The Employment & Employability of HE Students & Graduates with Disabilities

1. The Employment & Employability of HE Students & Graduates with Disabilities Margaret DaneAGCAS Chief Executive

2. Aims & objectives • To provide background on AGCAS & its activities • To define & contextualise student employability • To cover the main issues & challenges facing all students when entering the world of work • To describe the particular challenges facing students with disabilities and the support available • To provide some examples of good practice in the sector in providing good support in preparing students & graduates for employment

3. AGCAS – an Introduction • AGCAS is the professional association for careers practitioners in higher education across the UK & Ireland and includes around 130 HE university careers services. • AGCAS exists to harness the expertise and resources of its membership for the collective benefit of its members, HE careers services, their clients and the sector overall. • AGCAS has 2,088 individual members concerned with the delivery of careers information, advice and guidance to HE students and graduates, both in the UK and overseas.   • Members collaborate with a small permanent staff to improve the quality of careers information, advice and guidance for students and graduates and to enhance work with employers. 

4. AGCAS history & achievements • AGCAS 40th Anniversary in 2007 – published History • Promoting excellence, innovation, equal opportunities and continuous quality improvement in CEIG in HE • Provide high quality services and products that support and inform the delivery of CEIG within HE • Inform and influencing policies and agendas relating to careers guidance, graduate recruitment, employment and further study • Developing and fostering local, regional, national and international networks & partnerships

5. AGCAS unique brand of collaboration • Production of shared information resources for students & graduatesin collaboration with Graduate Prospects • Development & delivery of wide range of regional & national professional training & development programmes for staff • Networks to share common interests & concerns • Central focal point for leadership, consultation & activity • Regional networks to respond to priorities and pressures • Networks and discussion lists for various professional groups • Relationships with a wide range of external organisations

6. Employability – definitions A set of achievements, understanding and personal attributes that make individuals more likely to gain employment and be successful in their chosen occupations. (Peter Knight & Mantz Yorke for ESECT, a HEFCE Funded project 2002 – 5 on Enhancing Student Employability) Elements: Knowledge, understanding, awareness, insights covering self, values, options, constraints, confidence & motivation Skills related to workplace but also to lifelong learning and personal & professional development

7. Employability – the wider context “Higher Ambitions – the future of Universities in a knowledge economy” BIS Report Nov. 2009 Focus on: wider access & participation; HE contribution to economic recovery & growth; research capacity & impact; excellence in teaching; community involvement. All universities will be expected to describe how they enhance student employability National Student Forum Annual Report Nov. 2009 Chapter 2 on Employability – focus on: clear employability strategy; high quality integrated careers service meeting diverse needs; quality work placement programme.

8. Need for an an Employability Strategy • Institution-wide: all students, all departments & all staff • Awareness raising & training • Aligned with with government agenda & legislation • Taking account of student diversity • Clear institutional commitment& responsibility • Leadership buy-in & champions • Appropriate staff & resources in place to deliver it • Employer involvement

9. Challenges & issues facing all students • Financial & time pressures  balancing study, work & play • Short-term focus  reluctance to think / plan ahead • Uncertain future  is it worth doing anything? • Too many options  where to start? • Lack of sufficient relevant work experience for all • Reluctance to take advantage of the support available • Reliance on peers & family for information • Geographical & social constraints • Impact of the current recession • Rhetoric about higher education

10. Particular challenges facing students with disabilities • Legal rights • Explaining needs • Awareness and understanding of staff, other students and employers • Any specific issues regarding recruitment & selection process eg disclosure, psychometric testing etc. • Gaining useful work experience • Unseen disabilities – the majority eg dyslexia, diabetes, mental health issues etc

11. Tailored resources available • What Happens Next? An AGCAS Report on the First Destinations of Disabled Graduates http://www.agcas.org.uk/agcas_resources/17 • AGCAS Diversity Matters:  Disability: http://www.agcas.org.uk/agcas_resources/160-Diversity-Matters-Disability • AGCAS Diversity Matters:  Mental Health:  http://www.agcas.org.uk/agcas_resources/158-Diversity-Matters-Mental-Health

12. What Happens Next? 2007 cohort • This annual report has been produced since 2001 • 8.7% of c190,000 graduates identified selves as disabled • 10% increase in just one year over 2006 cohort • Context of widening participation, DDA & SENDA • Support for disabled part of CS provision over long period • Measuring impact difficult but DLHE data (6 months after graduation provides a benchmark • Comparative data now available year on year • Compares disabled with non-disabled • Experience of different groups varies

13. Numbers of disabled first degree full-time graduates by specific disability • Dyslexia : 9515 (2006 figure was 8490) • Blind/Partially Sighted: 330 (305) • Deaf/Hearing Impairment: 545 (505) • Wheelchair User/Mobility Difficulties: 435 (405) • Personal Care Support: 15 (15) • Mental Health Difficulties: 590 (455) • Autistic Spectrum Disorder: 90 (40) • An Unseen Disability: 2715 (2560) • Multiple Disabilities: 715 (580) • A Disability Not Listed Above: 1485 (1540) The biggest percentage increases over 2006 were seen amongst the autistic (125% rise), mental health (29.7%) and multiple disabilities (23.3%) groups.

14. Destinations of Disabled Graduates Compared with Non-disabled Graduates

15. Type of work & salaries Patterns of employment broadly similar including area like forestry & agriculture, retail, property development, education and international (only % for each) • Financial activities 7.1% v. 5.4% • Community, social & personal services 8.0% v. 11.6% Salaries are very similar across different industries

16. Graduate Destinations by Disability

17. Tailored help available • Some universities have a dedicated adviser for students with disabilities but most try to ensure that all staff are aware of the relevant issues and resources available. • Careers Service staff aim to work closely with other staff in the university to provide a joined up service to students • Careers service staff have links with many different kinds of employers and play an important role in informing them about the importance of recruiting a diverse range of talent and the key aspects of relevant legislation. • Examples: mentoring (eg MERITS), leadership, employer sponsored work, web-based resources

18. Diversity Matters: Disability What are the issues and challenges? • Finding Positive Employers • Marketing Yourself and Disclosure • Your Rights • Top Tips • Case Studies Aim to help students access support & help themsleves

19. Staff support through AGCAS • AGCAS runs staff training & professional development programmes at national and regional level where diversity issues are central, but also special courses focussing on disability issues • AGCAS has a Task Group dedicated to enhancing awareness of disability related issues and improving the awareness of careers staff, employers & others of these issues. • AGCAS also has a dedicated web- community and discussion list focussing on issues around the employment and employability of students with disabilities. • In 2008 this group lobbied all three major party conferences with SKILL

20. Career Development & Employment support in Higher Education across the UK (1) Careers Services vary across the country, reflecting students’ needs, type of institution, geographical location, local labour market needs, resources allocated etc but most offer: • Information and adviceon career options & planning; labour market trends and employers at local, national and international levels; job-hunting / application / interview strategies & techniques; employer recruitment strategies; postgraduate study & research; work & study opportunities abroad; business start-up and self-employment; voluntary work and much more including resources for international students • Direct links toemployers through Job Shops; on-line vacancy notification; company presentations; recruitment fairs & interviews on campus; work experience & placement opportunities; part-time work opportunities & advice; direct links to employers’ websites and increasingly to international employers

21. Career Development & Employment support in Higher Education across the UK (2) • Extensive web-based resources and support services available 24/7 including signposted weblinks, e-guidance, CV advice etc. • Tailored support to meet particular needs eg. by year or course of study; international students; those with disabilities; ethnic minorities; post-graduate students; mature students – including individual guidance through short or longer consultations, coaching and e-guidance. • Career development & management programmes - often credit bearing and run in conjunction with employers and academic staff; Personal Development Planning to enhance student employability and skills development; mentoring programmes often involving Alumni • Skills training & development including presentation, teamworking & analytical skills; psychometric assessment; assessment centre preparation

22. Challenges and benefits to students of career planning & development Challenges • Conflicting demands on limited time: study, work, living • Often lack of awareness of career-related issues and support on offer • Challenging nature of thinking about the future • Lack of sufficient and good work-experience opportunities for all • Links between academic, personal, social and career related learning not always understood by students or academic staff Benefits • Access to highly professional staff and resources • Help with knowing when to start and actually getting started • Support in gaining, identifying and articulating skills • Help with career planning, job-hunting and applications • Early and easy access to employers

23. Challenges and benefits to employers & stakeholders of HE career services Challenges • Variable resourcing and services available across the HE sector • Variable employer engagement across the whole sector / country • Often lack of awareness amongst academic and management staff • Mismatch between student and employer demand re jobs • Stereotyped and old-fashioned view of careers services • Inadequate staff knowledge of international labour markets Benefits • Better prepared and motivated students and graduates • Easy access to students and academic department contacts • Enhanced student experience and institutional reputation • More successful graduates • Well-qualified professional staff and high quality services

24. Student skill development through & beyond the curriculum • Interpersonal, communication & networking skills • Team-work and leadership ability • Adaptability & flexibility • Analytical, critical thinking & problem-solving skills • Commercial awareness • Self-discipline & time management • Self-awareness & confidence • International & multicultural perspective • Openness to others and respect for differences

25. Key Success Factors • Developing appropriate national & international policies • Getting buy-in and resources from senior management • Developing supportive institutional strategies & systems • Close collaboration between academic & other colleagues • Working with employers & getting their engagement • Planning & working together within student services • Working through national and international professional networks to share good practice • Recognising tensions between needs and demands from students and employers & addressing both

26. The Way Forward How can we influence government, higher education institutions and their students to recognise and respond to these important issues more effectively? How can student services & employers better support the learning experience of students within and outside the University? Questions? THANK YOU!