Presentation on theme: "The Workplace Relevance Scale in the UES"— Presentation transcript:
1The Workplace Relevance Scale in the UES David Collings (ECU) and Bruce Guthrie (GCA)
2Workplace Relevance Scale In this session:Supplementing the UESWhy workplace relevance?WRS DevelopmentSource, versions, items
3Supplementing the UES Dennis Trewen (AO) past Australian Statistician “The university is key stakeholder. The success of the survey depends on their co-operation. This is more likely if they are significant users of the UES itself and also possibly use it as a vehicle to ask for information of particular interest to them. The Department should work on this possibly in collaboration with Universities Australia”Jan 2014
4Supplementing the UESSRC/GCA offering additional items and/or populations2012 UES – sector consultations with ACER, Melbourne CSHE etcInternal focusinstitution specific, localised concernsRationalising multiple surveys;External focusbenchmarking opportunitiesUES is inherently benchmarking oriented (funding device?)E.g. Online Learning; Community Engagement; WILCEQ optional items as a model
5ECU and workplace relevance Below average employment outcomes (GUG! despite BGS)Curriculum 2012 project – embed employability into curriculumnew ECU Strategic Priority – graduate outcomesTeaching and Learning Functional Plan80% u/g courses with WIL and/or workplace elementsAll u/g courses with employability activities80% of u/g courses with integrated careers and employability activities80% of u/g courses using e-portfoliosCareers unit broadened scope:closer to facultiesMentoring; Leadership; Volunteering
6ECU and workplace relevance (cont) Engagement (community includes industry/employers)Course Consultative committeesWIL; products/services; guest lecturers etc.Internal BGS phone survey Graduates (+12 mths and +24mths)Rated a range of strategies re employability, e.g. in-class employer visits; jobsearch skills; career fairs. The two clearly most highly rated were:“Courses and unis which include industry practicums or placements”: 63% of respondents rated 9/10 or 10/10“Courses and unis which have work-relevant content”: 61% of respondents rated 9/10 or 10/10Where to find a good measure of student perception rather than structural inputs or GDS outcomes ….with BENCHMARKING POTENTIAL
7ECU and workplace relevance (cont) AUSSE? – Work Integrated Learning ScaleECU used this in AUQA 2012Some time-seriesSome problems –only 5 items, but 3 different response frames/scales !AUSSE supplanted by UES!Griffith OLT study?2013 approx 12 unis; Calvin SmithOver 100 items
8BRUCE GUTHRIEandALAN RICHARDSON to the rescue!(via our esteemed ATN colleagues)
9Workplace Relevance Why workplace relevance? Generic Skills (early 80s)Graduate Attributes (last 10 years)Higher Education Standards Panel (HESP) advises on the Threshold Standards of the Higher Education Standards for TEQSA
10Workplace Relevance Draft Standards for Learning Outcomes (Coursework) The learning outcomes for each course of study are informed by:a) the mastery of specific disciplinary and/or interdisciplinary knowledge and skills that characterise the field of studyb) the generic skills and attributes required of graduatesc) the application of generic skills and attributes in the context of the field of study including the communication skills required, andd) the requirements of employment related to the field of study
11Workplace Relevance ESS Pilot report gives a useful overview Conceptual skills and attributes frameworks roughly split intoWhat graduates leave uni withWhat their courses seek to impartWhat employers need
12Workplace Relevance Scale Workplace Relevance Scale developed from open-ended CEQ responses arising from the development of the CEQuery package.Alan Richardson & Boris KabanoffRMIT, UTS, QUT
13WRS OriginalThe course developed an understanding of workplace skills.The course provided the opportunity for putting theory into practice.The course developed current professional skills.The course was a good combination of theory and practice.I got practical experience dealing with actual work situations. *What I learnt benefited my future work.The course helped prepare me for the workforce.Subjects had no direct relation to the world of work (reverse scored) * *dropped in subsequent version
14WRS Original UpdatedThe course developed an understanding of workplace skills.The course provided the opportunity for putting theory into practice.The skills developed in the course were relevant and useful.*The course developed current professional skills.The course was a good combination of theory and practice.What I learnt benefited my work.The course helped prepare me for the workforce *added in this version
15WRS for the UES WRS developed for graduates in the workplace Past tense wordingLiaison with Alan Richardson, colleagues and GCAUpdated, shortened and fine-tuned for use in the UES
16WRS for the UES Five items, present-perfect tense: Q9. The course has provided the opportunity for putting theory into practice.Q12. The skills developed in the course are relevant and useful.Q16. The course has developed current professional skills.Q25. What I have learnt will benefit my future work.Q29. The course has helped prepare me for the workforce.
17WRS for the UES ECU Swinburne UTAS UTS ACU Notre Dame Currently: Open ended question for commentsAny more?!
18WRS for the UES What value? A scale is a better measure than single itemWRS has some decent validation behind it (at least for grads)More likely to generate useful comments re employabilityBenchmarkingSimple comparisons: where do we stand?WRS comparisons less likely to be complicated by regional labour market factors than GDS outcomes, though discipline mix still a factor.Who is doing well, and WHY/HOW?Who does the work (data aggregation, liaison, reporting?)CEQ optional scales? – how valuable have they been? (see national AGS reports for selection, but what of usage?)Assess psychometric properties as UES add-on? (over to Alan?)UES as appropriate vehicle for WRS vs GOS/ESS?