2.  National research shows that students of English are not able to articulate their transferable skills  Schools of English need to articulate more clearly the way that the education they offer prepares people for a wide range of careers and emphasize the value of English in employment terms. (Martin and Gawthrope,2004; Brennan and Williams, 2003; Knight and Yorke, 2004)  My own PhD research is confirming this.

4.  Key issues with language and meaning – employability can be perceived as being a separate “toolkit” and a separate discourse to that of the discipline.  By defining employability as being a critical reflective learner, able to learn continuously in a fast changing world (Harvey et al 1997) it can be seen as something that can come from the discipline.  A language which resonates for the School, and could become part of its worlds of meaning, will be explored through the project.

5.  Using problem based learning in the setting of an interactive workshop  Creative solutions to complex, real life problems linked to societal challenge theme of social renewal as a way of exploring and articulating transferable skills and attributes  Spanning boundaries  Standing back from episodic and modular learning to reflect on transferable skills and attributes developed by immersion in the discipline

6.  Proactively engaging students and staff in the design of the experiential learning opportunities and developing a discourse for employability in the School  A language which resonates for SELLL  Involving staff, alumni, key partners in the University and the region including arts and cultures organisations  Museums, theatres, creative writers, film makers, alumni, social enterprises, employers  Evaluation by students and staff

8. Thank you – any questions?