Careers Centre

Widening Participation: Glass half full or glass half empty?

Susan Hawksworth : Senior Careers Consultant

The policy development dimension

IAEVG Conference Jyväskylä Finland 2009

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Focus of today’s presentation

What drives the Widening Participation Agenda The University’s response to Widening Participation Supportive provision from the Careers Centre An embedded Career Planning Module Evaluation of this intervention Conclusion Questions/Discussion

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Dearing Report 1997 UK student numbers had doubled in previous 20

years No expansion of University Careers Services to

support this increase Concern about no increase in graduate jobs to match

the increasing numbers of graduates.

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HEFCE established “Action on Access” 2000 Remit: to deliver the Government’s target of 50% of

UK population enter HE by 2010 Established regional projects to stimulate demand for

HE amongst less advantaged young people Provided view of strategic issues relating to Higher

Education Institutions Identify and promote good practice

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Leitch Report “Prosperity for all in a Global Economy: World Class Skills 2006

Noted some progress in expansion in HE – 25% of adults with degree

Only just above Organisation for Economic Co-operation and Development’s (OECD) average

Canada and USA 40% of adults have degrees India and China produce 4 million graduates a year UK will find it harder to compete economically unless we

develop a higher skills base

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Sustained Widening Participation (WP) agenda has grown out of awareness that:

Students need to be better prepared to compete for graduate jobs at a lower ratio of graduate to job.

Those least likely to benefit from HE are the lowest socio-economic groups who contribute least to the economy

Unless the UK produces more graduates we will face a harsh economic future

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Widening Participation at Leeds

Target secondary schools that don’t have a history of transition to HE

Make lower entry offers to students who succeed in a climate which does not foster academic attainment

Provide bursaries and grants to encourage those from low socio-economic groups to cope with the cost of attending university (£3000 E4402)

Rise of 4% to 19.8% 2006 Benchmark target of 25%

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Do these initiatives work? Annual drop-out census shows grants aid retention 2.5 drop-out from WP Scholars in level 1 8% drop out level across entire cohort Why? Scholar-Peer Befriending Scheme –”Buddy” system Scholars Information Network Mentors keep in weekly contact with Scholars Additional support available through Skills Centre

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Barriers to Transition to Graduate Jobs

Lower A level points accepted by Admissions Tutors not acceptable to some key recruiters

Living at home whilst studying restricts geographical and social mobility

Lack of confidence/perceived elitism of some University societies may lead to fewer extra-curricular activities – and a thin CV.

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Carers Centre Support

Considered “From Backpack to Briefcase” Impact Project /http://www.careers.brad.ac.uk/impact/ Part of HEFCE Aimhigher initiative Individual support and guidance for less advantaged Workshops on key competencies Assistance in getting Internships and special

Placement Schemes Mentoring Scheme

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Embedding Career Planning Modules in the Curriculum

Why? “What works? Careers Staff working with academics with

shared goals and both sides listening to what students want. Academics understanding what Careers Advisers do and displaying a positive attitude to their work. Careers Advisers drip-feeding information to academics and involving them in classroom session.workshops”

Prof. Pauline Kneale, Dean for Learning & Teaching, University of Leeds.

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Course structure Team Working Skills Development CV’s, Applications and Interviews – J2 Co Peer-assessed interview Mock Interview – conducted by Careers Centre staff,

employers and academics. External speakers Skills Challenge

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Skills Challenge

The Process: Research an

organisation. Identify what they are

looking for in graduates. Best if the role is not

discipline based

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Skills Challenge

The task: Identify how you, as an

“Environment” student can evidence that you have those skills

Draw upon your discipline and other experiences, e.g. work.

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Skills Challenge

Defend their analysis to academics, employers and Careers Centre

Presenting “on their feet”

“Why should I appoint you as an Environment student rather than a Physics student?

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Learning outcomes Acquisition of knowledge in the use of observation exercises in

career assessment Experience of completion of aptitude and psychometric tests Experience in completing graduate CV’s and application forms Practice in performing effectively at graduate job interviews Acquisition of knowledge about a range of careers Understanding of the specific and generic skills graduate

recruiters expect from environmentalists Understanding of place of undergraduate studies in lifelong

learning

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The J2co website

Let’s explore the pages together! Careerweb.leeds.ac.uk/J2co

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What Employers Want! Effective Communication Team Work Ability to solve problems Self skills Flexibility and adaptability Analytical Skills Decision making skills

Independent judgement Logical argument Numeracy Enquiry and research skills Imagination and creativity Use of IT Relate to wider context Specialist Subject

Knowledge

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J2Co Assessment

Non-Verbal Communication

Mock interview Evidence of Research

Use of Examples to support argument

Ability to Self-Evaluate your performance

Ability to “think on feet”

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J2Co Assessment : de-brief

To critically review your application.

Review your application form – changes –why?

Highlight good aspects and explain why?

Respond to the points made by your interviewers on your application appraisal sheet.

Critically review both of your interview performances. Which questions did you think you answered well? Why

Which questions did you find difficult? Why?

Include feedback, both positive and negative, from your interviewers.

How do you think you could be better prepared for a “genuine” interview.

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Issues

Multi-tasking for the interviewers: highly people intensive

Time required from academic staff and employers Resourcing: require extensive dedicated interview

space Rigour: How to secure objective and consistent

assessment from diverse assessors? Moderation vital.

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Outcomes Student feedback shows awareness of the benefits of the

learning experience Generates preparedness and confidence to approach the

recruitment process positively We do not know whether or not the module increases the

employment rate of Leeds environmentalists because of the methodology prescribed by the British government for the collection of graduate destination statistics.

We continue to deliver the module in the belief that is supplies the tool-kit for engagement when the graduate is ready to enter the marketplace.

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Spin out the model to support less advantaged?

Requires qualitative research to see if low-socio economic background impacts on progression compared to peers.

Discussing collaborative project with Access & Community Engagement Unit to use DLHE returns to do this, + a longitudinal survey.

Results will indicate if there’s a case for this.

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Issues

Social Engineering” – or impartial support? Sensitive area – requires sensitive marketing Must be self-referral, cannot exclude “standard”

students. The “patronising” trap needs careful consideration Should involve Alumni as role model Collaboration between stakeholders vital

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Over to you……