Student Employability and Enterprise A Case Study from the University of Central Lancashire UCLan

1. Student Employability and EnterpriseA Case Study from the University of Central Lancashire (UCLan) Bede Mullen Director of Knowledge Transfer UCLan LORRAINE Introduce ourselves. Both have a background in psychology � occupational psychology Both teach a variety of employability modules here at level 1 and 2. What we would like to do is go through our presentation and take any questions at the end if that�s OK.LORRAINE Introduce ourselves. Both have a background in psychology � occupational psychology Both teach a variety of employability modules here at level 1 and 2. What we would like to do is go through our presentation and take any questions at the end if that�s OK.

2. Context Globalisation Contribution of Higher Education to society and economy Consumer focus within Higher Education Employment market for graduates Differential mission between Higher Education Institutions LORRAINELORRAINE

4. UCLan will establish itself as a leading university nationally for student employability and enterprise. Employability and enterprise will be embedded as a fundamental component of all academic provision at all levels. Structured support will be provided to all students entering the job market. All students will have the opportunity to benefit from a range of structured and supported �learning from work� opportunities including placements, internships, live projects, volunteering, etc. PETER Getting a job does not necessarily mean you have �graduate employability�. Same problem with first destinations statistics. These only give a vague and imprecise indication of what the graduate has gained from being in HE. Are they using the skills knowledge and understanding gained in a �graduate level job�? Whole new debate about what is a graduate level job. Some graduates may take lower level jobs in order to deal with financial pressures and do not get the job they really want until some time after the first destination statistics are collected at 6 months after graduation. Enterprise and employability, often lumped together and there is the added confusion of entrepreneurship. We think that being enterprising is a skill that any employer would appreciate and as such could be one of the generic skills that form part of employability. Entrepreneurship is another matter.PETER Getting a job does not necessarily mean you have �graduate employability�. Same problem with first destinations statistics. These only give a vague and imprecise indication of what the graduate has gained from being in HE. Are they using the skills knowledge and understanding gained in a �graduate level job�? Whole new debate about what is a graduate level job. Some graduates may take lower level jobs in order to deal with financial pressures and do not get the job they really want until some time after the first destination statistics are collected at 6 months after graduation. Enterprise and employability, often lumped together and there is the added confusion of entrepreneurship. We think that being enterprising is a skill that any employer would appreciate and as such could be one of the generic skills that form part of employability. Entrepreneurship is another matter.

5. UCLan will re-organise its current provision in order to present a single, high profile, easily accessible service to students. UCLan will develop strong relationships with employers and employer groups to maximise opportunities for graduate employment, provide high quality learning from work and develop high quality vocational courses. The University will present a single, positive, coherent message about employability and enterprise to staff, students, parents/guardians and to employers and other stakeholders. PETER Getting a job does not necessarily mean you have �graduate employability�. Same problem with first destinations statistics. These only give a vague and imprecise indication of what the graduate has gained from being in HE. Are they using the skills knowledge and understanding gained in a �graduate level job�? Whole new debate about what is a graduate level job. Some graduates may take lower level jobs in order to deal with financial pressures and do not get the job they really want until some time after the first destination statistics are collected at 6 months after graduation. Enterprise and employability, often lumped together and there is the added confusion of entrepreneurship. We think that being enterprising is a skill that any employer would appreciate and as such could be one of the generic skills that form part of employability. Entrepreneurship is another matter.PETER Getting a job does not necessarily mean you have �graduate employability�. Same problem with first destinations statistics. These only give a vague and imprecise indication of what the graduate has gained from being in HE. Are they using the skills knowledge and understanding gained in a �graduate level job�? Whole new debate about what is a graduate level job. Some graduates may take lower level jobs in order to deal with financial pressures and do not get the job they really want until some time after the first destination statistics are collected at 6 months after graduation. Enterprise and employability, often lumped together and there is the added confusion of entrepreneurship. We think that being enterprising is a skill that any employer would appreciate and as such could be one of the generic skills that form part of employability. Entrepreneurship is another matter.

6. Self-development and success in extra-curricular activities will be recognised and celebrated via the establishment of the UCLan Futures Award. Provide alumni with employability and enterprise support. Engage with alumni to enrich employability and enterprise provision. PETER Getting a job does not necessarily mean you have �graduate employability�. Same problem with first destinations statistics. These only give a vague and imprecise indication of what the graduate has gained from being in HE. Are they using the skills knowledge and understanding gained in a �graduate level job�? Whole new debate about what is a graduate level job. Some graduates may take lower level jobs in order to deal with financial pressures and do not get the job they really want until some time after the first destination statistics are collected at 6 months after graduation. Enterprise and employability, often lumped together and there is the added confusion of entrepreneurship. We think that being enterprising is a skill that any employer would appreciate and as such could be one of the generic skills that form part of employability. Entrepreneurship is another matter.PETER Getting a job does not necessarily mean you have �graduate employability�. Same problem with first destinations statistics. These only give a vague and imprecise indication of what the graduate has gained from being in HE. Are they using the skills knowledge and understanding gained in a �graduate level job�? Whole new debate about what is a graduate level job. Some graduates may take lower level jobs in order to deal with financial pressures and do not get the job they really want until some time after the first destination statistics are collected at 6 months after graduation. Enterprise and employability, often lumped together and there is the added confusion of entrepreneurship. We think that being enterprising is a skill that any employer would appreciate and as such could be one of the generic skills that form part of employability. Entrepreneurship is another matter.

7. � �Having a set of skills, knowledge, understanding and personal attributes that make a person more likely to choose and secure occupations in which they can be satisfied and successful.� Dacre Pool and Sewell 2007 PETER This definition has evolved from earlier versions dating back to 2001. We have recently changed occupation to occupations to show that we appreciate that a graduate could possibly have a number of different occupations throughout their working lives. We have also added the word �satisfied� as we felt this is also an important point � it is quite possible to be highly successful but not very satisfied. A person with employability is more likely to be able to achieve both satisfaction and success. This definition has been used as a starting point from which to develop a new theoretical and practical framework for employability.PETER This definition has evolved from earlier versions dating back to 2001. We have recently changed occupation to occupations to show that we appreciate that a graduate could possibly have a number of different occupations throughout their working lives. We have also added the word �satisfied� as we felt this is also an important point � it is quite possible to be highly successful but not very satisfied. A person with employability is more likely to be able to achieve both satisfaction and success. This definition has been used as a starting point from which to develop a new theoretical and practical framework for employability.

8. LORRAINE We wanted to produce something that was understandable to all - academics, others working in HE, students and their parents. So what do we mean by skills, understanding and personal attributes? Here are the essential components of our model (more detail of these to follow). Briefly discuss the various elements and how we see the direction of the components. Bottom level not in order of importance, all important and any one missing would have a large effect on graduate�s employability. Explain the overlap. We see HE establishments providing opportunities for students to access everything on the lower level of the model. They also provide the opportunities for students to reflect on and evaluate these opportunities. This is likely to lead to increases in the 3 Ss of self-confidence, self-efficacy and self-esteem and it is the graduate with this who truly has �employability�. How does this fit with the things they suggested make the �employable graduate�? This model draws together the essential conceptual issues that underpin an understanding of the concept of employability. It also provides a clear and visual answer to the simple question of what employability is.LORRAINE We wanted to produce something that was understandable to all - academics, others working in HE, students and their parents. So what do we mean by skills, understanding and personal attributes? Here are the essential components of our model (more detail of these to follow). Briefly discuss the various elements and how we see the direction of the components. Bottom level not in order of importance, all important and any one missing would have a large effect on graduate�s employability. Explain the overlap. We see HE establishments providing opportunities for students to access everything on the lower level of the model. They also provide the opportunities for students to reflect on and evaluate these opportunities. This is likely to lead to increases in the 3 Ss of self-confidence, self-efficacy and self-esteem and it is the graduate with this who truly has �employability�. How does this fit with the things they suggested make the �employable graduate�? This model draws together the essential conceptual issues that underpin an understanding of the concept of employability. It also provides a clear and visual answer to the simple question of what employability is.

9. Degree subject knowledge, understanding and skills. A central concept in the model. Employers will judge graduates on the basis of how well they have completed their degree course. LORRAINE The actual degree subject knowledge is still crucial for many occupations. Also, although some graduates may not use it straight away, they may need to at some later stage. Graduate Prospects identified that two-thirds of graduate vacancies were open to graduates of any discipline � lets not forget that one-third were not. LORRAINE The actual degree subject knowledge is still crucial for many occupations. Also, although some graduates may not use it straight away, they may need to at some later stage. Graduate Prospects identified that two-thirds of graduate vacancies were open to graduates of any discipline � lets not forget that one-third were not.

10. Generic skills (may be referred to as �core skills�, �key skills� or �transferable skills�.) e.g. adaptability/flexibility willingness to learn working in a team good communication (oral and written) numeracy LORRAINE Just a few taken from the above publication and derived from research carried out over the last 25 years which suggests that these are the kinds of skills employers expect to find developed in graduates. We see Enterprise skills fitting here as well. Skills such as commercial awareness, problem solving, creative thinking. These would be valuable skills for graduates to have either working for themselves or working for somebody else.LORRAINE Just a few taken from the above publication and derived from research carried out over the last 25 years which suggests that these are the kinds of skills employers expect to find developed in graduates. We see Enterprise skills fitting here as well. Skills such as commercial awareness, problem solving, creative thinking. These would be valuable skills for graduates to have either working for themselves or working for somebody else.

11. Emotional Intelligence, defined by Goleman (1998) as: �the capacity for recognising our own feelings and those of others, for motivating ourselves, and for managing our emotions well in ourselves and in our relationships.� LORRAINE There has been a good deal written about Emotional Intelligence over the last decade and the name most people think of when you mention it is Daniel Goleman who has published two best selling books on the subject. His definition is as above but some of his work has been criticised for making claims about EI that don�t have the empirical evidence to back them up.LORRAINE There has been a good deal written about Emotional Intelligence over the last decade and the name most people think of when you mention it is Daniel Goleman who has published two best selling books on the subject. His definition is as above but some of his work has been criticised for making claims about EI that don�t have the empirical evidence to back them up.

12. Career Development Learning Decision Learning Opportunity Awareness Transition Learning Self-Awareness PETERPETER

13. Experience � Work and Life Work experience (graduates with work experience are more likely to secure employment than graduates without). Benefits of work experience. Importance of wider life experience too (particularly for mature students). PETERPETER

14. Reflection and Evaluation Providing students with the opportunities to gain the necessary skills, knowledge, understanding and attributes is obviously important, but so too is providing opportunities for reflection on and evaluation of the learning experiences that have taken place. Personal Development Planning. PETERPETER

15. Self-efficacy Self-confidence Self-esteem LORRAINE These 3 closely linked �Ss� provide a crucial link between knowledge, understanding, skills, experience, personal attributes and employability. Self-efficacy � that knowledge that you can achieve whatever it is you are trying to achieve. Self-confidence � the way that this is projected to the outside world. Self confidence appears to be something that can be seen from a person�s manner and behaviour. Self-esteem � have self-respect and a feeling of worthiness but are realistic in their evaluations of themselves. Without this realism a person is unlikely to reflect on areas for improvement, which is crucial to the process of lifelong learning. Gloria Steinem ��self-esteem isn�t everything; it�s just that there�s nothing without it.�LORRAINE These 3 closely linked �Ss� provide a crucial link between knowledge, understanding, skills, experience, personal attributes and employability. Self-efficacy � that knowledge that you can achieve whatever it is you are trying to achieve. Self-confidence � the way that this is projected to the outside world. Self confidence appears to be something that can be seen from a person�s manner and behaviour. Self-esteem � have self-respect and a feeling of worthiness but are realistic in their evaluations of themselves. Without this realism a person is unlikely to reflect on areas for improvement, which is crucial to the process of lifelong learning. Gloria Steinem ��self-esteem isn�t everything; it�s just that there�s nothing without it.�

16. LORRAINE We wanted to make our model something that was easy to remember and that could be used for everybody to understand what we mean by the term �employability�. We came up with the key metaphor and the CareerEDGE mnemonic, which seems to work very well. We think this will be a really useful tool for explaining to people who may not have much knowledge of employability, particularly students and their parents, exactly what we are talking about. The activity we did today, we�ve tried with students and it worked well, however instead of asking them to chat to the person next to them about what they think employability is all about, we ask them to design a poster showing the �employable graduate�. It�s a way of drawing out what is already understood by the term �employability� and exploring any gaps in understanding. (Were there any gaps spotted today?) We believe by doing this activity with students they start to engage with what we mean by employability and see how it applies to them personally � that�s what they want to know, �what does this mean to me?� Hopefully they will start to see why they need to do more than just get a degree. LORRAINE We wanted to make our model something that was easy to remember and that could be used for everybody to understand what we mean by the term �employability�. We came up with the key metaphor and the CareerEDGE mnemonic, which seems to work very well. We think this will be a really useful tool for explaining to people who may not have much knowledge of employability, particularly students and their parents, exactly what we are talking about. The activity we did today, we�ve tried with students and it worked well, however instead of asking them to chat to the person next to them about what they think employability is all about, we ask them to design a poster showing the �employable graduate�. It�s a way of drawing out what is already understood by the term �employability� and exploring any gaps in understanding. (Were there any gaps spotted today?) We believe by doing this activity with students they start to engage with what we mean by employability and see how it applies to them personally � that�s what they want to know, �what does this mean to me?� Hopefully they will start to see why they need to do more than just get a degree.

17. Degree subject knowledge, understanding and skills. A central concept in the model. Employers will judge graduates on the basis of how well they have completed their degree course. LORRAINE The actual degree subject knowledge is still crucial for many occupations. Also, although some graduates may not use it straight away, they may need to at some later stage. Graduate Prospects identified that two-thirds of graduate vacancies were open to graduates of any discipline � lets not forget that one-third were not. LORRAINE The actual degree subject knowledge is still crucial for many occupations. Also, although some graduates may not use it straight away, they may need to at some later stage. Graduate Prospects identified that two-thirds of graduate vacancies were open to graduates of any discipline � lets not forget that one-third were not.

18. Working in Partnership with Sri Lankan Universities Support for student employability and enterprise policy and strategy implementation Joint staff Continuing Professional Development programmes Student focused activities LORRAINE Just a few taken from the above publication and derived from research carried out over the last 25 years which suggests that these are the kinds of skills employers expect to find developed in graduates. We see Enterprise skills fitting here as well. Skills such as commercial awareness, problem solving, creative thinking. These would be valuable skills for graduates to have either working for themselves or working for somebody else.LORRAINE Just a few taken from the above publication and derived from research carried out over the last 25 years which suggests that these are the kinds of skills employers expect to find developed in graduates. We see Enterprise skills fitting here as well. Skills such as commercial awareness, problem solving, creative thinking. These would be valuable skills for graduates to have either working for themselves or working for somebody else.

19. LORRAINE There has been a good deal written about Emotional Intelligence over the last decade and the name most people think of when you mention it is Daniel Goleman who has published two best selling books on the subject. His definition is as above but some of his work has been criticised for making claims about EI that don�t have the empirical evidence to back them up.LORRAINE There has been a good deal written about Emotional Intelligence over the last decade and the name most people think of when you mention it is Daniel Goleman who has published two best selling books on the subject. His definition is as above but some of his work has been criticised for making claims about EI that don�t have the empirical evidence to back them up.

20. LORRAINE There has been a good deal written about Emotional Intelligence over the last decade and the name most people think of when you mention it is Daniel Goleman who has published two best selling books on the subject. His definition is as above but some of his work has been criticised for making claims about EI that don�t have the empirical evidence to back them up.LORRAINE There has been a good deal written about Emotional Intelligence over the last decade and the name most people think of when you mention it is Daniel Goleman who has published two best selling books on the subject. His definition is as above but some of his work has been criticised for making claims about EI that don�t have the empirical evidence to back them up.

21. LORRAINE There has been a good deal written about Emotional Intelligence over the last decade and the name most people think of when you mention it is Daniel Goleman who has published two best selling books on the subject. His definition is as above but some of his work has been criticised for making claims about EI that don�t have the empirical evidence to back them up.LORRAINE There has been a good deal written about Emotional Intelligence over the last decade and the name most people think of when you mention it is Daniel Goleman who has published two best selling books on the subject. His definition is as above but some of his work has been criticised for making claims about EI that don�t have the empirical evidence to back them up.