PYES: Empowering Students for Self-Employment - A Case Study

1. Placement Year Enterprise Scheme: a case study: ‘employability is the last thing my module is about’. Hilary Cunliffe-Charlesworth LTA Lead for MAC Yen-My Phung BA Games Faculty of ACES

2. PYES: the student experience The majority of had self-employed family or friends Students saved money before starting PYES PYES was valued because: • enabled them to take forward a SHU project • had professional feedback on their product pre launch • they gained deep insight into the industry

3. PYES:Games students experience They heard about the scheme from a module leader They chose PYES as few placements exist in the industry The group centred on a core group who worked together on one module • The group recruited a programmer by observation • They built on the group members existing knowledge and skills of self-employment

4. PYES: the student experience The Enterprise Centre offered general support • Their need for specialist support was recognised and provided • The Hatchery provided peer contact and support • Used opportunities for free advice (accountants and legal professionals) • Obtained free advice at shows from developers and consumers

5. PYES: the student experience No regular salary for each student – the project was funded • Non PYES employment took them away from focus of project but provided an income as individuals • They didn’t see any funding until their product was developed • It took longer than expected to develop their product • The experience led to change of expectations about company structure

6. PYES: the student experience Outcomes • Professional knowledge and evidence for CVs • Greater independence and team working skills • Increased business and personal skills • networking, events management, PR, negotiating, knowledge of IP, Stronger time management and planning skills, evidence of Professional knowledge for their cv’s The number of PYES applicants has increased 2018

7. PYES: ways in which learning and teaching needs to integrate notions of self-employment SHU Graduate attributes Confidence- The ability to demonstrate confidence in their abilities, clearly understand and articulate their strengths and values Creativity - The ability to offer additional options and perspective to a challenge. You are motivated by challenge and demonstrate critical thinking to overcome indecisiveness. Resilience- The ability to recover quickly from knock backs, and maintain focus under pressure and changing circumstances Plus 3 for your course “We have a clear vision to be the world's leading applied university - creating knowledge, innovations and solutions that impact on people's lives, and being a beacon for what a university can do for and with its community.”

8. PYES: ways in which learning and teaching needs to integrate notions of self-employment Triangle of academic adviser, employment adviser, student support Courses embed careers/ employability Students dislike the use of term employability

9. PYES: ways in which learning and teaching needs to integrate notions of self-employment Recognise that researching for academic purposes is similar to researching for employment and enterprise. Extend the Venture Matrix model with SME’s and sole traders Ensure students as researchers and demonstration of impact and engagement with the community

10. PYES: ways in which learning and teaching needs to integrate notions of self-employment In 2017 15% of the UK population are self employed Self employment seen as the key area UK economic of expansion Graduates seen as a key to expansion of self-employment

11. PYES: ways in which learning and teaching needs to integrate notions of self-employment • 2018 February to April people aged from 16 to 24 years 3.87 million people in work • (including 863,000 full-time students with part-time jobs) 520,000 unemployed people • (including 166,000 full-time students looking for part-time work) 2.65 million economically inactive people, • most of whom (2.03 million) were full-time students

12. PYES: ways in which learning and teaching needs to integrate notions of self-employment • Workforce of the Future • Price Waterhouse Cooper, May 2018 • Only 50% had entrepreneurial skills • 10,029 members of general population • China, Germany, India and UK • https://www.pwc.com/gx/en/services/people-organisation/workforce-of-the-future/workforce-of-the-future-the-competing-forces-shaping-2030-pwc.pdf

13. PYES: ways in which learning and teaching needs to integrate notions of self-employment “56% of those studying at a UK university have considered setting up their own business whether in a full-time capacity or as a freelancer” • https://www.solopress.com/blog/wp-content/uploads/2018/04/Final-Solopress-whitepaper1.pdf • (April 2018 survey of students and recent graduates)

14. PYES: ways in which learning and teaching needs to integrate notions of self-employment

15. PYES: ways in which learning and teaching needs to integrate notions of self-employment ‘Only 2% of independent professionals learn about this way of working while at university, despite having all the skills and determination required to pursue a freelance career. It’s due to a lack of awareness, not a lack of ability.’ https://www.clearskyaccounting.co.uk/graduates/gig-economy/

16. PYES: ways in which learning and teaching needs to integrate notions of self-employment Upwork USA based online freelance agency May 2018 Q1 2018 Skills Index, ranking the 20 fastest-growing skills for freelancers “Five years from now, more than a third of skills (35%) that are considered important in today’s workforce will have changed. Reskilling is therefore critical as this rapid evolution of skills takes place.” • https://www.upwork.com/press/2018/05/01/q1-2018-skills-index/

17. Recommendations • Embed graduate skills and employment within modules from level 4 • Academic staff working together with employment advisers • Discuss advantages of self-employment v working for someone else • Ensure that academic advisers are briefed and can share case studies, and have the evidence of data • Make portfolio working the norm • Enable students hear from alumni experienced in the ‘gig economy’ • Support speakers with payment – recognise their economic position • Shift the emphasis from employment to being your own boss

18. Recommendations Moving to Self employment can be reflected in modules that include Live Projects with external people (Venture Matrix Students as researchers (as individual and teams) Peer mentoring projects (cross year/subject/course work) Research embedded learning ( the academic and investigator lead) Such projects encourage learner autonomy team working (as opposed to group work) shift failure to understanding of resilience link research to impact in the community

19. Recommendations

20. Placement Year Enterprise Scheme: a case study: ‘employability is the last thing my module is about’. Thank you to BA Games students Yen-My Phung, Connor Rutchenkov and Shahbaz Siddiqui Kieran Howlett and Jack Tracy of http://ricoshotgames.com/ Academic Colleagues Penny Collier and Adam Shepherd Careers and Employability Rachel Firth, Maggie Bamford Enterprise Adviser Claire Collister The Placement Team especially Arnette Powell The Venture Matrix – especially Charmaine Myers And Well Raised Pies.com for the use of images of pies