1. ‘A CRITICAL ANALYSIS OF THIRD SECTOR ENGAGEMENT WITHIN THE FACULTY OF BUSINESS, ENVIRONMENT AND SOCIETY’S BUSINESS SCHOOL: THE IMPACT ON POSTGRADUATE EMPLOYABILITY’ RESEARCHER: KEVIN COYNE SUPERVISOR: TINA BASS

2. ME  10 years professional work experience  3 years Postgraduate Employment Tutor (CUBS/Professional Services)  MA Management (WBL)  Lecturer in Applied Community & Social Studies

3. EARLY EMPIRICAL Strategic focus on blue chip/corporate companies SME’s/charities have limited access to postgraduates Limited evidence of students undertaking experience in third sector Strong case study models observed Evident skills gap in third sector Little/no third sector engagement in CUBS No literature reflecting CUBS commitment to third sector No modules specifically pertaining to third sector

4. LITERATURE Prosperity for all in the Global Economy: World Class Skills (2006) Plan for Growth 2011 No Stone Unturned: In Pursuit of Growth (2012) Making internships Work for Scotland’s students and third sector organisations (2012)

5. The Wilson Review (2012) Civil Society Almanac 2012/2013 Case Studies: Kaleidoscope Career Fair (Manchester University), Third Sector Internships Scotland, Charity Works (UK)… Clore Social Leadership Programme (2008-Present) Employability Literature

6. THREE STAKEHOLDERS: Postgraduate Students (CUBS) Coventry University Third Sector Organisations (Coventry/Warwickshire)

7. RESEARCH AIM Internal Consciousness raising/Agenda setting Policy Change Strategic Change Student Experience External Third Sector Capacity Building Consciousness raising/Agenda setting

8. RESEARCH OBJECTIVES To identify current levels of engagement between Coventry University Business School and local third sector organisations. To identify skills gaps/gaps in human capital in local third sector organisations. To identify student perceptions of careers within the third sector. To identify and evaluate examples of good practice engagement between HE and third sector within the UK. To produce strategic level recommendations to Coventry University Business School/Senior Management.

9. RESEARCH DESIGN  Humanistic  Inductive  Qualitative  Applied/ Interpretive  Phenomenological  Exploratory/ Predictive

10. RESEARCH METHODS  Online Survey  Semi Structured Interviews  Secondary Data

11. TO IDENTIFY CURRENT LEVELS OF ENGAGEMENT BETWEEN COVENTRY UNIVERSITY BUSINESS SCHOOL AND LOCAL THIRD SECTOR ORGANISATIONS. 86% of local third sector respondents stated no relationship existed. 88% of the third sector sample felt that work based learning initiatives within the sector would be beneficial to both postgraduate students and organisations. When the student sample were asked of a benefit of third sector internships to the organisation 67% agreed

12. TO IDENTIFY SKILLS GAPS/GAPS IN HUMAN CAPITAL IN LOCAL THIRD SECTOR ORGANISATIONS. Organisation responses offered a range of between 1% and 5% of staff having postgraduate qualifications. 75% of third sector organisations confirmed skills deficits within their organisation. 50% claimed difficulty in delivering existing services and 25% felt unable to develop and grow in line with change. 50% agreed that there was potential value in recruiting postgraduates, the remaining 50% saw it as a possibility 88% of the student sample felt they could contribute to skills development and growth in the sector (Sector Skills Strategy)

13. TO IDENTIFY STUDENT PERCEPTIONS OF CAREERS WITHIN THE THIRD SECTOR. 51% of students did not understand the term ‘Third Sector’ 37% of the sample had considered a career in the third sector previously, however when asked if they would still consider it following their studies, this figured dropped to 30% views ranged. Some enjoyed volunteering as a spare time pursuit but not as a career, some felt the values of the sector varied too much from their own and it’s good for experience and internships but not for long term career goals. When career consideration was cross referenced against their voluntary experience, of the 41% who had not volunteered, only 9% had actively considered the sector as a career choice, whereas, of the 59% that had volunteered, 62% had considered the sector as a career.

14. TO IDENTIFY AND EVALUATE EXAMPLES OF GOOD PRACTICE ENGAGEMENT BETWEEN HE AND THIRD SECTOR WITHIN THE UK. 43% of the third sector sample stated no engagement with Coventry University. 57% suggested mixed reasons for their partnerships, including utilising specific student vocational skills such as fundraising and youth work from the faculty of Health and Life Science and work with the Geography Society in the Students Union. 100% stated no engagement with Coventry University Business School

15. TO PRODUCE STRATEGIC LEVEL RECOMMENDATIONS TO COVENTRY UNIVERSITY BUSINESS SCHOOL/SENIOR MANAGEMENT 83% of the student sample agreed positively to a strategic relationship between Coventry University Business School and the third sector 100% of the third sector sample, agreed that a strategic relationship between Coventry University Business School and the sector would be beneficial (with a caveat identified; that students need to have a greater understanding of the sector and the organisation)

16. RECOMMENDATIONS Employer Engagement Policy Sector Based Qualifications Sector Based Modules Third Sector Internship Module Third Sector Employer Events Knowledge Transfer

17. CONCLUSION With consideration for the economic landscape, my primary and secondary research, the exploitation of postgraduate student internships appears a viable and valuable route to take in the local third sector. A strategic working relationships between higher education and the third sector through collaboration to drive forward with government policy relating to growth would act as a catalyst for local change. A work based learning approach through collaboration would allow for appropriate postgraduate skills acquisition and a flow of talent into the sector; implemented at a local level for local impact; signalling consideration for the diverse nature of the sector, its capacity, financial situation and ethical constraints.