1. The National / HEA Perspective Val Butcher - Senior Adviser HEA The University Perspective Nick Nunnington - Sheffield Hallam University The Student Perspective Dan Gazzard - Sheffield Hallam Alumni The Employers Perspective Simon Woodhams - HR Director EMEA, CBRE The National / HEA Perspective Val Butcher - Senior Adviser HEA The University Perspective Nick Nunnington - Sheffield Hallam University The Student Perspective Dan Gazzard - Sheffield Hallam Alumni The Employers Perspective Simon Woodhams - HR Director EMEA, CBRE Employability Perspectives

2. n Knowledge v Skills in a rapidly changing knowledge society. n The changing role and processes of higher education. n The role and relevance of professional bodies. n Generalists v Specialists – when do we start to specialise ? – and what is the role of professional accreditation and assessment have in this process. n Transitions from School to University to Employment – where is the integration ? n How can stakeholders work together ? n Real Estate Professionals operate in an ever more MULTIDISCIPLINARY and GLOBAL working environment – is this replicated in real estate education ? Challenges

4. The University Perspective

5. Background n n Long tradition of professional and vocational education n n 2002 Employability Working Party (instigated by Head of Careers) defined employability, recommended Framework. n n 2003 LTI re-focus on employability; added impetus from bidding process for Centres for Excellence in Teaching and Learning n n Employability Framework developed 2003/4 n n Approved by Academic Board March 2004

6. Antecedents for the Framework n n SHU policy tends to be based on practice n n Has good practice for elements of employability eg work experience, Key Skills, PDP (and policies based on practice) n n An infrastructure supporting elements of employability eg Careers Service, Enterprise Centre, LTI, Registry n n Framework pulls together existing policy and practice, making some elements more explicit.

7. Underpinning n n ‘ Employment’ refers to range of potential work activities: paid/self employment; creative/artistic work; work in/for the community; family/domestic responsibilities; other lifestyles. n n Courses need to 'transform' students so they have attributes needed for employment; employers want employees who can transform their organisations n n Students need to transfer use of attributes to employment: research indicates transfer is not automatic.

8. Definition of employability. n Enabling students to acquire the knowledge, personal and professional skills and encouraging the attitudes that will support their future development and employment.

9. Principles n n The SHU Employability Framework: n n represents a holistic view of what enhances employability n n is underpinned by research and theory. n n Underpins our Employability CETL

10. Operational Overview

11. Employability Framework Essential Features n n Development of intellectual, subject and Key Skills n n Progressive development of autonomy n n Including activities similar to those to be found externally n n Reflection on use of skills and knowledge between contexts n n Personal Development Planning (reflection on performance; action planning) n n Career management skills (self awareness; opportunity awareness; decision making; transition) n n Learning from work

12. Employability Framework Additional Features n n Professional skills/competences etc n n Enterprise

13. Centre for Excellence in Teaching and Learning Embedding, enhancing and Integrating employability n n Based on 4 courses that fully embed and integrate all Framework features (BSc B&T, BAECS, BALIB, MScPAM) n n Begins September 05, funding for 5 years n n Vision – to bring our employability framework alive n n To support projects which embed, enhance and integrate employability across the University. n n Starts today ! – through links with CEBE

14. The Course Perspective MSc. Property Appraisal & Management Integrating the Framework The Course Perspective MSc. Property Appraisal & Management Integrating the Framework

15. employability NameEmployerLocation Noor Lida BAHARMalaysian Public ServiceKuala Lumpur David COUNSELLWeatherall, Green & SmithLeeds Andrew COWELLBruntwoodManchester Edward FITCHJones Lang LaSalleLondon Daniel GAZZARDCushman & Wakefield Healey & BakerLondon Thomas GLYNNColliers CRELeeds Helen HOLMESGVA GrimleysLeeds Sarah HOOPERSmiths Chartered SurveyorsBarnsley Simon JAMESStrutt & ParkerSalisbury Robert KAYELambert Smith HamptonLeeds James LOCKWOODDTZManchester Simon LOWEDTZManchester James MORRISFraser CRELondon Ross NEEDHAMCushman & Wakefield Healey & BakerLondon Elvis NYANZUReturned to AfricaTo be confirmed Emily PANGRH InternationalLondon Katie RAEKnight FrankSheffield Richard WHITEDonaldsonsManchester Eleanor WRIGHTDTZLeeds Vacar ZEBWeatherallsManchester Destinations 2003-4

16. Property Appraisal & Management Integrating the Framework AgendaIntroduction – reasons for success n FULL integration of the framework – not a bolt on n STRONG student, tutor AND administrator relationships. n Very strong links with employers n INTEGRATED support from course team and central services – especially careers service n Innovative Teaching Learning and Assessment package n Employers value our students "hitting the deck running faster". n Course mirrors professional reality – e.g “act local - think global” – Shanghai Field Project

17. Property Appraisal & Management Integrating the Framework Agenda n Block Week projects drive autonomy. n self selection n Reflective professional commentary –links to PDP and action planning n ownership of resources – e.g. lap tops, base room n Flexibility n n Use of projects such as the ACBEE recognised European Challenge Progressive development of autonomy.

18. Student Autonomy Evidenced by statistical analysis of Blackboard usage Property Appraisal & Management Integrating the Framework Agenda Progressive development of autonomy

19. An astonishing 4231 interactions using Discussion Boards, Virtual Classrooms and e-mail for a group of 6 students represents an unprecedented level of communication averaging at 59 interactions per student per week. Property Appraisal & Management Integrating the Framework Agenda Progressive development of autonomy

20. Property Appraisal & Management Integrating the Framework Agenda n Team Skills – Induction n Key Skills driven by Block Weeks – each week targeting a specific skill, reflection and action planning. n Innovation - e.g. Video Feedback of complex Negotiations. n Self Reliance and Global "big picture" outlook – e.g. in International Block Week thrown into a highly complex project in an “alien” environment. Skills development

22. Property Appraisal & Management Integrating the Framework AgendaPersonal Development Planning (PDP).

23. Property Appraisal & Management Integrating the Framework Agenda n The first assessed activity the students do is an in-depth analysis of what is driving the profession and how firms are responding in small groups they look at the top 12 firms and share the information – providing an invaluable employability resource. Inclusion of activities reflecting external environments.

25. Property Appraisal & Management Integrating the Framework AgendaReflection on the use of knowledge and skills between contexts.

26. Property Appraisal & Management Integrating the Framework Agenda n Extensive CV advice n Employment Workshops n Integration and partnership with Careers Service n Mock Interviews – McMaster sessions n Networking with Alumni The development of career management skills.

27. Property Appraisal & Management Integrating the Framework Agenda n Block Weeks mirror reality n Professionals engage in design, briefing and assessment. n Real sites, real data Engagement with learning from work (LfW).

28. Property Appraisal & Management Integrating the Framework Agenda n The Estate Management Block Week – frantic, fun and "a way to make sure I will never forget the realities of estate management" n Assessment by professional outcomes – being sued = a fail. Preparation for professions.

29. Property Appraisal & Management Integrating the Framework Agenda n To promote multi-tasking and increasing complexity of practice requires a deep understanding of learner needs. At an early point on PAM Darkins (student, 2003) wrote to her tutor: Thought you might find this (press cutting) interesting in light of our first development block week project – very similar to our proposal I seem to remember so you must have taught us well! Did you forward them to Sheffield First? Engagement with enterprise.

30. Property Appraisal & Management Integrating the Framework Agenda Capability is a necessary part of specialist expertise, not separate from it. Capable people not only know about their specialisms, they also have the confidence to specialisms, they also have the confidence to apply their knowledge and skills within varied apply their knowledge and skills within varied and changing situations and to continue to and changing situations and to continue to develop their specialist knowledge and skills. develop their specialist knowledge and skills. Stephenson J (1988) Application of the Framework is about developing capable people

31. n Celebrating Success and Self Reinforcement n The proposed CETL Alumni Project