Developing people, building success Peer-led careers support: Reaching the ‘ritualists’ or reputational risk? Anne Delauzun Senior Careers Consultant and Deputy Head of Careers & Employability Service, Royal Holloway, University of London

What’s a ‘ritualist’? Diagram from Tomlinson, M. (2007). Graduate employability and student attitudes and orientations to the labour market. Journal of Education and Work, 20(4),

Learning outcomes 1.Describe own experience or knowledge of peer-led career support and differentiate from peer-to-peer communications or marketing activity. 2.Construct arguments for and against peer-led careers support from a range of stakeholder viewpoints. 3.To identify research findings, career theories and practical examples relevant to the concept of peer-led careers support. 4.Evaluate arguments for and against HE Careers Services encouraging peer-led careers support.

What is ‘peer-led careers support’? Case study 1: CityCareers Ambassadors, City University Paid, faculty-based student ambassadors Flexible hours – 1-7 hours per week Extensive marketing activities: WOM, social media, flyers etc. (assigned by staff) Point of contact between careers, departments, student societies Students responded positively to peer approach

What is ‘peer-led careers support’? Case study 2: Placement support at Hull University Business School Year 4 students returning from placement support year 2 with pre-placement activities Typically 3-4 take lead role Deliver presentations alongside careers staff Informal support through facebook, face-to- face

What is ‘peer-led careers support’? Case study 3: Student employability coaches, Coventry University Paid position offering 1:1s on CVs, applications etc., support with employability module choice Some group work and presentation delivery More complex queries allocated to permanent staff

What is ‘peer-led careers support’? Case study 4: Collaboration with the Law Society, University of Warwick Student-initiated careers support – application checking, mock interviews, sharing recruitment experience Success from joint delivery – increased event attendance, positive feedback from employers, improved reputation of careers staff, increased demand for 1:1 services Challenge to maintain engagement with new student committee Article in Phoenix Jun15:

A continuum… Adam Fletcher 2006 : STUDENT INFORMED Students are assigned a specific role and know how and why they are involved. STUDENT/STAFF EQUITY Everything initiated by students, decision-making shared with staff. Projects empower students but they can access and learn from staff Staff initiate, but decisions are shared Q: Where does your institution’s careers provision sit? What are the possible reasons for this?

Peer-led careers support: A SWOT analysis Scenario: A group of students want to operate (voluntarily) as ‘career coaches’ to their peers. They’re keen to work in partnership with the careers service and set up a sustainable model They want to support their peers at times, places and locations of their choosing They’re seeking training and support from the careers service

Peer-led careers support: A SWOT analysis Careers Practitioners Consider your role, might other types of staff feel differently? Staff-student ratio? Institution and Academics Type and size of institution? History of peer-led learning/support in other contexts? Institutional priorities, culture? Students Student profile? Current level of engagement with careers and employability? Different cohorts (e.g. UG/PG, international students etc.)

Theoretical perspectives and relevant research Bill Law: Community Interaction Theory Learning about self and opportunities comes through interactions with other people. ExpectationsFeedbackSupport ModellingInformation “Career management, then, becomes a matter, not so much of what you know concerning decisions and transitions, but of who you pay attention to among the people you know.”(Law 2009)

Theoretical perspectives and relevant research Paul Greenbank: Still focusing on the “essential 2:1”: exploring student attitudes to EC activities (2015) Sample of 21 UGs in the business school of a ‘new’ university explores peer influence on take up of placements and extra- curricular activities (2015). Reluctance to differentiate self from peers – age “You’ve got all the other students and I can’t think of ONE who has done any charity work or any volunteering activities” ’I’d rather talk to someone I know than somebody who knows’ – the role of networks in UG career decision-making (Greenbank 2011)

Theoretical perspectives and relevant research Mapping Student-led peer learning in the UK (HEA 2014) ‘Peer leaders’: personal skills development, deepened subject learning and improved grades, enhanced relationships and inter-cultural awareness. Participants: Greater sense of belonging, improved academic confidence (and grades), greater ownership of their learning experience, increased participation in the community. Institutions: Improvements in progression and retention, reputational opportunities – demonstrates commitment to student engagement and building integrated communities.

Reflections 1.This concept to could add value to my work in terms of ___________________. 2.The part of this I’m most dubious about is ___________________. 3.In order to pilot/develop this concept in my institution I would need ______________.

Thank you! Anne Delauzun

The Careers Group believes that all information provided in this publication is correct at the time of publication. 3 September 2015 © The Careers Group, University of London