1. One Methodology, Many Services
How different institutions are using the careers registration methodology and what impact it can have for institutional and national strategy development
Dr Bob Gilworth, Diane Richardson, David Mashiter
& Fiona Cobb

2. Careers Registration
Employability-related questions included in student registration data collection
Completed by all new and all re-enrolling students at the start of each year
Pioneered at University of Leeds in 2012
Both cross-sectional and longitudinal
Already scaled and sustainable

3. Career Decidedness (CD)
Readiness to engage with career management
Decide, Plan, Compete
Please select the statement which best represents your current careers position:
I am not ready to start thinking about my career yet (Decide)
I have no career ideas yet but want to start thinking (Decide)
I have some ideas about my career & am ready to start planning (Decide)
I have a career in mind & intend to gain relevant work experience (Plan)
I know what I want to do but not sure how to get there (Plan)
I want to spend a year gaining experience (Plan)
I am ready to apply for graduate level / professional opportunities (Compete)
I am ready to apply for further study (Compete)
I have been applying for opportunities & have not been successful (Compete)
I have a job, further study or my own business plan confirmed (Other)

4. Employability Experience (EE)
I have gained work experience through (select all that apply):
a placement year during my degree
a summer internship with an organisation
a vacation internship (not summer) with an organisation
work shadowing
a short placement as part of a University module (e.g. 10 or 20 credit module)
part time work alongside my studies
a holiday job
volunteering
a position of responsibility in a club or society
full time work prior to my course (two years or less)
full time work prior to my course (more than two years)
self-employment / running my own business
I have no work experience to date

5. Benefits of CR
Current: Live data vs DLHE data six months after graduation
Comprehensive: Extent and nature of students’ work experience vs limited information from formal placements
Consistent: Same data on all students vs patchy data gathered through departments
Connected: Links employability data to the student record
Comparable:
Individual progress (starting points and trajectory) — what support students’ need and when
Institutional impact —cohorts, departments, backgrounds — where to target scarce resources

6. Visualising the ‘journey’

7. Project partners Institution Status University of Bristol
Implemented 2014
University of Exeter
Goldsmiths, University of London
Implemented 2015
King’s College London
Lancaster University
Liverpool John Moores University
Queen Mary, University of London
Aiming for implementation 2017
Royal Veterinary College
Negotiating implementation, other measures
St George’s University of London
Implemented 2015 (variations)
St Mary’s University
Pilot from 2015, full implementation 2017
School of Oriental and African Studies
Implemented 2015 (non-mandatory)
University College London
Aiming for implementation 2016
University of Edinburgh
Pilot in 2014, wider roll-out 2015
Ulster University
Range of different circumstances across institutions

8. Primary Research Question
Does Careers Registration provide a viable method for obtaining data that provides an indication of learning gain related to work readiness? Correlating CR data with existing measures of work related learning gain
Key research question How we plan to achieve it

9. Secondary Research Questions
What’s the best way to implement CR?
Statement wording
Can we use CR to highlight employability needs of different groups?
Links to WP factors
Can we use CR to evaluate different employability activities?
Stakeholder application of data
Three secondary research questions which are important to us, some issues within these questions, How do we implement it? What does it tell us? How do we use it?

10. Suggested success criteria
Analysis
Cross-sectional
Longitudinal
Comparison
DLHE
Employability health check
NSS
Self Efficacy
Individual – Academic records/retention
Implementation
Effectiveness of existing measures of CR
Monitored roll out of CR
Application
Widening participation
Interventions
Consultants use of data
Engagement: Careers services, Academics, Students
Initial draft, may adapt in consultation with HEFCE Conservative success criteria at this stage
Recommendations

11. The TEF
Source: Fig 2. TEF assessment framework conceptual model

12. The TEF Student Outcomes and Learning Gain
Indicative list of additional evidence
Aspect
Possible examples of evidence
Student Outcomes
and Learning Gain
Learning gain and distance-travelled by students
Evidence of longer-term employment outcomes and progression of graduates including into highly-skilled employment
Evidence and impact of initiatives aimed at maximising graduate employability
Extent of student involvement in enterprise and entrepreneurship
Impact of initiatives aimed at closing gaps in development, attainment and progression for students from different backgrounds, in particular those from disadvantaged backgrounds or those who are at greater risk of not achieving positive outcomes.
Source: TEF Technical Consultation for Year Two, May 2016