1. Careers Centre Bob Gilworth and Nalayini Thambar University of Leeds Careers Centre Careers Registration: a data revolution

2. Careers Centre Bob Gilworth  Director, University of Leeds Careers Centre since August 2001  Previously HoS at Huddersfield  Chair of Graduates Yorkshire  Currently AGCAS Director of Research  AGR Advisory Council member  Strategy tutor, contributing to new AGCAS/Warwick management module

3. Careers Centre Nalayini Thambar  Experienced Careers Adviser (LEA, FE, HE - Leeds)  GraduatesYorkshire Regional Strategic Manager  Assistant Director (Business Engagement) 2006- 2013 : Graduate Recruitment, ‘Spark’, Internships, CC Marketing, CC IT  Module Leader ‘Advanced Career Development’  Director of the Careers and Employability Service at the University of Nottingham, starting July 2013

4. Careers Centre The problem (s)  Faculties, schools and CC required to “do something about employability” with no real understanding of where students stand in relation to career readiness.  Large scale datasets tend to be retrospective-DLHE six months after they’ve left. Measure of employment.  Also, market says “no w/exp-no job.” Prompts the question how do we know if our students have some/lots/not much? This came after career readiness.

5. Careers Centre Strategy, assumptions and reality  Strategy = Decide, Plan, Compete. How do we know if it is working for students while they are still students ? Employability as capability  Myth and legend “our students are...” really? Presenting schools and faculties with the reality  Needed: a comprehensive dataset showing starting points and progress.

6. Careers Centre Solutions?  Gather information via inductions? Always partial, non-standard, limited by departmental enthusiasm, logistics, student attendance and attention in eye- glazing info overload.  CC registrants? Engaged only.  Standardised information-capture on all students along a useful timeline Registration the only answer

7. Careers Centre The challenge  Getting an arguably non-essential item into a fundamental university business process is a big deal.  Student admin extremely wary of any item which may delay or sidetrack students completing formal registration  Bombarded with requests, almost all are turned down.

8. Careers Centre Challenges overcome by..  Political buy in/backing at the highest level.  SA agreement not sufficient on its own- also had to go to the head of the systems development queue.  All done centrally. Captures faculty info without going through faculties to get it done (9 different ways at best).

9. Careers Centre What did it look like?  Students pick one of 10 statements which they feel most closely reflects their current career thinking (3 x ‘Decide’, 3 x ‘Plan’, 3 x ‘Compete’ and 1 ‘sorted’)  Students receive a response to their chosen statement which reflects their year of study (first, ‘middle’ or final year) and shows them how to develop their ideas/ plans further and how the University, and particularly the Careers Centre can help

10. Careers Centre Launching the system (1) 2011/12  An optional part of the registration process after the official/compulsory part had concluded  c2,800 responses, mainly 1 st years, very few finalists (c400)  Statements organised into ‘Decide’, ‘Plan’ and ‘Compete’ and shared with faculties to demonstrate potential  Identified need for work experience statements and started The Identification Debate….

11. Careers Centre 2012/13 Go Live!!  A compulsory part of the registration process – before the ‘submit’ button!  Students also asked to indicate how much work experience they have had by selecting all statements which apply  31,000+ responses between 1/8/12 and 31/10/12  Analysis begins Nov 2012 using ‘Qlickview’, data presented by year, whole university, faculty and school (pie charts)

12. Careers Centre Data  This section of the presentation contained actual data, which were shown for the purposes of the presentation and to link to the input of colleagues working in and with a particular faculty. However, this level of detail is not appropriate for a public website. The two slides with pie charts are included to give some examples of how the data are presented within the university.

13. Careers Centre Faculty level example – Final Year D, P & C

14. Careers Centre Faculty level example– Final Year Work Exp.

15. Careers Centre Sharing the Data  Careers Centre, particularly the 9 Faculty Careers Consultants  University Employability Committee as the initial channel to Faculties  Faculty Employability Working Groups (as channel to individual schools)  Taught Student Education Board (for information) Not forgetting the Identification Debate……

16. Careers Centre How is it being used?  Careers Centre  http://careerweb.leeds.ac.uk http://careerweb.leeds.ac.uk  A Careers Consultants perspective  Faculty  Biological Sciences  Schools  Biology, Biomedical Sciences,Molecular and Cellular Biology

17. Careers Centre The link to KPIs  One of the most significant aspects of the whole exercise – non-DLHE based measures of employability success (or otherwise).  Adopted KPIs:  Increase in the proportion registering in the Compete and “other” (sorted) categories at the beginning of the final year.  Reduction to zero in the number registering with “no work experience to date” at the beginning of the final year.  Beginning of final year (not 6 months after graduation) the key census point.

18. Careers Centre Q&A  Any questions/suggestions/observations?  Panel: Bob, Nalayini, Helen, Tim.