Presentation on theme: "Employer perspectives on a broader curriculum and graduate attributes"— Presentation transcript:
1 Employer perspectives on a broader curriculum and graduate attributes Tony Donohoe, Head of Education Policy
2 Outline Business Context Employers’ view – IBEC Survey 2010 National Strategy for Higher EducationEmployability skills and attributesPhD skillsFive Minds for the FutureImpact on curriculum, pedagogy and learning environmentEducation for employment v good student learning
3 Post industrial concerns Globalisation75% of world’s population does not speak EnglishEnd of US global economic dominancePervasiveness of technologyComplex and dynamic marketsRespond to customers, governments, markets, economic and social instabilitiesGrowth of services70% of employment and 40% of exportsSustainability is a growing concern
4 IBEC Survey 2010Majority of respondents said they had no difficulty in recruiting suitable graduates from Irish HEIs (74.6%).Most employers who had difficulty highlighted problems with the engineering-related disciplinesEmployers were less satisfied with graduate’s ‘ability to work autonomously’Employers are now expecting higher education institutions to embed generic or employability skills more fully into their curricula.38% of respondents have informal or ad hoc college placement procedures in place in their organisations.
6 National Strategy for Higher Education to 2030 Integrating research with teaching learningParity of esteem between rolesClear routes of progressionWork/service placements acknowledged through accreditation or diploma supplementFlexible routes of progression within and across HEIsNational framework for RPLFirst year experienceInduction and preparation programmesMore interdisciplinary learning opportunities
7 National Strategy for Higher Education to 2030 Generic skillsExplicitly address skills required for workplace and engagement in societyEnsure alignment between learning outcomes, pedagogy and assessmentReview quality assurance frameworksDevelop guidelines to support National Framework of QualificationsReview of external examiner system
8 National Strategy for Higher Education to 2030 Engagement with wider societyEncourage greater inward and outward mobility of staff and students between HEIs, business, industry, the professions and wider communityRespond positively to the continuing professional needs of the wider communityRecognise civic engagement of students through programme accreditationEncourage involvement of wider community in a range of activities including programme design
9 Vitae (UK) Report –ranking of skills for PhDs Data analysisProblem solvingDrive and motivationProject ManagingInterpersonal skillsLeadershipCommercial awareness
10 The entrepreneurial skill-set Self-confidenceStrategic thinkingCooperate for successAbility to plan work, organise tasks and communicate decisionsProject development and implementationTeam-building and attribution of successRecognition and proactive orientation to change and innovationRisk assessment and foresight activity with regard to market changes and opportunities
11 Gardner’s Five Minds for the Future The Disciplinary Mindmastery of major schools of thoughtThe Synthesizing Mindability to integrate ideas from different disciplines or spheres into a coherent wholeThe Creating MindCapacity to uncover and clarify new problems, questions and phenomenaThe Respectful Mindawareness of and appreciation for differences among human beings and human groups.The Ethical Mindfulfilment of one's responsibilities as a worker and as a citizen.
12 Employability A richer construct than ‘skills wish-list’ A set of achievements, understanding and personal attributes helps students to realise their potentialMeets corporate expectationsSupports values of citizenshipHelps produce learning that will shape the futureShould be located in an academic contextNot inimical to the values and practices of the academyImplications for pedagogy, learning environment and assessment
13 Impact on learning environment Employability – not a stand-alone ‘bolt onLearning not just tied to instructionInter-disciplinary teachingActive learningProblem-based learningReflective learningTeam developmentWork experience modules & materialsWork-based projects
14 Promoting employability Explain what we mean by ‘employability’ to teaching colleagues and studentsWrite employability into programme specificationsAudit and promote employabilityNot ‘one-size fits all’Tuning existing curriculaUse a variety of assessment methodsHelp students to translate their achievements into ‘employer-friendly language
15 How business can do more Support case for realistic funding modelsProvide more guidance on the content of courses and the nature of employability skillsProvide opportunities to undertake real-life projects and provide undergraduate work experienceSeek to work with HEIs as a core part of their innovation activitySeek to engage with the HE system to develop and help finance bespoke training provision for employeesA national graduate internship scheme
16 What will success look like? Stronger business-university partnerships in which employers’ needs and HE outcomes are alignedA sustainable and more efficient HE sector with the right incentives to deliver high-quality teaching and researchBusiness taking a more active and integral part in developing students’ skills and experience of the work of workA richer experience for students