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What we thought-what they said

What we thought-what they said. Working towards greater employability and employment on a Humanities programme. What we knew 2013. We knew what our students did.(DLHE, What Do Graduates Do?)

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What we thought-what they said

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  1. What we thought-what they said Working towards greater employability and employment on a Humanities programme.

  2. What we knew 2013 • We knew what our students did.(DLHE, What Do Graduates Do?) • We knew they wanted more personal development and specifically better employment prospects – NSS, student reps. • We knew they were dissatisfied with Graduate Skills modules through MFQs • We knew they didn’t’ make use of Careers offering.

  3. How we developed. • Research into employability. • Contact between staff and students • Contact with CEE.

  4. What we learnt to start with… • Students wanted more development but in their own time and not to spend much time on it. • Student reps often represented themselves. • Academics thought employability skills—reflection, analysis, writing important. But students didn’t want assignments. • Solution: A wide variety of offerings: from psychometric profiling and employability workshops to CV and teaching sessions, careers conference and placement. But assessments included.

  5. Students did not connect with senior speakers. Did connect with UH alumni. Level 5s did not know what they wanted to do. By level 6, teaching most popular; publishing/communications second. Management left them cold. Felt disconnect between degree and employability skills; treated as separate. Insufficient strategising / reflecting on future careers. Low engagement with Careers Service. What we learnt part two

  6. How we built on this in 2015-16 How: • New ‘morale boosting’ look to StudyNet pages. • One new assignment/year • One specialised workshop per year. • Sequence and timing of activities reviewed. Aims: • Promoting self-reflection. • Translating self- reflection into action. • Promoting engagement with Careers Service. • High impact / low effort.

  7. How we built on this in 2015-16 Level 5 assignments • Self-Reflective Quiz • Careers Conference. • Careers Activity. Level 6 assignments • Careers Conference. • Careers Activity. • Self-Reflective Linked-In. Aims: • Promoting self-reflection. • Translating self- reflection into action. • Promoting engagement with Careers Service. • High impact / low effort.

  8. Results we know to date... • Waiting for SFQs. • Increased engagement with Careers Service. • 100 students signed up for Work Shadowing at Careers Conference. • Informal feedback at Careers Conference and through L5 Quiz and L6 LinkedIn assignments.

  9. Who was that? Sharon Maxwell Magnus: • Former Employability Tutor for the Humanities. • Placements Tutor for the Humanities. • ProgrammeTutor for Humanities. • Principal Lecturer in Journalism. Chon Tejedor: • Employability Tutor for the Humanities. • Senior Lecturer in Philosophy.

  10. References • Martin,P. and Gawthrope, J. (2004).The Study of English and the Careers of its Graduates in Knight, P. Yorke M. (2004) Learning, Curriculum and Employability in Higher Education, London: Routledge pp69-84 • Purcell, K. Elias, P. Davies, R. Wilton, N. (2005). ‘The Class of ‘99: A study of the early labour market experiences of recent graduates’ DFES report 691, University of Warwick, University of the West of England [Online]. http://www2.warwick.ac.uk/fac/soc/ier/news/classof99fullreport.pdf • Purcell, K. , Hogarth, T. and Pitcher, J.(2009) Second Futuretrack Survey of 2006 applicants for UK Higher Education • What do Graduates Do? (2015) ?London: HECSU. http://www.hecsu.ac.uk/assets/assets/documents/wdgd_2015.pdf • Yorke, M. (2006) ‘Employability in Higher Education—what it is, what it is not.’The Higher Education Academy and Enhancing Student Employability Co-ordination Team [Online] Available at: http://www.heacademy.ac.uk/resources/detail/employability/employability336

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