Work Based Learning Case Study : The Importance of Embedding Employability Dr Gillian Armstrong Ulster Business Sch

2. Work Based Learning Case Study : The Importance of Embedding Employability Dr Gillian Armstrong Ulster Business School University of Ulster

3. Summary The case highlights how the Ulster Business Schoolincorporates the development of employability skills as an integral part of the preparation for, monitoring and assessment of work based learning; and the impact of work based learning for partners involved.

4. Rationale for Work Based Learning • Powerful tool on developing employability skills. • Provides optimum level of connectivity with the world of work. • Ensure that graduates have the ability, motivation and adaptability to fit the increasingly competitive jobs market. • Ensure “graduates who are ready to hit the ground running”.

5. The University Context... • The development and promotion of employability (and regional engagement) in the University of Ulster is central to the Institutions' Vision and Strategy: • “The University of Ulster is recognised locally and nationally for its high quality professional and vocational education. Learning through work is a powerful tool for widening participation and employer engagement and addressing the regional and national governments’ agendas to improve skills and productivity in economically relevant subjects, in particular stem skills, and to maximise innovation, enterprise and creativity.” • Professor McAlister, PVC, 2010.    

6. The University Context • 45% of Ulster’s full-time undergraduate students are enrolled on programmes of study which include a year out, which is generally paid, compared to 8% for the UK as a whole. • 60% of students on Business and Management programmes currently spend the third year on a 1 year work placement. • The Ulster Business School has maintained 300 – 400 students on paid placements over the past 3 years, with 20-25% being with international employers.

7. Year 2 Year 3 Year 4

8. The Assessment Strategy • Academic Evaluation 20% • Industrial Evaluation 20% • Student Written Work : Project 40% : Personal / Professional Dev Portfolio 20% (Need 40% to proceed to final year and 50% to gain Diploma in Industrial Studies / DIS)

9. PDP can Optimise Opportunities Will help you: • Understand your vocational profile (knowledge, skills, motivation, personality and competence) • Can I do the job? • Will I do the job? • Will I fit into the team / organisation? • Establish your placement objectives • Personal and professional objectives

10. Skills Auditing • The WBL process involves the assessment of employability skills throughout the process: • The PDSystem provides a direct means of recording this skill auditing and attaching evidence. • Skills auditing is a very effective form of reflection that highlights the value of WBL. Reinforces the skills learnt and improved and the evidence that justifies these.

11. Skills Audit

12. CV Creation • Reflective process - Often sets the scene for assessment of an individual’s present state and where they need to move to. • Encourages students to reflect on their achievements, motivations and long-term goals. • CV Builder within PDSystem helps enhance this skill of developing a good CV and can be stored for ongoing enhancement..

13. The Results - Is it worth it? • A statistical analysis of data on students who complete vs. do not complete placement on the largest programme (BSc Hons Business Studies) in 2008 reveals: • Higher degree mark for those that complete placement • The difference is statistically significant and on average represents a difference in degree classification • No statistically significant difference in the total tariff points on entry between student groups (Green, 2009)

14. The Results - Is it worth it? • “Employers gain an intelligent and motivated member of staff, an injection of new and fresh ideas. For the university, we see mature and reflective students who have greatly enhanced their prospects of employment - often returning to their placement employer after graduation“ (Chair of University Sub-Committee on Work Based Learning, Millar, 2010).

15. Challenges • Graduate numbers are expanding faster than the market for traditional graduate jobs. Only 20% of graduates go into the major blue-chip companies, whilst high quality work based learning opportunities are decreasing (AGR, 2009). • Opportunities within the SME sector are becoming important, though this sector needs additional support in professionalising student supervision. • An increase in part-time working and student fees has decreased student motivation for a full-time one-year placement.

16. Destinations Data – 6 months after Graduation (2008 / 09) • BSc Business Studies / With DIS • 41% / 52% FT Paid employment • 26% / 18% PT Paid employment • 2% / 0 Voluntary • 14% / 16% Work and Study • 9% / 8% Further Study • 2% / 4% Unemployed • 5% / 2% Not Available • 2% / 0 Other

17. Student/ Employer Perspectives • http://appollo.ulster.ac.uk/index-2.html http://appollo.ulster.ac.uk/videos/Employers%20Day/Clip%2010-Employers%20Day-5.1.wmv http://appollo.ulster.ac.uk/videos/Employers%20Day/Clip%2014-Employers%20Day-8.3.wmv http://appollo.ulster.ac.uk/Edited%20Videos/retail/Moy%20Park3.wmv

18. For More Information: Contact Dr Gillian Armstrong, Ulster Business School: ga.armstrong@ulster.ac.uk Tel: 028 90366472