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Rising to the challenge: frameworks for employability in the new HE landscape A strategic approach to embedding co- curricular and extra-curricular opportunities.

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Presentation on theme: "Rising to the challenge: frameworks for employability in the new HE landscape A strategic approach to embedding co- curricular and extra-curricular opportunities."— Presentation transcript:

1 Rising to the challenge: frameworks for employability in the new HE landscape A strategic approach to embedding co- curricular and extra-curricular opportunities to enhance employability in the undergraduate experience at the University of Plymouth.

2 Workshop aims Stimulate and facilitate discussion/sharing around: Things that work (or might work) for you and your institution in principle. Implementation strategies Challenges in implementing a strategic approach to an employability framework.

3 Workshop Structure Brief presentation on Plymouth strategy. Break up into discussion groups to review: Things that work (or might work) for you and your institution in principle (10 mins) Feedback from each group (5 mins) Implementation strategies and challenges in implementing a strategic approach to an employability framework (10 mins) Feedback from each group (5 mins) Where next for you and your institution?(10mins) Feedback from each group (5 mins)

4 University of Plymouth Strategic positioning: enterprise, student experience, graduate employability. Mission : to significantly enhance graduate employability. Strategic convergence: – Student experience, – Employability framework, – Higher Education Achievement Report (HEAR) trial.

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6 UoP stakeholders Academic staff : all, but particularly work based learning coordinators in each school (reporting to HoS). Support staff: particularly work placement coordinators/managers in each Faculty (reporting to associate Dean T&L). Careers Service: all. Part of individual role is to service specific Faculties. Links to employers. Central service/Directorate. Challenge of perceptions of role.

7 Some Challenges and responses. Development and Ownership of institutional strategies (central, devolved, top-down, bottom-up etc). No single effective response to this challenge! Defining roles and responsibilities at Faculty/Directorate level. Response: talk, debate, resolve, disseminate decisions. Identification of stakeholders: students, employers, careers service, academic staff, support staff, etc. Response: audit, advocacy, identify effective champions in each stakeholder group tasked with taking employability forward. Employability of graduates is a concept and potentially differently understood and measured by different stakeholders. Response: discussion & debate at all levels: programme, Faculty, institutional, leading to common understanding. DELHE data is simplest KPI but flawed. Some stakeholders can use this to advantage, others are inherently disadvantaged. Response : disaggregate DELHE data to programme level. Invite comment and alternative KPIs.

8 Developing and implementing a framework : a fine balance! Pick up best practice developed within programmes and share. Employability yes, but not expense of academic integrity. Enhancement of employability not displacement by employability. Ownership is key: hub and spoke model and DELHE data. Central direction and support but owned and contextualised by programmes. Accountability by programme. Consciousness of student journey: the career development cycle. (denial, acceptance, ownership, action). Stage 1 is too early. Stage 2 is critical. Stage 3 is too late!

9 UoP Employability Framework Within curriculum: basic career development cycle; PDP/personal tutorials (lifewide learning); accredited work placements/work based learning opportunities; principles and experience credits per stage. Owned by programme. DELHE KPI. Co-curriculum: enhancement of employability through additional, optional, credit-rated modules, up to 20- credits per stage. Development of accreditation framework. Delivery by range of stakeholders (careers service, academics, SU staff, HR staff, professional services staff). Key elements: theory, practice, reflection, articulation. Extra-curriculum: Plymouth Award and Leadership Award. Not credit-bearing. Life-wide, experiential learning. Key elements: experience, reflection in- and on-action, articulation of learning achieved.


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