1. Using DLHE data to research and find solutions to weak graduate employment in the field of Animal Behaviour and Welfare
Claire Guy

2. Why do this?

3. How did I do it? Interviewing careers practitioners
DLHE comparison- Unistats
In depth DLHE for Plymouth
Exploration of other providers
LinkedIn- Plymouth Alumni & other HE providers
Interviewing careers practitioners
Interviewing Alumni
Interviewing ABW professionals
Analysing student aspirations

4. Animal Welfare Officer
Findings
DLHE
Other University’s ABW provision
LinkedIn
Career practitioners
Alumni
Career Aspirations
Animal Carer Animal Behaviourist Animal Technician Animal Scientist Zoo Keeper Animal Tamer Animal Handler Animal Nutritionist
Animal Welfare Officer
Animal Keeper
DLHE- Plymouth lowest on salary, highest on unemployment.
Problems with the data- high performing scores were from Universities where the data was pooled- ie. All biology
Prof/ Non-Prof- highest were going into business / sales & not animal related careers
Actually highest in animal related career out of comparator and non-comparator groups!
Clear from analysis that all were well above the average for unemployment and prof/non-prof
Other University’s provision - out of the comparator universities, four out of six have animals on site, and out of the non-comparitors, six out of the seven have animals on site. Ten out of thirteen. Seven out of the thirteen programmes are delivered in a rural, land based college setting.
There is a common theme around supporting students to gain experience, with 12 out of thirteen providers including work experience as part of the programme (outside of an optional placement year). Greenwich include a module on industrial experience and skills development in stage 2 as well as lecture based around their animal facilities (see below). Some provide opportunities for students to get involved in public research (animal owners bring pets in to participate in studies) as well as assisting to run their in-house puppy school week placement built into stage 4. a core module on Advanced Professional Studies, where final stage students plan and develop projects focused on the solution of problems posed by host placement institutions/ companies. the opportunity for students to work on their farm. work placement of at least 150hours. students undertake a placement during their third year in an animal-related organisation of their choice. They also insist that students have a significant level of experience before applying for the programme. students are expected to complete 50 hours of voluntary or paid work (part time or full time) experience during year 2 and its associated vacations. Students keep a reflective diary during their time working and complete as series of formative assessments. At the end of the working period, students will submit a portfolio in which they reflect on their experience, identify skills which need to be developed (and opportunities for this) and create a SMART plan, as part of a work experience portfolio, aimed at further enhancing their employability during year 3 and beyond. an Animal Studies Centre offering a range of services to the public, from grooming and healthcare through to behaviour classes and hydrotherapy for injury recovery with the support of ABW students.
LinkedIn- those with the most experience were moving most quickly into ABW roles
Career practitioners- shared their frustration around the lack of graduate level opportunities in ABW. Those roles which are professional and well paid tend to not be the types of roles students have in mind- ie Animal Laboratories, Animal Welfare for Farmed Animals. Articulating what a degree gives you that someone without a degree doesn’t bring to an organisation- competing against non-graduates.
ABW professionals – People skills and Self Employment
Alumni- lack of career knowledge / awareness of options / sector
Career Aspirations- lots don’t know, lots Zoo Keeper- lack of realism

5. Themes
Improving DLHE
Ensure students gain experience to complement their degree
Help students develop the skills they need for the sector
Create a more informed student
Improving DLHE- help students understand that it’s coming (low response rates) and why it’s helpful. Communicate through LinkedIn group
Ensure students gain experience- volunteer fair organised by societies? Session in stage one to help them understand how experience is more critical than it may be for most other degrees, and how and where to find it. Several alumni mentioned that they had found it hard to fit volunteering alongside their studies. However, there are opportunities to volunteer remotely (i.e. online animal campaigning, writing articles etc) as well as short volunteering opportunities (i.e. dog / horse shows, weekend behaviour clinics etc) or to find voluntary positions during vacations. Provide a summary of local organisations.
Help students to develop the skills they need for the sector- business management, people skills, communication, resilience, money management, profession specific skills (i.e. one university offer animal meds, transporting animals etc)
Create a more informed student- Commercial awareness- understand agriculture, animal nutrition. Pre-entry expectations. Where jobs are geographically, who the organisations are. Need to start in entry level roles

6. Impact (so far….) Financial support for gaining experience
Feeding into ABW Course Action Plan
New, targetted approach to career delivery
Development of specialised careers resources