Working with Postgraduates Taught Masters © AGCAS

Background Taught courses cover wide range of subject and discipline areas. Intensive 1 year study = typical study path. Limited funding options for taught masters. High ranking HEIs will require 2:1. Essential for students contemplating PhD in Arts & Humanities & 1+3 ESRC PhD. © AGCAS

Prevailing issues Students can ‘fall into’ masters study, with no clear careers focus. High % of international students (in some disciplines) – attending barriers to careers success in UK (language/visa restrictions). Capable students encouraged by academics to pursue masters study. Conversely may be attractive option to weaker students, seeking to ‘trade up’. © AGCAS

Characteristics of Cohort Reasonably diverse although higher % of younger students moving from UG > PG in Russell Group HEIs; more mature and heterogeneous group in post 92s. High % of international students in certain disciplines e.g. business and engineering. Career focus variable: some students extremely able & working towards academic path, others may lack direction and need more support. Irrespective of background – or career ‘readiness’ – significant number will assume masters study confers a competitive career advantage. Limited evidence of robust career planning and awareness of labour market realities. © AGCAS

Expectations Masters students identify as distinct from undergraduate population, and expect this to be reflected in careers support. See masters study as significant investment of time and money; expect positive ROI, in terms of career progression and/or remuneration. May be unforgiving of employer events that aren’t sufficiently tailored and niche. Attach value to events, where guest speakers are postgraduates and have used their qualification to secure relevant employment. © AGCAS

Suggested Approaches Early access to students → inductions. Offer career development sessions in evenings and/or weekends - masters students have limited availability. Increase online content/e-learning modules. Acknowledging commitment students have made through masters study. Cohort/group specific messaging – don’t include in mass emails to UGs. Establish good relations with Directors of Graduate Studies, to help promote relevant events and secure access to students. Signpost relevant ‘skills’ modules or programmes. More robust analysis of DLHE data for masters students. © AGCAS

Suggested Approaches cont. Encourage work experience where possible – highlight bursary options to support unpaid placements. © AGCAS

Case study: MSc Financial Maths High % of international students → visas present real challenge. 12mth course – unable to access internships (common route into banking & finance). Often naive or dismissive about competitive nature of certain career sectors. Can be very focussed, but may lack interpersonal skills to present themselves successfully at application/interview. When they do enter the workplace, tend to secure well-paid roles (quant skills in demand). Good return on investment for this course. © AGCAS

Case study: MA History Students often motivated to study; love their subject and want to extend their knowledge. Some pursue masters study to defer career decision making. May have some career direction, but interests fairly narrowly defined around publishing/PR/museums/marketing. Minority contemplating PhD. % of UGs progressing to PG study increasing in recent years (30% at Warwick). Prefer tailored, specialist support delivered departmentally. Place strong premium on alumni events/career stories. © AGCAS

Employability Hard to generalise as outcomes will depend on: Discipline/subject Course structure (industry links; work placement; integrated skills development) (Pre) existing skills & knowledge base Ability to form coherent narrative; “sell” the benefits Promote work experience to ensure balance of academic knowledge with sector-specific AND generic skills. Advise students that there is (typically) no differentiated job market for masters students, but graduates may reap benefits mid-career. Help masters students identify, articulate skills and experience in “employer friendly” language. © AGCAS

Resources For further information see: Taught Postgraduate Employability & Employer Engagement: Masters with a purpose (HECSU for UUK) Graduate Market Trends (HECSU) Your Masters, what next? (Prospects) DLHE data available on HEI and departmental websites © AGCAS