Developing the Global Graduate

1. Developing the Global Graduate Chris Lyne Subject Group Leader - Languages, SBS Rachel Bower Placement Officer - France ULS Academic Coordinator

2. Developing the global graduate: Outline: • the importance of a 'global graduate' • the characteristics of a global graduate • benefits of a placement abroad • challenges of the global jobs market • the H.E. context • opportunities at SHU

3. The need for graduates with language and cross-cultural skills • "Language skills are a valuable commodity in an increasingly globalised workplace. Employers place a premium on staff who can communicate at least conversationally in a foreign language – particularly where this is coupled with an understanding of the culture of overseas business environments. This linguistic proficiency helps firms consolidate their relationship with existing overseas trade partners and develop contacts in new markets." The Confederation of British Industry's education and skills survey 2009 http://www.cbi.org.uk/pdf/20090406-cbi-education-and-skills-survey-2009.pdf

4. Why 'global' graduate? • "‘Global graduates’ can be a key driver for achieving business success.... Through their attitudes, skills and knowledge, global graduates can tackle the myriad of challenges and opportunities (of) globalisation...., in a way that graduates with a narrower national focus simply cannot." (CFE Research and Consulting, 2010)

5. What distinguishes a global graduate? The four most important global competencies as defined by the Association of Graduate Recruiters & the Council for Industry & Higher Education (2010) are: • an ability to work collaboratively with teams .. from a range of backgrounds and countries • excellent communication skills (both speaking and listening) • a high degree of adaptability, drive and resilience • an ability to embrace multiple perspectives and challenge thinking.

6. An edge in the jobs market Centre of Applied Positive Psychology (Capp) survey 2012: • graduates "aren't always willing to take risks and can struggle to recover from setbacks". • weaknesses highlighted by the survey included: resilience; time optimisation; showing courage at overcoming their fears; taking risks; and making themselves the centre of attention.

7. What do employers value? • 'the candidates who end up with job offers also demonstrate determination and resilience, and are able to work hard and thrive in difficult situations......able to cope if they are sent half way across the world to work on a client project.' • graduates should 'build resilience and get out of their comfort zones.' Stephen Isherwood, head of graduate recruitment at Ernst & Young, (international consultancy), Personnel Today, 2012

8. Developing these competencies • A placement abroad is an opportunity to develop the key competencies and become an enterprising graduate with a global mindset • Opportunities in multinationals and SMEs

9. Developing entrepreneurial and intrapreneurial skills • developing the entrepreneurial mindset -placement opportunities in start-ups & SMEs • be an intrapreneur in an SME

10. Two recent graduates: • "Having that experience abroad makes a massive difference and puts you above graduates from other universities" • Jenna Nunns, EU 15 Marketing Manager for FennerDrives • "Highlight your international experience on placement. It proves you are culturally aware, that you have the ability to get on with people and that you're globally aware". • Megan Poundall, business manager for Euromoney Institutional Investor.

11. The H.E. context • 370,000 foreign students come to the UK every year • 33,000 UK students study abroad • Why the imbalance? "Financial, linguistic and recognition-related barriers combine to deter students in this country from gaining valuable international experience, with worrying implications for the cultural understanding and long-term employability of our graduates" (Professor Colin Riordan, Chair of the HEFCE Joint Steering Group on Outward Student Mobility)

12. Removing the barriers to study and work abroad • Financial: • sustainable funding: currently Erasmus funding. No (or capped) tuition fees for year abroad. Student loans available. Possibility of supplementary HEFCE funding from 13/14. • Linguistic • greater emphasis on language learning: both prior to and during H.E. experience. Initiatives at SHU. • Recognition of experience • flexibility in the curriculum: experiences abroad accredited and recognised, e.g. 'global graduate award'.

13. Opportunities at SHU: placements • Languages degree programme: a compulsory one semester study placement and one year work placement abroad • Other programme areas offer opportunities to work abroad • High level of support is required to support students

14. Examples of placement companies for language degree students • France: • Orange-France Telecom, Alcatel-Lucent, Hotusa Hotels, Toluna SAS • Spain: • TUI, Iberia, NH Hotels, Europcar, Bosch • Germany: • Siemens, Bosch • Not all these companies require multi-lingual placement students.

15. Opportunities at SHU: learn a language • ULS: • French, German, Spanish, Italian, Japanese, Chinese & Portuguese • Beginners to advanced • course elective or additional module

16. Conclusion • global workplace • global mindset • implications for course design • commitment from external bodies but also from staff • sharing expertise

17. References CBI, (2102), Employability Skills, [online], last accessed 15/04/12 at http://www.cbi.org.uk/business-issues/education-and-skills/in-focus/employability Centre of Applied Positive Psychology, (2012), Strengths based graduate recruitment, [online], last accessed 15/04/12 at http://www.cappeu.com/Advisory/Assess/AssessmentSolutions/GraduateRecruitment.aspx Council for Industry and Higher Education, (2012), Employability: university education isn't just about developing skills, [online], last accessed 15/04/12 at http://www.guardian.co.uk/higher-education-network/blog/2012/apr/04/employability-university-education-developing-skills Council for Industry and Higher Education, (2012), Employability: university education isn't just about developing skills, [online], last accessed 14/6/12 at www.cihe.co.uk/global-graduates-into-global-leaders/ International Unit, (2012) National Mobility Strategy. [online], last accessed 9/7/2012 at: http://www.international.ac.uk/policy/policy-positions-and-statements/mobility.aspx Personnel Today, (2012), Graduate attitude 'more important than degree', says survey, [online], last accessed 15/02/12 at http://www.personneltoday.com/articles/2012/02/11/58339/graduate-attitude-more-important-than-degree-says-survey.html QAA, (2012),Enterprise and entrepreneurship education Guidance for UK higher education providers, [online], last accessed 15/02/12 at http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/EE_Draft_Guidance.pdf

18. References The European Commission, (2006), The Oslo Agenda for Entrepreneurship Education in Europe, [online], last accessed 15/04/12 at http://ec.europa.eu/enterprise/policies/sme/files/support_measures/training_education/doc/oslo_agenda_final_en.pdf The Guardian, (2012), Employability: university education isn't just about developing skills, [online], last accessed 15/04/12 at http://www.guardian.co.uk/higher-education-network/blog/2012/apr/04/employability-university-education-developing-skills UK Government Department for Business, Innovation & Skills, (2011), Students at the heart of the system, [online], last accessed 15/04/12 at http://c561635.r35.cf2.rackcdn.com/11-944-WP-students-at-heart.pdf World Economic Forum, (2009) Educating the Next Wave of Entrepreneurs: Unlocking entrepreneurial capabilities to meet the global challenges of the 21st Century, Report of the Global Education Initiative, Switzerland, [online]' last accessed 15/04/12 at https://members.weforum.org/pdf/GEI/2009/EE_ExecutiveSummary.pdf