1. ‘Engaging with employers around the HEAR: learning, plans and possibilities…’ James Nicholson, Head of Student Services, Abertay University J.Nicholson@abertay.ac.uk Rob Ward, the Centre for Recording Achievement rob@recordingachievement.org

2. We promised three elements: Learning from across institutions, and specifically on seven scenarios illustrating the potential of the HEAR for employers, (and for students). Work to develop a strategy for engaging with employers being developed and implemented at Abertay University. The opportunity to consider (and begin to plan) actions you might choose to take up.

3. The HEAR and employers… Connecting HEAR to employers’ recruitment practices a key issue… (employers potentially a key user of HEAR data) ‘A work in progress’, some resources and experience to deploy, and build upon…  Handouts to customise;  Institutional experience to draw upon;  Direct work with employers, ‘key messages’. Employers come in all shapes and sizes… for many (all?) grades matter, but other things matter too… Local action key… Student has control over how data is used, and by whom…

4. So… how might the HEAR: be used by employers to understand the “bigger picture” of students’ development and achievements; provide a stimulus to students to take greater ownership of their own development and consider how to evidence their graduate attributes and wider achievements through co- and extra curricular activities.

5. Institutional experience (local action)… https://glos.adobeconnect.com/_a950799800 /p4ryiylbpka/?launcher=false&fcsContent=tru e&pbMode=normal https://glos.adobeconnect.com/_a950799800 /p4ryiylbpka/?launcher=false&fcsContent=tru e&pbMode=normal

6. Key employer messages… some early evidence Simplicity of format and concise content, though not at the extent of removing the individual and personal focus > ‘sales pitch’ for the University to be avoided!. Institutional verification of wider achievements seen as a new and welcome development. Substantial preference for an electronic HEAR, and for this to be available for scrutiny in respect of applications for internships or - in the final year of undergraduate study - for employment opportunities (the evolving HEAR). Primary value in enabling students to be ‘more choiceful’; importance of making the most of the University experience, thinking and acting to develop a range of experiences and achievements beyond academic programmes, and in providing a richer record they could use to articulate and evidence achievements.

7. The HEAR process… Achievement (Supporting development) Recognised (Aide memoire) Recorded (Aide memoire) Institutionally verified Re-used (‘Connect my HEAR’, Document share, Electronic matching/talent mining) Articulated. (Digital presentation, material for discussion at interview.)  (At least) Seven scenarios for supporting student development and graduate employability…

8. Supporting student development… Helps the applicant make the most of their University experience, and get recognition for more of the things they achieve within and outside the curriculum. Highlights the importance of: making the most of the student experience; the whole idea of ‘achievement’; formative use - reflection, review and planning… Used formatively, a prompt to support student thinking about their own development, and potential, from earlier in their undergraduate career…

9. An aide memoire… A direct prompt for action e.g. to help when filling in an application form, or developing their CV, manually… Helps remind the applicant of: achievement across the spectrum; the evidence they can offer…

10. Providing material for discussion at interview… More detailed academic information can be useful, for example in identifying study in a language which may not appear in the degree title. More generic skills and attributes recorded in the HEAR could be ‘really brilliant’ to frame interview questions of the ‘can you give me an example?’ variety’. Prizes or specific employability awards can provide a further context for an interview question of the ‘what did you have to do to achieve this?’ variety. Information on other roles also helpful, demonstrating breadth of engagement and providing a ‘hook’ for further interview questions.  A resource for the presentation and discussion of achievement…

11. Digital presentation… HEAR as one (university verified) element within a ‘digital presentation’, including a LinkedIn profile: http://targetjobs.co.uk/careers-advice/networking/328863-a- graduate-job-hunters-guide-to-using-linkedinhttp://targetjobs.co.uk/careers-advice/networking/328863-a- graduate-job-hunters-guide-to-using-linkedin. And/or a virtual presentation e.g. ‘Me in a Minute’ example at: https://www.youtube.com/watch?v=8ka0IwgP4p0.https://www.youtube.com/watch?v=8ka0IwgP4p0

12. Document share/verification… Document share - the applicant grants access by email to a specific employer to whom they have applied in support of their application. (requires employer to register with University, student controls access). Helps provide a fuller picture of the applicant, and the course they studied. Can be looked at before any interview. Might help employers with the questions to ask. (Can confirm achievement without ringing the institution)

13. Electronic matching/talent mining… Through electronic matching - ‘talent spotting’ - by the use of software that facilitates an interrogation of students/applicants achievements by potential employers. Will identify the kind of candidates particular employers are looking for.

14. Data Exchange… the ‘Connect your HEAR’ scenario Puts university-verified information directly into an online recruitment systems used by many larger employers. No need to check with the University (saving time and money!) Proof of concept demo at: http://tinyurl.com/ksoquxe http://tinyurl.com/ksoquxe

15. Over to James…

16. 06/02/201616 abertay.ac.uk HEAR & Employer Engagement: a Case Study Student Services

17. 06/02/201617 abertay.ac.uk Abertay University Based in Dundee 4500 students, 4 schools 27 employers with 300+ employees Wide range of sectors …not just Dundee...Angus, Fife and Perthshire…Central belt

18. 06/02/201618 abertay.ac.uk Engaging with Employers Available data –DLHE, Alumni, business development Communication plan –What is the message we want to transmit? –Who are the stakeholders? –Power interest grid

19. 06/02/201619 abertay.ac.uk Stakeholder Power Interest Grid

20. 06/02/201620 abertay.ac.uk SME’s Chambers of Commerce (as the first Gateway to SME’s) University Executive Gradintel Careers, Alumni and Development Students Academic staff Registry, Information Services

21. 06/02/201621 abertay.ac.uk Chambers of Commerce Article for newsletter Workshop(s) on employing graduates –How does HEAR help in recruitment –Supportive SME –Gradintel –Opportunity to highlight other forms of support University can offer SME’s Follow up

22. 06/02/201622 abertay.ac.uk Key issues Student Participation –Activation of HEAR –Pipeline of recruits for employers Formative process with employers Integration into academic advising processes – Student PDP

23. Questions > Over to you…  Which employer constituencies matter to you?  What are you doing already which can be ‘tweaked’ to introduce or highlight the HEAR?  What longer term engagements might be possible to support the HEAR in use…  How might we need to work with students so they are effective HEAR users – and advocates…