1. Welcome Employability Strategic Enhancement Programme Network Event 29 October 2014

2. 11.15Welcome and introduction 11.30Institutional introductions - Icebreaker 12.00Unpacking the framework 13.15LUNCH 14.00Defining your vision 14.45Building the case 15.30Next steps 16.00 16.00- 17.00 Close Opportunities to network 2 Network event 29 October 2014 Programme

3. 3 Aim and scope of the employability strategic enhancement programme To contribute to the development of institutional culture. To further enhance the student learning experience. To help prepare 21 st century graduates and maximise their success.

4.  To enable staff and students across the department and/or institution to work in partnership  A commitment to develop and implement policies, practices and systems that contribute to embedding employability in the curriculum  To promote evidence-informed practice  A commitment to evaluation  Sharing of experience with the sector 4 Principles of the Programme

5. Direct access to expertise about embedding employability into the curriculum and leading and facilitating institutional change Bespoke advice and support from a HEA consultant Opportunity to network with other participating institutions through three network events. Access to resources and tools including the framework and case studies Opportunity to engage the wider HE sector Opportunity to apply for funding to evaluate policy and practice in employability contributing to the refresh of the HEA employability framework. 5 Benefits of participating

6. Undertake an initiative during the programme to enhance both institutional strategy and practice Develop, use and share evidence Evaluate the impact of your enhancement initiative Participate in all aspects of the programme including hosting a visit by your consultant, preparation work and attendance at network meetings Help develop the HEA’s evidence-base and resource bank Inform the refresh of the HEA employability framework Share your learning with others and report on progress 6 Your role

7. Is available during the programme Will guide, question, listen, support and advise (as required) Will understand your work and any issues or challenges you are facing on the programme Will represent you and your work (e.g. during HEA planning meetings) Will undertake a visit and two online meetings during the course of the programme. 7 HEA Consultant role

8. To provide space and time to work together to: Envision the project and change Identify your priorities and outcomes Clarify your approach Demarcate the roles of the working group Identify and address issues facing the team Learn from other teams and consultants Share good practice, resources and networks Use the time and opportunities to move your initiative forward 8 Aim of network meetings

9.  To promote exchange, collaboration and problem solving  To clarify expectations and roles  To facilitate a collective understanding of the employability framework  To enable the development of a vision for each institution, highlighting anticipated wider benefits in terms of embedding employability in the curriculum  To begin the process of creating action and evaluation plans, as an integral part of the programme 9 Objectives of this meeting

10. Ex 1: Ice breaker:

11. Ex 2: Unpacking the employability Ex 2: Ex 2: Unpacking the Framework

12. Continual enhancement: commit to the process of continual critique, evaluation and development. Transitions and progression: apply throughout the academic lifecycle, for all stakeholders. Holistic approach: take account of the interconnectivities within and across the institution, faculties, departments, services, people and curricula. Inclusivity: be proactive in developing and embedding inclusive approaches, values and knowledge. Evidence: utilise underpinning pedagogical research and relevant institutional data. 12 Core principles of enhancement

13. Teaching quality: ensure the quality of learning and teaching (whether in design, delivery, or evaluation) is core to the enhancement of any theme or discipline. Leadership: commit and organise resources towards the achievement of a common vision and outcomes. Shared responsibility: provide clearly defined responsibilities for all staff and students, not just those with an explicit remit. Partnership: enable shared ownership and responsibility through working in partnership with all stakeholders throughout the process. Cultural change: facilitate cultural change and recognise the impact of planned changes on the culture of the institution. 13 Core principles of enhancement

14. HEA Teaching and Learning Summit 2012 HEIs under pressure to meet expectations of students, employers and the government Lack of clarity in how to adopt a coherent approach to addressing employability Recommendation: develop a framework for employability What is the ‘rationale’ that underpins all this work and what holds it all together? Why do we do what we do? What are we not doing that we could do? How can we ‘wrap all of this up’ in terms of defining an ‘approach’ to employability? A Framework for employability The Context 14

15. 15 Designed to engage a diverse range of people Deliberately concise to promote accessibility and encourage ownership and use. Provides key models and reference to further reading and resources Seeks to stimulate and facilitate discussion Encourages reflection, action and review Intended to be used in conjunction with the HEA publication ‘Pedagogy for Employability’ (2012) 6 The framework for employability

16. 16 Attempts to support us in developing a defined, more systematic and cohesive approach to employability Aims to make the ‘implicit’ much more ‘explicit’ Provides questions at each stage to aid reflection and encourage discussion Seeks to engage by providing stakeholders with ownership of the process Supports by providing an underpinning structure 6 The framework for employability

17. 17 Defining and developing your approach to employability Goal: A defined, cohesive and more comprehensive approach to employability. Stage 1. Discussion & Reflection 'Creating and defining a shared point of reference.' Stage 2. Review / Mapping What are we doing/not doing? Stage 3. Action How do we share and enhance existing practice? How do we address 'gaps' in provision? Stage 4. Evaluate What does success look like & how is it measured? How can we enhance practice further?

18. Ex 3: Defining your vision

19. Ex 4: Building the case

20. Making the case for change

21. 21 Leading change Kotter’s 8 Steps for leading change: 1. Establish sense of urgency 2. Form a guiding coalition 3. Develop a vision for change 4. Communicate the vision 5. Empower others to act upon the vision 6. Planning for & creating short-term wins 7. Consolidate improvements 8. Institutionalising new approaches Kotter, J. P. (1995) Leading change: Why transformation efforts fail. Harvard Business Review, 73(2), 59-68

22. Embedded Aligned Sustainable Develop a strategic approach Inclusive Reflective Collaborative Develop individual practice Shared responsibility Positive ethos Values Work towards cultural change Learning from change In the HEA’s experience, institutions have needed to consider 3 dimensions of their approach in working towards sustainable, transformative cultural change: 22

23. Winning ‘hearts and minds’…. Increase awareness Increase understanding Take action

24. Early Majority Late Majority Laggards Early Adopters Innovators The ‘Chasm’ Number of Adopters Time 2.5%13.5%34% 16% Critical mass for widespread adoption is thought to be 15% to 20% Early Market Mainstream Market Late Market Adapted from Rogers (1983), Moore (1991), Geoghegan (1994)

25. How can we ‘shrink the gap’ between the two key groups of people? Though people don’t cross the chasm, we can try to reduce its size so that the rate of adoption doesn’t stall too much as adoption moves from the early adopters to the early majority. The earlier we get the early majority on board, the narrower we have made the chasm. Acknowledgement: Professor Alan Mortiboys; an educational and organisational development consultant

26. Know your target  Their ‘perceptions’ – of you, your motives or the work area  Their ‘information’ – what they do or do not know  Their ‘attitudes’ – hostile, resistant, trusting or up for it  Their ‘motives’ – their wants, needs, targets or objectives  Their ‘role’- user, member, producer, decision-maker or agent  Their ‘values’ – their beliefs or preferences about what is right  Their ‘language’ – technical, informal, formal

27. A ‘business case’ documents all relevant facts, linked together in a compelling and cohesive way, including why, what, how, when, where, and who. It may answer: Why is this work necessary? What are the benefits or outcomes of the work? What compelling evidence can you draw on? How will you conduct the work and measure its impact? What resources are required to conduct the work? When will the work be conducted? Where is the work conducted? Who will be engaged in the process? 27 Building the case

28. Next steps

29. Will take place between Nov 2014 and Jan 2015 Will last up to four hours. Will be planned and hosted by you. Will include your plans and progress in relation to: Your vision Alignment with institutional strategy Engagement of key stakeholders Issues and opportunities arising Outcomes and measures of impact Will involve discussion of funding opportunities 29 Visits by your Consultant

30.  A call for expressions of interest will be issued early Decemer 2014 and will close January 2015.  All institutions involved in the SEP programme can apply for funding to: Inform the refresh of the HEA’s employability framework Provide practical tools and resources to help the sector and stakeholders engage with the employability framework Synthesise specific evidence as required  The work undertaken by those who receive the funding will be in addition to the implementation of their planned initiative.  All work will need to be completed by July 2015. 30 Funding opportunities available

31.  Let us have your reflections and ideas, through the feedback survey which we will send to you.  Address any admin/technical queries to SEP2014@heacademy.ac.uk SEP2014@heacademy.ac.uk  Your Consultant will contact you to arrange a convenient date to visit.  Contact your Consultant with any specific queries.  Draw on one another’s expertise and experience.  Attend network events: 4 February and 13 May 2015 Next steps 31

32. Thank you and close of meeting