ina range of other activities

iv extend the range of accredited workplacements at undergraduate andpostgraduate levels, and develop otherwork-based learning opportunities

v embed profiling and reflective learningwithin the curriculum to develop studentsself awareness and reflection

vi provide CPD opportunities for academicstaff to support curriculum innovation andwork with external organisations

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B.Page, Academic Initiatives & EmployabilityDevelopment

Strategic aim: To enhance students employability,enabling them to obtain employment appropriate totheir aspirations and providing them with therequired knowledge, abilities and attributes forlifelong learning.

1 Introduction1.1 The majority of our students enter Higher

Education with the expectation of gaining agood job, or a better job, on graduation. In orderto meet these expectations and equip themwith the necessary knowledge, abilities andattributes for employment success and lifelong

learning, a number of actions need to beimplemented; these are indicated below.

1.2 The formulation of this strategy has been basedon published evidence and on that emergingfrom the HEFCE Widening Participation-fundedresearch into stakeholder perceptions of non-traditional graduates (Graduate Employability GEM) and other sources at Lancaster andCardiff universities, the LSE, and the Centre forHigher Education Research and Information. Inparticular, GEM is demonstrating that non-traditional students are perceived to lack thefollowing:

communication skills

the ability to self-reflect and be self aware

future focus

career awareness and planning

social and cultural capital

1.3 Employability providing access toopportunities on graduation is becoming anincreasingly important issue and HEFCE has

launched (April 2002) an initiative to collateand disseminate best practice in employability.It is also requiring that employabilitydevelopment should form an integral part ofinstitutional Widening Participation andLearning and Teaching strategies. Additionally,the DfES and UUK will hold a nationalconference in July 2002 to promoteemployability successful and innovativedevelopment practices in Higher Educationinstitutions.

1.4 There are many definitions and interpretations

of the concept of employability. For example,

A strategy for the development of graduate employability



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1

vii provide effective methods of collecting,collating and disseminating informationrelating to the above

viii undertake research into the effects of theabove actions to quality enhance thestudent experience

xi establish an effective unit to support thedevelopment and delivery of all aspects ofemployability

2 A focus on the curriculum2.1 Rationale for embedding employability

development

2.1.1 The curriculum is seen as the major influence indeveloping employability and all but one of the

targets relate directly to its central role.Embedding employability development in thecurriculum is essential as students:

i identify strongly with their subject and withthe staff teaching it. Also, there is evidence(Industry and Education report (Nov 2001)and from a former Employer PartnershipForum) that employers, although veryinterested in the new curriculum and fullysupportive of its aims, do not wish to seethe subject content of degrees dilutedsubstantially. Thus embedding employability

has to be accomplished without appreciable

reduction of degree subject content as thiswould further disadvantage our graduates.

ii do not value activities unless they areassessed; it is therefore, important thatemployability development is assessed.

iii work during their studies and many havedomestic responsibilities. Non-traditionalstudents are more likely than theirtraditional counterparts to undertake paid,generic work to support themselves whilelearning. Although this can develop some ofthe work-ready attributes sought byemployers, it is more useful for non-traditional students to obtain subject-related (professional) experience at near

graduate level.2.1.2 The need to work, and their non-traditional

background, also means that our studentsdo not have time for (or, often, access to)the traditional undergraduate recreational,social and sporting activities which candevelop some employability attributes andabilities. If students are to have an equalopportunity to enhance their employabilitythen opportunities need to be embeddedand recognised in the curriculum throughouttheir undergraduate studies.



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2.2 The Capability Curriculum

2.2.1 The Capability Curriculum has been based

on identified employer and professionalpractitioner expectations of graduates, andthe demands of academic study and is, asindicated above, central to the provision ofemployability opportunities. In theCapability Curriculum subject-contextualised capabilities (key skills) aredeveloped and assessed at all levels, in everyundergraduate programme.The capabilitiesare:

act appropriately in the context of socialand cultural diversity and the modern

day environment make ethical evaluations

think critically, and produce solutions

manage self and relate to others

communicate effectively in context

seek, handle and interpret information

2.2.2 The capabilities, especially communicateeffectively in context, need to be developedfurther and this development must beprogressive and effective.

2.3 Employability development

There are many opportunities already in the

curriculum which develop studentsemployability and where they can meet andwork with employers and professionalpractitioners; these provide a useful basisfor future actions.

2.3.1 Employability will be developedprogressively throughout a students courseof study, for example, at:

Level 1 Students are introduced toemployability and employersrequirements.

This can be provided by groupprojects, simulations, case studies,involving employers/externalpractitioners in the classroom,structured company visits.

Level 2: Identifying and developingprofessional attributes in externalorganisations;

This might be achieved through,for example, live projects, workshadowing, coaching.



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Level 3: Working as a professional.

All students will take a near

graduate professional placement,or work on a researchproject/dissertation with anexternal organisation.

2.4 Developing reflective learning

2.4.1 Reflecting on and learning from events is amajor component of employability andlifelong learning and the GEM project hasidentified that non-traditional studentsoften lack self awareness and the ability toreflect accurately on their experiences. This,in turn, prevents them from learning fromthese experiences and developing suitableaction plans to improve their knowledge,skills and attributes.The introduction ofsubject-integrated actions to promotereflective learning (profiling) should help todevelop this aspect of employability; theUniversity has decided that profiling will beembedded in undergraduate degreeprovision from September 2004.

2.5 Involving employers, professionalpractitioners and alumni

A very important aspect of the strategy isthe involvement of employers, professionalpractitioners and alumni in thedevelopment, delivery and assessment ofthe curriculum, and in other activities.

2.5.1 Research and anecdotal evidence indicatesthat non-traditional students are oftenunaware of what it means to be aprofessional practitioner or graduate intheir subject [L.Holmes et al, Graduates inSmaller Businesses: a pilot study, 1998]. It is,therefore, important that employers,

professional practitioners and, especially,alumni who may represent bothcategories and can act as role models areinvolved with students through thecurriculum and other activities. This wouldallow students to be exposed to and beginto recognise the requirements of what itmeans to be a professional or a graduatewhen they complete their studies.

2.5.2 Major commercial organisations arescreening out graduate applicants withfewer than 22/24 A level points and such

graduates are not allowed to attend opendays or obtain application forms. If students

with non-A level entry qualifications are toaccess these opportunities, the AcademicInitiatives Unit will work with sympatheticemployers to develop approaches to helpour graduates gain entry to suchorganisations.

2.5.3 Employers will be informed of theUniversitys work and involved fully in thedevelopment, delivery and assessment ofthe curriculum and other activities. Longterm useful contacts with employers andprofessional practitioners are critical for thesuccess of the strategy and effectivecontacts can lead to other benefits such as

sponsorships, exchanges, projects,consultancy and research, placements, andso on.

2.6 Increasing work-based learning opportunities

2.6.1 Work placements are proven to helpstudents gain employment on graduation,develop a wide range of skills and attributes,and can also improve their degreeperformance (see: Appendix 2). Currently, allstudents may take the subject-based,accredited professional short placementmodule Work Placement for Professional

Experience at Advanced level. Given theevidenced benefits of placements theUniversity will develop new placementopportunities at other levels, including post-graduate, and accredit the sandwich yearfor all subjects.

Accredited placements at preliminary andintermediate levels will be piloted (fromFebruary 2003 with Hackney College) in theCommunity Development Foundationdegree.

2.6.2 A number of students with disabilities ranging through cerebral palsy, dyslexia, andblindness have been supported to obtainplacements and work with disabledstudents will be an important focus forfuture placement initiatives.

2.6.3 The University will investigate thedevelopment of new ways of recognisingthe work-based learning achievements ofstudents.

2.7 Academic staff and external organisations

2.7.1 The curricular targets require a programmeof staff development to support further



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innovation in the development, delivery andassessment of the capabilities andemployability attributes. It will help staff toidentify and assess suitable studentplacements and prepare them to work withgraduate employers and for placements inexternal organisations.

Such involvement is essential if staff are togain a realistic understanding of employersrequirements and if employers and othersare to develop an informed awareness of,and become involved with, most aspects ofthe institutions academic work.

2.7.2 All subject disciplines will establish an

employer/professional practitioner AdvisoryCommittee which will contribute to, atleast, the design and contents of new andrevised courses.

2.8 Enhancing the student experience

2.8.1 Longitudinal research investigating theinfluence of the Capability Curriculum ongraduates is already underway and researchinto the effects of the short workplacement is also being carried out. Thestrategic actions will be monitored and

evaluated and further funding sought toresearch aspects of employability provision.

2.9 Sharing best practice

2.9.1 The University will document, collect, anddisseminate its curricular practices andexperiences relating to employabilitydevelopment. There is much innovativepractice within the disciplines which couldbe usefully shared, reflected upon anddeveloped further with colleagues andothers promoting institutional expertise.Such activity would also allow comparison

year-on-year of professional practices,support quality enhancement and could beused to increase external awareness of theinstitutions work.

A new curriculum website was establishedin 1998 and this will be revised andextended.

2.10 Supporting employability development

2.10.1 An appropriate structure will be establishedto lead strategic development, support itsimplementation, and quality enhance theoutcomes. Such a unit should be able to:

provide the knowledge and

understanding of the intellectualrequirements and rigour of degree levelwork;

offer expertise in developing,accrediting, assessing, delivering, andquality assuring courses and modules atall undergraduate levels and atpostgraduate level;

support reflective learning development;

establish partnerships with academicareas, identifying needs and initiating

and developing subject-based activities;

involve employers, at the appropriatelevel, in curricular and other activitiesand in the development of academicstaff.

The future role and location of traditional careersprovision will be investigated; there is increasingdiscussion nationally on the most appropriatemechanism for the delivery of careers information,education and guidance (see: Appendix 3).



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3 Employability targets

No. Target: To

1 develop further the Capability Curriculum

2 develop employability progressively within the curriculum

3 involve employers/professional practitioners/alumni in curriculum design, delivery and assessment, and ina range of other activities

4 extend the range of accredited work placements at all levels, and develop other work-based learningopportunities

5 develop CPD opportunities for academic staff to support curriculum innovation and enable them to work

effectively with external organisations6 embed reflective learning in the curriculum

7 develop effective methods of sharing best practice and innovation

8 research and quality enhance the student experience

9 develop an effective structure to support the development and delivery of all aspects of employability



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Stage 3: Overarching capabilities

~ for maximising organisational performance ~

Systems thinking

Team working Selfmanagement

business thinking customer orientation

demonstrate continuous learning quality awareness

develop shared vision outcome orientation

commercial awareness

Appendix 1: Stages of employability

[from: Employability: Developing a framework for policy analysis, Research report RR85, IIE/DfEE, 1998]

Stage 2: Skills, knowledge and attitudes~ for individual effectiveness in a job ~

Occupational specific skills Generic skills Personal competencies

e.g. in sciences, engineering, communication motivation

music, art etc problem solving assertiveness

application of number judgement

management skills leadershipdecisiveness

initiative

Stage 1: Underpinning basics

~ essentials for employability ~

Educational achievements Personal traits

Qualifications e.g. honesty, reliability

1


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2Appendix 2: The benefits of work placements2.1 Research by the Academic Initiatives &

Employability unit into the effects ofprofessional placements is finding thatstudents believe the short placementdevelops their self-confidence, self-reflectionand communication skills. They also believeit supports their academic work byimproving research and evaluation skills,analytical and problem solving abilities,increasing enthusiasm for their degreecourse, and generating links for final yearprojects and dissertations. It can also helpwith career decisions by making studentsmore focused and career aware, and hasresulted in both part-time job offers, while

students continue studying, and full-timeemployment on graduation.

2.2 Increasingly, employers are seekinggraduates with relevant work experience andkey skills, personal attributes and, especially,knowledge of organisations can bedeveloped further in the real-lifesurroundings of work placements [B. Little,Developing key skills through workplacement, QSC/CIHE, 1998]. Suchplacements, especially when subject-related

and at near-graduate level, strengthen thelink between theory and practice, enhanceacademic achievement, and improvegraduate employment prospects [L. Harveyet al, Work experience: Expandingopportunities for undergraduates, CIHE,1998, and Hills, J.M. et al, Bridging the gapbetween degree programme curricula andemployability through implementation ofwork-related learning, Teaching in HigherEducation, January 2002].

2.3 Placements, and the focused preparation forthem, can also improve student motivationtowards their studies, which may lead to

enhanced student retention and progression[A. Blackwell et al, Transforming WorkExperience in Higher Education, BritishEducational Research Journal, 27(3), 2001]


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3 Appendix 3: The location and nature of careers work3.1 The Dearing report recommended that

institutions.. integrate their careers servicesmore fully into academic affairs[recommendation no.11].The Harris reporthas similarly indicated that these areasmight be usefully merged.

3.2 Several pre-1992 universities have eithermerged careers activities with educationaldevelopment or are considering this. Theyhave recognised the need for integration to provide intellectual rigour and academiccredibility and to facilitate acceptance ofemployability initiatives by academic staffand students.This requirement is furtherrecognised in some institutions wherecareers staff may have undergraduateteaching experience, or are taking the ILT-accredited training course. Also, the LSE hasdecided to by-pass the careers service andhas signed up with DLA Oxbridge acommercial agency which lists job vacanciesand provides career developmentinformation.

3.3 The changing nature of careers awarenessdelivery is also recognised by the QAA in itsCode of practice for the assurance ofacademic quality and standards in highereducation. Section 8: Career education,information and guidance (Jan 2001). Thisdefines career education, information andguidance (CEIG) as

an amalgam of processes, facilities and opportunitiesto enable individuals to prepare for and make effectivedecisions about their roles in present and future labourmarkets. CEIG... may be delivered through a dedicatedcareers service, or by other mean.


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The Graduate Employ Ability Project (GEM) 2

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Transcript of The Graduate Employ Ability Project (GEM) 2