Upload
rasia
View
48
Download
0
Tags:
Embed Size (px)
DESCRIPTION
Graduate skills. Wales Higher Education STEM Celebration event Wales Millennium Centre, Cardiff June 13 th 2012. Some students …. Graduate skills. Self management Team working Business and customer awareness Problem solving Communication and literacy Application of numeracy - PowerPoint PPT Presentation
Citation preview
Graduate skills
Wales Higher Education STEM Celebration event
Wales Millennium Centre, CardiffJune 13th 2012
Some students ….
Graduate skillsSelf managementTeam workingBusiness and customer awarenessProblem solvingCommunication and literacyApplication of numeracyApplication of information technolgyPositive attitudeEntrepreneurship/enterprise
(CBI/UUK Futurefit, 2009)
Little and Harvey, 2006• Little research on the impact of work
experience on learning, except skills acquisition and gaining entry to work
• Found that work experience did have positive impact on learning in HE – especially communication skills, networking, problem-solving, personal organisation, meeting deadlines, and
• Learning from work placement provided a vehicle for the application of theories …
Real Prospects, 2011
• Real Prospects, survey of graduates views of their employer, found:
• 22 per cent had worked for their employer before they applied to their current job, of these,
• 45 per cent had been on work experience (or internship) and
• 27 per cent had been on placement as part of their degree
• 28 per cent had been employed in a casual role
Different subject trajectories
0%
10%
20%
30%
40%
50%
60%
Physics 25.3% 6.2% 1.6% 6.8% 40.4% 11.7%
Business studies 50.9% 11.7% 1.4% 7.9% 8.8% 10.0%
French 40.6% 8.7% 2.5% 7.6% 23.7% 7.0%
Full-time paid work only (including self-
employed)
Part-time paid work only
Voluntary/unpaid work only
Work and further study Further study onlyAssumed to be
unemployed
Three quarters would like to - but 38% cannot Financial reasons act as barrier but not socio-economic
background Women more likely to say that they could not afford to Students who had not done work placements in course
were more likely to say they planned to do unpaid/internship after graduation
Subject and institution also affect this.
Graduate internship/unpaid work experience
What are we doing with Futuretrack data?
• Seeking to improve practice in career information, advice and guidance for students and graduates
• Combining quantitative with qualitative assessments
• Identifying trends and patterns of inequality of opportunity
• Influencing policy-making • Hoping to continue it!
Key information sets 2012
The destinations of graduates six months after completing their course – comprising working, studying, working and studying, unemployed and not available for work.
Of those in employment, the proportion in managerial/professional jobs six months after graduation.
What are we doing with the KIS data?
Cons Creating ‘league
tables’ and intra- institutional competitiveness
Spurious expectations of subject disciplines
Fuelling media ‘hype’ about negative findings
Making HE learning overly instrumental
Frightening prospective students
ProsInforming prospective student choice Capturing trends and changesDemonstrating HE as positive investmentImproving coursesMaking institutions responsive to their market
Continuing challengeCan we …• Provide better support to students to
articulate their learning from placement experience
• Acknowledge of tensions between goals of placement and curriculum
• Support entrepreneurship/self employment• Do more to motivate/engage students• Plan for unintended consequences…
Thank you
Further information: DLHE data summarised inhttp://www.hecsu.ac.uk/current_projects_what_do_graduates_do.htmFuturetrack reports athttp://www.hecsu.ac.uk/current_projects_futuretrack.htm
Contact Jane Artess on:[email protected]