Hallam Award- from skillset to graduateness Simona Pantiru, Arpit Sheth, Charmaine Myers, Vanessa Marshall

Introduction to project Rationale Rationale Working with Student Researchers Working with Student Researchers Employability theme Employability theme Focus of research Focus of research Aims of research Aims of research

Defining ‘skillset’ and ‘graduateness’ Skillset = ‘the skills needed to accomplish a specified task or perform a given function’ Skillset = ‘the skills needed to accomplish a specified task or perform a given function’ Graduateness = ‘shared attributes (attributes that go beyond the knowledge, understanding, skill and other qualities that are specific to their field[s] of study) that graduates are expected to possess’ HECQ (1995) Graduateness = ‘shared attributes (attributes that go beyond the knowledge, understanding, skill and other qualities that are specific to their field[s] of study) that graduates are expected to possess’ HECQ (1995)

Background literature Hallam Award ( supports the recent Wilson Review recommendations "to develop and record students' employability, enterprise and entrepreneurial skills" (Wilson, 2012) supports the recent Wilson Review recommendations "to develop and record students' employability, enterprise and entrepreneurial skills" (Wilson, 2012) one mechanism for SHU students to demonstrate their employability skills and have the prestige of an award that allows them to present themselves as different from other graduates one mechanism for SHU students to demonstrate their employability skills and have the prestige of an award that allows them to present themselves as different from other graduates

Other awards nationally The Leicester award (Grant, 2012) uses the same objective to enhance the student experience through employability skills. The Leicester award (Grant, 2012) uses the same objective to enhance the student experience through employability skills. Loughborough Employability Award (Hamblin, 2013) provides self-awareness of students’ skills and competencies Loughborough Employability Award (Hamblin, 2013) provides self-awareness of students’ skills and competencies Participation and completion rates of other universities’ employability schemes are similar to HA Participation and completion rates of other universities’ employability schemes are similar to HA

Methodology Mixed methodology Mixed methodology 3 groups of students surveyed online/face- to-face (TOTAL = 106) 3 groups of students surveyed online/face- to-face (TOTAL = 106) Survey Monkey – data collection Survey Monkey – data collection SPSS and Excel – data analysis SPSS and Excel – data analysis Completed HA (42/575) Started & not completed HA (8/153) Never registered for HA (56/56)

Results * 75% of students who have not registered for HA never heard of HA, but 56% of these are Level 4 * Students who completed HA (46%)/ not finished HA (56%) are Level 6

* Majority of students are involved in extra curriculum activities that are perceived as not being accredited for use in the HA

Results Reasons for not participating/ not completing Hallam Award Reasons for not participating/ not completing Hallam Award Reasons for participating in the Hallam Award Reasons for participating in the Hallam Award

Other findings 89% of completed HA used it on CV 89% of completed HA used it on CV 72% of completed HA felt it improved their career 72% of completed HA felt it improved their career 83% of completed HA would recommend it to others 83% of completed HA would recommend it to others 80% of non-completed HA blame lack of time 80% of non-completed HA blame lack of time 78% of non-registered HA students say they would take part if other activities would be accredited 78% of non-registered HA students say they would take part if other activities would be accredited

Suggestions for improvement: ‘Make it less time consuming. Being in final year left me with no time to fill out the form for HA’ ‘Make it less time consuming. Being in final year left me with no time to fill out the form for HA’ ‘More clarity on what criteria you have to meet’ ‘More clarity on what criteria you have to meet’ ‘Have an online registration process instead of ing the person running it’ ‘Have an online registration process instead of ing the person running it’ ‘Part-time students should also achieve recognition’ ‘Part-time students should also achieve recognition’ ‘Student Trustees/other elected roles could start higher up the awards scale’ ‘Student Trustees/other elected roles could start higher up the awards scale’ ‘Not enough information’ ‘Not enough information’ ‘SU Reps should attend Freshers events i.e. induction programs to tell students more about it’ ‘SU Reps should attend Freshers events i.e. induction programs to tell students more about it’

Applying results Research results have informed the refreshed Hallam Award for Increased clarity in marketing of the award Relationship between employability skills and Hallam Award made more explicit Support for students enhanced Process improved - online sign up and form completion