Evaluating the Impact of Careers Fairs Matt Edwards, University of Birmingham Helen Zhu, AGCAS Fiona Christie, University of Salford

Background Discussion Findings Q&A Experience of careers fair Interaction & information acquirement Difference Perception of employers Discussion Q&A

Background Why? Careers fairs less relevant in a digital age? Understand students’ expectations of fairs and help them to prepare Help employers to understand students’ needs Understand the impact of careers fairs Practicalities: ‘easy’ to collect data

Online questionnaire Pilot questionnaire 2015 Three universities, 224 responses Data collected Oct-Nov 2015 Revised and refined questionnaire 2016 Seven universities, 1091 responses Data collected Oct-Nov 2016

Focus of questions Student experience Did employers answer questions fully? Role of employer representatives Information New ideas for jobs Knowledge of the graduate labour market Career planning/job-hunting Type of jobs that would ‘suit students best’ Preparation for applications and interviews Where students look for jobs?

Background Discussion Findings Q&A Experience of careers fair Interaction & information acquirement Difference Perception of employers Discussion Q&A

Students’ experience Interactions with employers

Acquirement of information Students’ experience Acquirement of information

Students’ experience Better: Communication with employers; Acquirement of general information Type of experience Rating score Communication with employers 3.82 – 4.2 Other interaction with employers 2.48 – 3.72 Acquirement of general information 3.92 – 4.02 Acquirement of in-depth information 3.46 – 3.82

Background Discussion Findings Q&A Experience of careers fair Interaction & information acquirement Difference Perception of employers Discussion Q&A

Interactions’ contribution Multiple linear model Acquirement of career Information I spoke to the specific employers I wanted to I was able to speak to employers for as long as I needed to Employers answered my questions fully I gave my CV to employers who could then decide whether to invite me to interview I gave my contact details to employers who said they will inform me of opportunities

Interactions’ contribution Regression model I I know more about graduate jobs I spoke to the specific employers I wanted to I was able to speak to employers for as long as I needed to Employers answered my questions fully I gave my CV to employers who could then decide whether to invite me to interview I gave my contact details to employers who said they will inform me of opportunities 0.24 0.11 0.15 The findings in this slide and the following few slides come from the multiple linear regression analysis. The analysis results can be found in Table 1 of the report. 0.15 0.18

Interactions’ contribution ‘Employers answered my questions fully’ contributes more to students’ acquirement of general information ‘I know more about work experience opportunities.’ ‘I know more about graduate jobs.’ ‘I have got new ideas about possible job opportunities.’

Interactions’ contribution Regression model II I have got a better idea about what would suit me best after I graduate I spoke to the specific employers I wanted to I was able to speak to employers for as long as I needed to Employers answered my questions fully I gave my CV to employers who could then decide whether to invite me to interview I gave my contact details to employers who said they will inform me of opportunities 0.19 0.08 0.19 0.24 0.15

Interactions’ contribution ‘I spoke to the specific employers I wanted to’ contributes more to students’ acquirement of in-depth information ‘I have got a better idea about what work experience would suit me best.’ ‘I have got a better idea about what would suit me best after I graduate.’ ‘I got useful information that could help me in making better applications for jobs.’ ‘I found out that there were lots of possible opportunities for people from my subject of study.’

Interactions’ contribution Regression model III I got useful information that could help me in performing better at interview I spoke to the specific employers I wanted to I was able to speak to employers for as long as I needed to Employers answered my questions fully I gave my CV to employers who could then decide whether to invite me to interview I gave my contact details to employers who said they will inform me of opportunities 0.14 0.10 0.31 0.21 0.09

Interactions’ contribution ‘I gave my CV to employers who could then decide whether to invite me to interview’ contribute significantly more to ‘I got useful information that could help me in performing better at interview’.

Background Discussion Findings Q&A Experience of careers fair Interaction & information acquirement Difference Perception of employers Discussion Q&A

Degree cohort difference Group difference Degree cohort difference

Undergraduate cohort difference Group difference Undergraduate cohort difference

Implications behind the differences Group difference Implications behind the differences Both graduates and year four students may be more purposeful and have had a better understanding of the graduate labour market than the other cohorts, which may lead to better interactions and acquirement of information in the fairs.

Discipline difference Group difference Discipline difference

Implications behind the differences (cont.) Group difference Implications behind the differences (cont.) More biological or arts students commented that the fairs were not for them. Was the provision of opportunities too narrow or was there a misunderstanding of the type of opportunities that the employers provided?

Background Discussion Findings Q&A Experience of careers fair Interaction & information acquirement Difference Perception of employers Discussion Q&A

1010 200+ 27 Favourite employers Students who nominated Employers were nominated Highest number of nominations to an employer

Favourite employers Reasons

Background Discussion Findings Q&A Experience of careers fair Interaction & information acquirement Difference Perception of employers Discussion Q&A

What can careers practitioners do to help students have a better experience in careers fairs? What value (or not) do the findings add to practice? How to engage students who think careers fairs are not so useful for them?

Activity Activity How do you think the findings can be utilised with different stakeholders? Use flipchart paper – one for each stakeholder group University management – eg. findings can influence policy in defending enduring value of careers fairs proven across the sector Employers – eg., employers to be encouraged re. value students put on face-to-face interactions; more explicitly indicate if opportunities available to those from different disciplines. Students – eg., in preparation for fairs activity – we have evidence that those who interact more with employer representatives, gain more from the fair, also students tend to report gaining more general rather than in-depth information. In-depth information likely to be sourced elsewhere Careers service colleagues - eg., are we optimising the knowledge that employer engagement colleagues have about exhibitor, when directing and advising students on the day.

Implications? University management – e.g., influence policy in defending enduring value of careers fairs. Employers – e.g., value students put on face-to-face interactions; indication if opportunities available to those from different disciplines.

Implications? Students – e.g., those who interact more with employer reps gain more from fairs; students report gaining more general rather than in-depth information. Careers service colleagues – e.g., optimising the knowledge that employer engagement colleagues have about exhibitors, when directing and advising students on the day.

Q&A

Thank you! Matt Edwards: M.J.Edwards@bham.ac.uk Helen Zhu: helen.zhu@agcas.org.uk Fiona Christie: F.Christie@salford.ac.uk The report is available at http://www.agcas.org.uk/agcas_resources/837-AGCAS-Careers-Fairs-Survey