Employability Curriculum Future needs Definition of employability Key facets Where/how can they be developed Who is responsible Next Steps

Journey Growth Becoming Process Development

‘ Graduateness ’ as a stage on the journey what – knowledge – skills – attributes – attitudes

subject/ discipline content sense of self; efficacy Skilfiul practice knowing doingfeeling Being Total learning experience -Family -Friends -Lecturers -College culture -Media -engagement -Culture/sub cultur e What? What’s in and what’s out For whom? Economy; person; society; knowledge How? Teaching and learning How do we know? Assessment; types; link to being DoingThinking/feeling Knowing

EMPLOYABILITY – 21 st Century Graduate Define employability What knowledge, skills and attributes (qualities; dispositions, attitudes) should a graduate have

6 UCLAN Employability is having a set of skills, knowledge, understanding and personal attributes that make a person more likely to choose and secure occupations in which they can be satisfied and successful.’ – (Dacre Pool & Sewell, 2007) 6

Employability No just job getting – being employable Capacity to function in changing world Pro activity Focus on self fulfilment Focus on needs of market place

Why should we include Employability  The purpose of education  Need for resilient lifelong learners (critical thinking not just simple up-skilling)  Personal Development  Social/Civic responsibility  Ethical and environmentally responsible

Why should we include Employability  Need to manage self and careers over life span  Critically aware problem solvers  Global Citizens  Changes in the workplace – de-layering; downsizing;  Needs of employers  Need for entrepreneurs  Part of Strategic Plan

Future Graduates? One of the most fundamental questions in planning for the future is: what are the right skills for the graduates of 2015 and of 2030 and what mix of skills should we pursue as learning outcomes of higher education? To address the societal needs over the coming years, increased attention must be paid to core skills such as quantitative reasoning, critical thinking, communication skills, team-working skills and the effective use of information technology. The emphasis has switched from over- specialisation towards deeper and broader disciplinary foundations, with learning objectives that explicitly seek to nurture in students the creativity, enthusiasm and skills required for continual engagement with learning. In this context, the arts, humanities and social sciences have a key role to play. The Innovation Taskforce emphasised the importance of independent thinking and ‘the development of creative, high-skilled graduates as well as lifelong learning, mentoring and continuous professional development’. (Hunt Report, 2010)

The 21 st Century Graduate ‘The self reliant graduate is aware of the changing world of work, takes responsibility for his or her career and personal development and is able to manage the relationship with work and learning throughout all life stages’ (The association of Graduate Recruiters: ‘Skills for Graduates in the 21 st Century)

Careers Open to all Graduates Up to 70% of graduate vacancies in both Ireland and the UK do not ask for specific degree subjects Employers look for: A degree Transferable skills Work Experience Retail ManagementAccountancy MarketingPublic RelationsPersonnel JournalismBankingCivil Service

Success depends on: Combination of: Choice of subject Type of course (vocational vs non vocational) Choice of HEI Skills and qualities Work Experience Class of degree

View of IBEC We need to identify a set of achievements, understanding and personal attributes that help students reach their potential, meet corporate expectations and support values of citizenship. Tony Donohue – IBEC (conference entitled-Inventing the University: Creating a New Vision in Dublin City University - June 2010)

“Employers were less satisfied with graduate’s ‘ability to work autonomously’ expecting them to be better able to work on their own initiative, manage their time effectively and be responsible for themselves and their tasks. Attitudinal skills and an approach to work that suggests enthusiasm and willingness to learn and develop were also highlighted as areas for improvement. The survey suggests that employers are now expecting higher education institutions to embed generic or employability skills more fully into their curricula. IBEC – Education and skills report – November 2010

Carl Gilleard, CEO of AGR says: " …… nearly half of recruiters expect to face difficulties in fulfilling recruitment objectives – with the largest factor being a lack of applicants with the right skills. Employers are likely to be looking to graduates who can demonstrate softer skills such as team- working, cultural awareness, leadership and communication skills, as well as academic achievement."

Forfas Expert Skills Group – Specialist/technical skills, with breadth of understanding of others areas – interdisciplinary understanding & ability to work with other disciplines – People-related skills - communication, interpersonal, team working, customer-service skills – Conceptual & organisational skills - collecting & organising information, problem-solving, planning & organising, learning-to-learn skills, innovation & creativity, systems thinking

– Prepared for Continuing Learning – will have many jobs during working career, may change careers, may occupy a role that doesn’t exist now – Knowledgeable about the significance of Regulation, Governance & business ethics – Flexible, good attitude & aware of workplace expectations – Knowledge of world of work – key element of this is undergrad & post-grad work placement – ideally 6 months Graduate Careers Ireland - New Times, New Challenges, New Thinking: HE Guidance – 2010 & Beyond 19 May Una Halligan, Chairperson Expert Group on Future Skills Needs

Emp outcomes Critical thinking Problem solving CreativityIT literacy Manage Self + Others -EQ Leadership Self reliant & Resilient Reflective Professional EnterpriseEthical Comm Skills teamwork Employability Outcomes

A Initiative Achievement orientation Lifelong learning DecisiveAdaptable/ Flexible confidentResilient Willingness to learn Cultural Sensitivity Attributes Attitudes Qualities

Employability CurriculumVolunteering Work Experience Student Union Careers SocietiesInformal Curriculum

Course teams Career Learning Embed Emp’y outcomes Course Review Employer input Expert skills Group – future Skills needs Teaching & Learning Practice & Resources School Emp policy

25 Criticality and will to learn “Higher Education: A Critical Business” Open University Press / SRHE 1997 by Ron Barnett Critical persons are more than just critical thinkers. They are able critically to engage with the world and with themselves as well as with knowledge” ( 1997, p1) students encouraged to critique ways of knowing and acting in the world rather than just focusing more narrowly on skills and what works – requires exposure to multiple discourses - intellectual, experiential and practical – exposure to wider understandings and questionings, and potential impact of their intellectual field – willingness of students to see world from other perspectives, willingness to risk critique levels and domains of criticality – skills questioning to awareness of standards of reasoning within the discipline to a wider ability to critique by introducing new perspectives – knowledge (critical reason) to self (critical reflection) and world (critical action)

Critical reflective learning Underpins development of skills, attitudes and attributes Capacity to “self assess, to be able to decide what is good quality work, and be confident when they have achieved it” How – Make skills and knowledge outcomes explicit – Explicitly assess (formatively and summatively the full range of abilities – not just knowledge) – Clear assessement critieria and give feedback against criteria – New forms of teaching and learning Harvey L, n.d. New realities: the relationship between Higher Education and Employment,accessed 12 March 2011,

Reflective competency A skill which can be learned and applied life wide Reflection on performance – can lead to better performance in a skill set – help develop ability to transfer skills across context – Relates skills to experience

Reflection Reflection is focused thought, focusing on the ways in which you respond to, understand, develop and apply your learning in new situations Reflection is a way of learning from your direct experiences, rather than from the second-hand experiences of others This is known as ‘experiential learning’ – real activity with real consequences

What’s important & what I like Values and Interests Personality Skills & knowledge What suits me What I can do and know Your career motivation

Will you do the job ? Values and Interests Personality Skills Will you fit the industry/company culture? Can you do the job? Company requirements

Will you do the job ? Values and Interests Personality Aptitude Will you fit the industry/company culture? Can you do the job?

Will you do the job ? Attitude Skills Will you fit the industry/company culture? Can you do the job?

Will you do the job ? Attitude Aptitude Will you fit the industry/company culture? Can you do the job?

The Will Attributes & Attitude Aptitude Disposition towards The Capacity Tomorrow’s graduate Attributes & Attitude

Resources Excellent Audit tools for courses; work placements; employability audit.aspx audit.aspx