1. Conference name, location
Mission almost impossible: How can we embed employability capabilities?
Add presenters
Conference name, location
Date 1

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 2

3. Learning outcomes
Assess the range, standard, scope and importance of a range of employability capabilities.
Develop plans for embedding a difficult to teach capability in a session, course or programme.
Evaluate pedagogical practices for embedding employability capabilities into the curriculum
Reflect on your own courses in terms of employability capability development. 3

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). 4

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

6. Activity 1 – What employability capabilities do students need?
Feedback 6

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

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 8

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!
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

10. Activity 2 Con. Revert to being expert academics and sort your 6 by how easy they are to learn and teach
Easy
Difficult
Quite impossible 10

11. Feedback on your top two capabilities
Why they are important and why they are difficult to learn and teach?
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

12. Preparing to build capabilities Building transferable capabilities
A pedagogical framework for developing employability capabilities
Why is it that we are preparing to build capabilities when we are “enthusing” – I’m not sure I understand the grey rings and their link to the coloured rings
Also, we have this in a ring but should this be a linear framework – if so can do it tonight
Students see the learning is:
Relevant to them
Important
Achievable
Students engage in:
Big picture thinking
Foundational concepts
Planning and preparing
Preparing to build capabilities
ENTHUSE
Building transferable capabilities
EXPLORE
ENTHUSE
EXPLORE
EXHIBIT
EXTEND
EXHIBIT
EXTEND
Students engage in:
Real and relevant tasks
Using multiple capabilities
Students engage in:
Practicing varied applications
Reflecting
Responding to feedback 12

13. Break 13

14. Activity 3 - Design Challenges
Select your ‘impossible’ to develop capability
Read through your scenario
Use the template – 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

15. Share your 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

16. Awards and congratulations ceremony16

17. Reflection
When I go back to work I will… 17

18. Thank you
Questions?
Comments? 18