1. Mission almost impossible: How can we embed employability capabilities?
Add presenters

2. Overview Introductions Activity 1 Activity 2 Break Activity 3
Exploring the capabilities graduates need
Activity 2
Perspectives on the importance of contrasting capabilities
Break
Activity 3
Some teaching and learning design challenges
Brief presentations
Close

3. Learning outcomes
Develop your views on the capabilities that graduates need
Consider alternative means of teaching and assessing for employability
Share good practices
Reflect on your own practice

4. What is employability?
A set of achievements, skills, understandings and personal attributes that makes graduates more likely to gain employment and be successful in their chosen occupation, which benefits themselves, the workforce, the community and the economy (Yorke 2006).

5. Activity 1 What employability capabilities do students need?
Draw and label a future ready graduate
An ice breaking small group exercise designed to familiarise participants with employability capabilities.
Allocate roles such as student, employer, lecturer, vice-chancellor so participants become aware of contrasting perspectives on the capabilities graduates need in their ‘tool box.

6. Feedback ?

7. What did you notice? Similarities and differences between groups?
Differences between stakeholders?
Thoughts?

8. Activity 2 Which capabilities are most important?
Look at your cards. Is anything important missing?
Some cards are blank – you can write extra capabilities on these
Your task is to sort your cards by importance
Put them in an ordered row with a label at each end - ‘LEAST IMPORTANT’ to ‘MOST IMPORTANT’
Remember to listen to all the stakeholders views
Small group activity
Groups will be given a set of capabilities
Groups sort capabilities into importance
Some groups can focus specifically on skills to support transition into the workforce
Some groups can focus specifically on skills that will help students with their long-term success

9. Feedback Have a look at the work that other groups have done.
Comments?
Changes?
Now discard all your capabilities except the 6 most important!

10. Revert to being expert academics and sort your 6 by how easy they are to learn and teach
Difficult
Quite impossible
Once the most important capabilities are identified, groups discard less important capabilities.
Groups now categorise these capabilities into ease of development within advanced and research informed discipline based courses.

11. Feedback on your top two capabilities
These are very important and (nearly) impossible to develop. Say why they are important and why they are difficult to learn and teach.

12. Break

13. Activity 3 Design Challenges
Select your ‘impossible’ to develop capability
Read through your scenario
Design the assessment / a session / course / programme – try for designs that work, don’t consume too many resources, are scalable!
You have 30 mins – 10 to share ideas, 10 to make a plan, 10 to prepare a short presentation
Allocate a scenario to each group.
Group to develop a plan to embed these capabilities in the curriculum.

14. Share you solutions Each group gets to argue for their design
Each table gets to judge all presentations and award a prize
As you listen please mark up the rubric

15. Awards and congratulations ceremony

16. Reflection
When I go back to work I will…….

17. Thank you
Questions? Comments?