1. Careers Centre Widening Participation: Glass half full or glass half empty? Susan Hawksworth : Senior Careers Consultant The policy development dimension IAEVG Conference Jyväskylä Finland 2009

2. Careers Centre Focus of today’s presentation  What drives the Widening Participation Agenda  The University’s response to Widening Participation  Supportive provision from the Careers Centre  An embedded Career Planning Module  Evaluation of this intervention  Conclusion  Questions/Discussion

3. Careers Centre  Dearing Report 1997  UK student numbers had doubled in previous 20 years  No expansion of University Careers Services to support this increase  Concern about no increase in graduate jobs to match the increasing numbers of graduates.

4. Careers Centre  HEFCE established “Action on Access” 2000  Remit: to deliver the Government’s target of 50% of UK population enter HE by 2010  Established regional projects to stimulate demand for HE amongst less advantaged young people  Provided view of strategic issues relating to Higher Education Institutions  Identify and promote good practice

5. Careers Centre  Leitch Report “Prosperity for all in a Global Economy: World Class Skills 2006  Noted some progress in expansion in HE – 25% of adults with degree  Only just above Organisation for Economic Co-operation and Development’s (OECD) average  Canada and USA 40% of adults have degrees  India and China produce 4 million graduates a year  UK will find it harder to compete economically unless we develop a higher skills base

6. Careers Centre  Sustained Widening Participation (WP) agenda has grown out of awareness that:  Students need to be better prepared to compete for graduate jobs at a lower ratio of graduate to job.  Those least likely to benefit from HE are the lowest socio-economic groups who contribute least to the economy  Unless the UK produces more graduates we will face a harsh economic future

7. Careers Centre Widening Participation at Leeds  Target secondary schools that don’t have a history of transition to HE  Make lower entry offers to students who succeed in a climate which does not foster academic attainment  Provide bursaries and grants to encourage those from low socio-economic groups to cope with the cost of attending university (£3000 E4402)  Rise of 4% to 19.8% 2006  Benchmark target of 25%

8. Careers Centre Do these initiatives work?  Annual drop-out census shows grants aid retention  2.5 drop-out from WP Scholars in level 1  8% drop out level across entire cohort  Why?  Scholar-Peer Befriending Scheme –”Buddy” system  Scholars Information Network  Mentors keep in weekly contact with Scholars  Additional support available through Skills Centre

9. Careers Centre Barriers to Transition to Graduate Jobs  Lower A level points accepted by Admissions Tutors not acceptable to some key recruiters  Living at home whilst studying restricts geographical and social mobility  Lack of confidence/perceived elitism of some University societies may lead to fewer extra-curricular activities – and a thin CV.

10. Careers Centre Carers Centre Support  Considered “From Backpack to Briefcase”  Impact Project /http://www.careers.brad.ac.uk/impact//  Part of HEFCE Aimhigher initiative  Individual support and guidance for less advantaged  Workshops on key competencies  Assistance in getting Internships and special Placement Schemes  Mentoring Scheme

11. Careers Centre Embedding Career Planning Modules in the Curriculum  Why?  “What works? Careers Staff working with academics with shared goals and both sides listening to what students want. Academics understanding what Careers Advisers do and displaying a positive attitude to their work. Careers Advisers drip-feeding information to academics and involving them in classroom session.workshops”  Prof. Pauline Kneale, Dean for Learning & Teaching,  University of Leeds.

12. Careers Centre Course structure  Team Working  Skills Development  CV’s, Applications and Interviews – J2 Co  Peer-assessed interview  Mock Interview – conducted by Careers Centre staff, employers and academics.  External speakers  Skills Challenge

13. Careers Centre Skills Challenge  The Process:  Research an organisation.  Identify what they are looking for in graduates.  Best if the role is not discipline based

14. Careers Centre Skills Challenge  The task:  Identify how you, as an “Environment” student can evidence that you have those skills  Draw upon your discipline and other experiences, e.g. work.

15. Careers Centre Skills Challenge  Defend their analysis to academics, employers and Careers Centre  Presenting “on their feet”  “Why should I appoint you as an Environment student rather than a Physics student?

16. Careers Centre Learning outcomes  Acquisition of knowledge in the use of observation exercises in career assessment  Experience of completion of aptitude and psychometric tests  Experience in completing graduate CV’s and application forms  Practice in performing effectively at graduate job interviews  Acquisition of knowledge about a range of careers  Understanding of the specific and generic skills graduate recruiters expect from environmentalists  Understanding of place of undergraduate studies in lifelong learning

17. Careers Centre J2co: The Organisation  A “virtual” company, with a dedicated website.  International oil and petrochemicals giant  Environmental and non-environmental graduate opportunities  Charitable foundation  Ethical concerns, linked to news releases  On-line application form  Interview for position student has chosen

18. Careers Centre The J2co website  Let’s explore the pages together!  Careerweb.leeds.ac.uk/J2co Careerweb.leeds.ac.uk/J2co

19. Careers Centre What Employers Want! Effective Communication Team Work Ability to solve problems Self skills Flexibility and adaptability Analytical Skills Decision making skills Independent judgement Logical argument Numeracy Enquiry and research skills Imagination and creativity Use of IT Relate to wider context Specialist Subject Knowledge

20. Careers Centre J2Co Assessment  Non-Verbal Communication  Mock interview  Evidence of Research  Use of Examples to support argument  Ability to Self-Evaluate your performance  Ability to “think on feet”

21. Careers Centre J2Co Assessment : de-brief  To critically review your application.  Review your application form – changes –why?  Highlight good aspects and explain why?  Respond to the points made by your interviewers on your application appraisal sheet.  Critically review both of your interview performances. Which questions did you think you answered well? Why  Which questions did you find difficult? Why?  Include feedback, both positive and negative, from your interviewers.  How do you think you could be better prepared for a “genuine” interview.

22. Careers Centre Issues  Multi-tasking for the interviewers: highly people intensive  Time required from academic staff and employers  Resourcing: require extensive dedicated interview space  Rigour: How to secure objective and consistent assessment from diverse assessors? Moderation vital.

23. Careers Centre Outcomes  Student feedback shows awareness of the benefits of the learning experience  Generates preparedness and confidence to approach the recruitment process positively  We do not know whether or not the module increases the employment rate of Leeds environmentalists because of the methodology prescribed by the British government for the collection of graduate destination statistics.  We continue to deliver the module in the belief that is supplies the tool-kit for engagement when the graduate is ready to enter the marketplace.

24. Careers Centre Spin out the model to support less advantaged?  Requires qualitative research to see if low-socio economic background impacts on progression compared to peers.  Discussing collaborative project with Access & Community Engagement Unit to use DLHE returns to do this, + a longitudinal survey.  Results will indicate if there’s a case for this.

25. Careers Centre Issues  Social Engineering” – or impartial support?  Sensitive area – requires sensitive marketing  Must be self-referral, cannot exclude “standard” students.  The “patronising” trap needs careful consideration  Should involve Alumni as role model  Collaboration between stakeholders vital

26. Careers Centre Over to you……

27. Careers Centre Assessment Breakdown  10 credits (120 credits in each academic year)  Written critique reflecting on the J2co Case Study, to include reflection on both application and interview performance, 1500 words: 30%  Performance at interview, peer and examiner assessed: 30%  Skills Competition: 40%

28. Careers Centre Skills Challenge  Ability to articulate the attributes of Environmental Studies graduates.  Submission of a wide range of evidence drawn from learning experiences  Ability to demonstrate a good understanding of the requirements of the organisation/company into the 21st Century.  Ability to demonstrate a high level of creative communication to attract and hold the attention of the assessors, both visually and orally.  Ability of individuals to justify the claims by personal illustration as well as group evidence.

29. Careers Centre Simulated and Monitored Recruitment Site  J2co  http://careerweb.leeds.ac.uk/j2co http://careerweb.leeds.ac.uk/j2co  Integrated approach  Discipline- relevant element  Career/Company Research  Application simulation  Interview simulation  Assessed reflective critique