1. Embedding Employability – a 360 Degree Perspective Sue Taylor, Senior Careers Adviser Edge Hill University Where should employability be addressed? Respond at: PollEv.com/suetaylor837

2. Overview of Workshop 1.Context 2.Research methodology 3.Student perspectives on employability 4.Strategic perspectives 5.Views of academic staff 6.Key findings

3. Context HEA Strategic Enhancement Programme (SEP 1&2 ) Embedding Employability into the Curriculum Modern University One faculty, three departments

4. Research Methodology Students Questionnaires - Likert scale & qualitative questions 9 student-led focus groups (paid SRAs) Alumni - Telephone questionnaires Strategy Departmental Strategy analysis Discussion with Departmental Employability Leads Staff e-questionnaire for all academic staff focus groups

5. How Students Learn About Employability Skills

6. Skills  Abilities ? Attitudes ? Students’ Employability Knowledge

7. How Students Develop Employability Skills

8. What Students Value

9. Some Activities Currently Delivered Most Activities Currently Delivered Students’ Preferences Level 4 Geosciences Sports Computing Semester 2. Focus on transition to academia. Level 5 GeosciencesSports Computing Substantial coverage of all aspects throughout the year. Level 6 Sports Computing GeosciencesThroughout the year. Smaller amounts. Focus on securing employment/PG study. When Do Students Want Employability Activities?

10. Sandwich Placements ‘I feel if I took a year out, I would lose a lot of skills.’ ‘I don’t wanna take a whole year out of education, I’d sooner it ran alongside your degree.’ ‘A year is too long, to be out there in the workplace and then try and get back into uni for just one year. You’d be used to doing reports for the company in one way and then you’d need to do them for uni and they’d be completely different, different standards, everything. I think it’d be a struggle to acclimatise again.’

11. Any Quick Questions?

12. Strategy University Employability Strategy and departmental plans Employability skills built into curriculum design: “What has worked particularly well is ensuring that students are clear on how the qualifications and the additional accreditation they get fed into module content and assessment.” Role of Careers and employers: “When staff from Careers or industry say something about employability, students are more likely to listen – they have more credibility than staff.”

13. Staff and Employability Confidence …but what does it mean for my students?

14. Staff and Employability

15. Where should employability be addressed? Our survey said…

16. Staff and Employability

17. Employability should: ► run through all three levels and ► “Start as early as possible” ► “Be intensive from first year” ► “Begin at an early stage in their degree, such as semester one, year one” Staff and Employability

18. Staff Feelings On Student Views “Once students arrive at university their priorities seem to change. They want to experience uni life and not experience work life too early.” “Despite providing and promoting opportunities for students to pursue placements and work experience, take up is low.”

19. Key Findings Students  Value practical work, PDP and LinkedIn sessions  Place emphasis on university for developing their skills.  Prefer differing amounts and focuses for employability, with most at level 5.  Low sandwich year take up is caused by transition concerns.  Are unclear about employability attributes. Staff  Feel employability should be embedded in the curriculum.  Value employability strategies, the role of Careers staff and employers.  View employability as a shared responsibility.  Want employability to run through each level and start as early as possible.  Are unclear about employability attributes.

20. Embedding Employability – a 360 Degree Perspective Your views and questions www.edgehill.ac.uk/careers/employability /employability-research/ Sue.C.Taylor@edgehill.ac.uk