D4 - Employability Curriculum Design: Workshop Discover - Dream - Design - Deliver Sue Liz Bennett, Sue Folley Debbie Laing Benn Bennett & Folley (2016)

Intro and Aims of Session Format of the session Intro and Aims of Session Task 1: Discover Task 2: Dream Task 3: Design Coffee break Task 4: Deliver Evaluation Sue Bennett & Folley (2016)

Aims of the session To provide a starting point for discussions of your course development To introduce you to a range of curriculum design tools (Appreciative Inquiry and Employability resources) To identify support available from the School, Careers Service and the University. To create a personal, team action plan and any actions for the School and University Team intros and sharing ideas Sue Bennett & Folley (2016)

What is Appreciative Inquiry? Appreciative Inquiry is a theory of organization development management or research approach that focuses on the “best of what is” instead of focusing on problems. Sue From: http://pdf.usaid.gov/pdf_docs/PNADB195.pdf (p.16) ) Bennett & Folley (2016)

Appreciative Inquiry Discover Dream Design Deliver The best of what has been Discover Dream Design Deliver What we will commit to Best that might be Sue What it might truly look like Bennett & Folley (2016)

Employability TEF and DLHE Productivity challenge Over 7 million graduate jobs 2012-22 At least 20% of graduates not working in high skilled 3.5 years on STEM employers concerned about shortages Organisations finding it difficult to recruit certain skills Surplus and mismatch in other areas ‘HE needs to provide degrees with lasting value to their recipients’ Liz The UKCES Employer Skills Survey is one of the largest of its kind in the world. More than 91,000 employers across the UK were interviewed for this report. 2015: Employers are having difficulty finding the skilled people they need. Skill-shortage vacancies have risen by a massive 130% since 2011. It is clear that a major disconnect still exists between what employers desperately want, and the skills that people really have. In terms of the skills lacking in applicants, problem solving and analytical skills were both cited more frequently than reading, writing and numerical skills. A similar picture is also seen among existing employees, with over half of employers reporting time management and team working skills as being in need of improvement There is evidence of an ‘employability gap’ in the skills that students are actually starting with on day one of employment and the skills that employers are expecting from them.” (Chatterton and Rebbeck 2015, p.3); Bathmaker use of linked in by middle class students who understand social capitol, value of internships for building networks “working class students need they may need greater resilience and resourcefulness to make HE work for them “ They looked at the practices of wc and middle class students eg linked in etc. Greater understanding of social capitol in the middle class students who used extra curricula activity to build profiles (eg captain of the football team etc). Bob Cryan’s talk to staff March ’16 – what can we do - Careers work more closely with senior managers in Schools to integrate placements with careers process Implement careers service plan for enhancing graduate recruitment Bennett & Folley (2016)

Employability and levelling the playing field Social equity drivers (Bathmaker et al. 2015) Students’ opinions about ‘use value of degrees’ Source: http://feweek.co.uk/2016/02/01/survey-helps-us-deal-with-skills-gap/ Bennett & Folley (2016)

University of Gloucester USP “A Future Plan” Employability as a USP Language of marketing “creating an employability proposition” (HEA Employability Model) University of Gloucester USP “A Future Plan” Liz Other HEIs are using employablity as a USP eg Uni of Gloucester Bennett & Folley (2016)

USEM Model of Employability (Yorke & Knight 2006) Understanding Skills Efficacy beliefs Meta cognition T Liz • Understanding. Knowledge of subject • Skills. (The term is used here because of its significance in political and employment circles, but there is a real danger of its being given a simplistic and unhelpful interpretation. A term such as ‘skilful practice’ is probably more appropriate.) • Efficacy beliefs, students’ self-theories and personal qualities. Of critical importance is the extent to which students feel that they might ‘be able to make a difference’ – not every time, but in a probabilistic way. • Metacognition, encompassing self-awareness regarding the student’s learning, and the capacity to reflect on, in and for action. T model with deep subject knowledge and shallow skills knowledge They suggest auditing the curriculum using 39 aspects that could be audited Overarching all this is the social and cultural capitols see Bathmaker et al 2015 Bennett & Folley (2016)

Task 1 – the Discover Stage Dream Design Deliver Task 1 – the Discover Stage Split into groups of 3-4 people. a) In your group, brainstorm the types of jobs that our graduates get. b) Identify the things that help our students to get into work both within and outside the curriculum? c) Identify the things that your course/curriculum do well in supporting students to get started in their career. Liz Sue to collate How do you think your list would be different now for current graduates seeking employment? Feeback on what we know about ways of getting jobs, and portfolio careers ( see Helen Beetham’s digital capabilty quiz Think about: What happened? What did you do to make that happen? What did others do to contribute to that experience How did that experience feel? Bennett & Folley (2016)

Discover Dream Design Deliver Task 2 – the Dream Stage Still in your small groups you are going to create a vision of what the desirable attributes a first class student graduating from your course demonstrates. Think about: How you want your degree to enable graduates to: Work effectively with others Meet employer’s expectations Work with professional bodies (if appropriate) Be adaptable and agile to work and learn in a variety of contexts To be able to work in a digital world Draw a mind map or other diagram to represent the ideal graduate attributes. Feedback to whole group and distil into a list of themes Sue Bennett & Folley (2016)

Embedding Employability Discover Dream Design Deliver Task 3 – the Design Stage Embedding Employability Development takes time – months and years. Development takes practice. Students need to hear, repeatedly, what it is intended that they learn in order to understand what that means, to know ways of judging what they have achieved, and to see how to improve. Ideally, this would mean programme-level planning having priority over planning at the level of the module. (Mantz & Yorke 2006, p.7) Liz Bennett & Folley (2016)

Task 3 – Embedding Employability models Discover Dream Design Deliver Task 3 – Embedding Employability models Employability through the whole curriculum Employability through the core curriculum Work based, work related components within the curriculum Work based, work related components in parallel with the curriculum (Mantz & Yorke 2006, p.14) Liz Employability through the whole curriculum eg vocational courses Employability through the core curriculum eg some modules being more relevant to employability than others. Work based, work related components within the curriculum eg placement modules, sandwich years Work based, work related components in parallel with the curriculum eg work experience gained outside the curriculum Gloucester – Career Hub software, time give to staff and students from SMT, A future plan in a framework, self assessment qs, marketing of the A future plan brand Language of creating an employability proposition Bennett & Folley (2016)

Discover Dream Design Deliver Task 3 – the Design Stage Still in your small groups this task is to map the development of employability skills across the 3 years of your course. a) Using the coloured cards identify whether there are any gaps with Task 2 and if so create some new cards for attributes that you’ve identified in Task 2. b) Write out on the sheet provided the modules that make up your programme. c) Map onto the modules the current activities and tasks that develop the graduate attributes identified in Task 2. Liz Use the cards which take a dimension of employability and consider where it fits on your programme. Just use the Learner Engagement Cards. We need an example for them of what the final thing may look like – applied to a different learning activity. They can use their own example instead of the poster one. Learning activity – keep it focussed on this Bennett & Folley (2016)

Discover Dream Design Deliver Task 3 – the Design Stage c) Using the cards and the stickers colour code these activities Liz Use the cards which take a dimension of employability and consider where it fits on your programme. Just use the Learner Engagement Cards. We need an example for them of what the final thing may look like – applied to a different learning activity. They can use their own example instead of the poster one. Learning activity – keep it focussed on this d) Start to discuss gaps/overlaps and create a vision of what your curriculum may look like in the future Bennett & Folley (2016)

Time for coffee and cake.. Bennett & Folley (2016)

Task 4 – the Deliver Stage Discover Dream Design Deliver Task 4 – the Deliver Stage Using what you have done in the previous task(s) and the backs of the cards discuss which aspects of employability skills you cover well in your current curriculum and those you would like to include in your future planning to cover any gaps. Complete the first three boxes on the front of template form to capture your discussions. Following this create a team action plan of what action needs to take place in the short/medium/long term to make the changes you need. Agree on who is taking responsibility for each of these changes and complete the second page of the template form provided. Sue Their task is to plan how they take this forward. Bennett & Folley (2016)

To Conclude Thanks very much for taking part… Any feedback on the workshop you are happy to share? When would be a good time to follow this up? Liz Round off the workshop by summarising that this was only a start 2.5 hours that they need to take the conversations and processes forward in their teams and work on design over coming weeks. Seed the discussion on evaluation by saying that we are looking for more than “it was great” type comments more along the lines of How would this design have happened without this workshop What has the workshop enabled you to do? What did you think of the AI process? What sort of tools/techniques/resources have you gone away with? Any comments on pace or practicalities? Please complete the evaluation forms Bennett & Folley (2016)

Employability – cut out Liz From: http://www.slideshare.net/JISC/preparing-for-employability-in-a-digital-age Bennett & Folley (2016)