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A Model of Graduate Employability & An Employability Impact Measure Peter Sewell Futures ESCALATE Conference 2 nd June 2009.

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Presentation on theme: "A Model of Graduate Employability & An Employability Impact Measure Peter Sewell Futures ESCALATE Conference 2 nd June 2009."— Presentation transcript:

1 A Model of Graduate Employability & An Employability Impact Measure Peter Sewell Futures ESCALATE Conference 2 nd June 2009

2 In this presentation I will…  Introduce you to the new model of graduate employability  Explain how the model can be used in a practical way  Introduce a measure of Employability impact

3 For some, it is simply about ‘getting a job’. Graduate first destinations statistics. Increasingly being used interchangeably with ‘enterprise’ which in turn is confused with ‘entrepreneurship’. What is employability?

4 Yorke & Knight’s (2004) USEM model Understanding Skills (or Skillful practices)‏ Efficacy beliefs Metacognition Models of employability

5 “Employability is having a set of skills, knowledge, understanding and personal attributes that make a person more likely to choose and secure occupations in which they can be satisfied and successful.” (Dacre Pool & Sewell, 2007)‏ Employability – a definition

6 The essential components of graduate employability

7 Reflection and Evaluation Providing students with the opportunities to gain the necessary skills, knowledge, understanding and attributes is obviously important, but so too is providing opportunities for reflection on and evaluation of the learning experiences that have taken place. Personal Development Planning. Model Components

8 CareerEDGE a new model of graduate employability (Dacre Pool & Sewell, 2007)‏

9 Being used as the model to inform the new ‘Futures’ programme at UCLan The framework for our contribution to the UCLan-SIFT project Contributing framework for the Pan-European EU funded FS- Biotech Employability Project The development of an employability measurement tool Future developments…

10 Allows the student and their counsellor to:  Identify development needs  Track progress  Allows tutors and managers to assess the impact of employability development activities within a course or module  This in turn can help to compare the effectiveness of particular programmes The Employability Development Profile

11 Designed for: Ease of use Brevity Clarity The Employability Development Profile

12 Employability Development Profile

13 Bennett, N; Dunne, E & Carré, C (1999). Patterns of core and generic skills provision in higher education, Higher Education, Vol 37, pp Dacre Pool, L & Sewell, P (2007). The Key to Employability. Developing a practical model of graduate employability. Education + Training, Vol 49, No 4, pp Goleman, D (1998). Working with emotional intelligence. Bloomsbury, London. Hillage, J & Pollard, E (1998). Employability: Developing a Framework for Policy Analysis. Research Brief No 85. London, Department for Education and Employment. Knight, P & Yorke, M (2004). Learning, Curriculum and Employability in Higher Education, RoutledgeFalmer, London. Mayer, J D, Salovey, P & Caruso, D R (2004). Emotional Intelligence: Theory, Findings and Implications. Psychological Inquiry, Vol 15, No 3, pp Pascale, R (1995). In search of the new employment contract, Human Resources, November/December, pp Cited in RothIll, A & Arnold, J (2007), Self-perceived employability: development and validation of a scale. Personnel Review, Vol 36, No1, pp Rajan, A; Van Eupen, P; Chapple, K & Lane, D (2000). Employability: Bridging the Gap Between Rhetoric and Reality, First Report: Employer’s Perspective, Create Consultancy/Professional Development Foundation, London. Cited in RothIll, A & Arnold, J (2007), Self-perceived employability: development and validation of a scale. Personnel Review, Vol 36, No1, pp The Pedagogy for Employability Group (2004). “Pedagogy for Employability”. References & further reading


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