Learning & Teaching Conference 2011

Fitting the jigsaw together: developing and promoting

employabilityStephen Beck Helen GrindleyFrancine Lindley Lucy Marris

The Sheffield Graduate• knowledgeable in their subject area• a critical, analytical and creative thinker • an independent learner and researcher• a problem solver • information literate and IT literate• a flexible team worker an accomplished communicator • an efficient planner and time manager• competent in applying their knowledge and skills• an active citizen who respects diversity• professional and adaptable reflective, self aware and self-

motivated

The Sheffield Graduate

• Why should we care about this?• Is employability important?

The Sheffield Graduate Development Programme

Why prepare graduates for employment?

• As a top quality university, one of our aims is to “educate students for life”.

• This means not only to provide students with a love of learning, but to enable them to use that for an interesting career.

• The aim was to ensure that all students graduate with a range of transferable skills to help maintain the high quality and employability of our graduates.

quality

philology

employability

Three models1. Vocational type courses which prepared

students for professional practise. (e.g. Engineering and Medicine)

2. The tutor led method: where small groups can be used to discuss transferable skills (used in many Arts departments).

3. The dedicated module: ideal for large departments (parts of Social Science) where cohorts can be educated.

Using the models

1. For vocational type courses, it is important to document and monitor where the developmental activities are taking place, e.g. Architecture, TRP, medicine

2. The APS model uses tutor led sessions3. The Management School has developed

module based packagesThese examples can be customised and

adapted for other departments to use.

The Sheffield Graduate Award

Recognising and rewarding valuable Recognising and rewarding valuable skills and experience gained through skills and experience gained through

extra curricula activities during extra curricula activities during university degree courses university degree courses

Background• Framework for Award derived from

the Sheffield Graduate concepts• Award includes diverse range of

extra curricula activities• Open to all students• In fifth year of operation• Students can enrol at any time• Academic board meeting twice

yearly

• Assessment of increasing numbers of paper based portfolios

• Determining the eligibility of activities that students wish to include in their Award portfolios

• Monitoring individual students progress throughout the process

• On going judgement required as to suitability of students activities and how they wish to use them

• Ensuring the university continues to take the Award seriously, e.g. inclusion on student transcript at graduation

Issues

Maintaining StandardsMaintaining Standards• Provide levels of individual support, e.g. Feedback on

draft portfolios• Each students’ experience is different – no

standardisation• Some disciplines find writing reflectively easier than

others• Some students require more hand holding than

others as there is no right or wrong way – often deeply personal experiences

• External examiners meeting to discuss borderline cases

• Award aims to adopt the university guidelines on submission and assessment criteria

Quality Assurance• Assessment criteria offers guidance and

provides transparency as far as possible• Students level of understanding of what is

required variable – particularly international students

• Pass/Fail only, but often variation between good and just passed

• Students need incentives to take part in Award – often focussed on course and exam results only

Despite All…• Supports holistic view of higher education• Students greatly value doing the Award – pulls

together all they have done and improves self confidence/self awareness

• Staff very supportive and recognise the Award adds value to students’ university experience

• Further work is required, but DLHE data indicates that Award students are ‘more likely to be employed in graduate jobs’ (2007/8 data)

• Potential for inclusion in the HEAR???

Employability and the Careers Service

Not just a degree…Employability in the curriculum?

• critical and analytical thinking; • planning and organisation; • research methods; • time management; • project management; • advanced IT skills; • presentation skills; • group/team working.

The essential components of graduate employability

Employability

Reflection andEvaluation

EmotionalIntelligence

Generic SkillsCareer

DevelopmentLearning

Self-esteem

Self-confidenceSelf-efficacy

Experience(Work & Life)

Degree SubjectKnowledge,

Understanding& Skills

Dacre Pool & Sewell (2007)

Career Management Skills

• Developed by the Careers Service

• 20 credit module• Level 2 students• Free elective• Available Autumn 2011

Draws on: ‘DOTS’ model• Self Awareness• Opportunity Awareness• Decision Making• Transition Skills/Taking

Action

Law, B. and Watts, A.G. (1977) Schools, Careers and Community. London. Church Information Office.

Helping students recognise and fulfil their potential….

Stand out from the crowd

Over to you

You have seen a few models of preparing graduates for their next steps

•What else can be done?•What have you done or seen that helps students on their journey to become “Sheffield Graduates”

How do we capture these?

• Getting students to sell themselves• Helping them to sell themselves• Enabling employees to see how good our

graduates are.

Over to Helen

Higher Education Achievement Report

(HEAR)

19/04/23 © The University of Sheffield

• As a formative document - developed over a student’s University career for use as a pedagogic tool and to assist student’s own career development

• As a formal exit document – made available to a student at the point of graduation to assist in marketing their knowledge, skills and experience to employers.

19/04/23 © The University of Sheffield

HEAR serves two functions

19/04/23 © The University of Sheffield

HEAR Document

The format of the HEAR is based on:–Academic Transcript and –European Diploma Supplement and –Additional information (extra-curricular)

The HEAR is intended to be delivered primarily as an online/electronic document, but may also be issued as a paper-based document.

HEAR - Academic Information

• Programme/Curriculum information (inc. regulations, aims, learning outcomes)

• Module/unit results (inc. ECTS equivalences)

• Degree award information• Professional accreditation• Study/work placement information

19/04/23 © The University of Sheffield

HEAR - Additional Information

• Additional Awards – accredited performance in non-academic contexts

• University, Professional and Departmental Prizes

• Additional Recognized Activities – demonstrating achievement but for which no formal recognition is provided in terms of academic merit

19/04/23 © The University of Sheffield

HEAR – Some Key Issues• How might the HEAR be best used? • Who will be responsible for verifying and validating

additional recognized activities , and loading the information onto central systems?

• What about students for whom the additional recognized activities section of HEAR may be blank?

• Will employers read the HEAR? • What say will students have in what is included on

their HEAR?• What level of detail should be included on the HEAR,

whilst still adhering to the national agreed format?

19/04/23 © The University of Sheffield

Over to you

• What uses can you see for the HEAR?• How might HEAR tie in with student

‘employability’ activities or initiatives that you are engaged with?

Want further info?

Stephen Beck s.beck@sheffield.ac.ukHelen Grindley h.grindley@sheffield.ac.ukFrancine Lindley f.p.lindley@sheffield.ac.ukLucy Marris lucy.marris@sheffield.ac.uk