PDD 2019 Educating new academics in employability - Andy Port

PDD 2019 Educating new academics in employability - Andy Port

• 1.
  Educating new academicsin Employability A tough gig? Careers and Employability Service www.southampton.ac.uk/careers [email protected] UoSCareersandEmployability UoS_Careers Andy Port, Lead Career Practitioner [email protected]
• 2.
  By the endof this session, you should be able to…  Outline a session designed to educate new academics in Employability  Appraise some of the materials developed  Discuss some reflections and conclusions for your own practice 2
• 3.
  Mixed emotions………. 3 Images: CreativeCommons
• 4.
  Our approach tothe workshop design…….  Myself and two colleagues generated initial ideas for a 1.5 hours workshop  Our aim: To inform and educate; create a space for debate; share practice and introduce practical tools/applications  We each took the lead for writing one of the three parts of the workshop  We acted as “critical friends” for each other 4
• 5.
  Our agreed learningoutcomes  LO1. Define employability nationally and locally LO2. Reflect on an approach to best practice in employability and consider how this might be applied in your teaching LO3. Recognise your sphere of influence and produce your plan of action 5
• 6.
  Session outline  Classintroductions (to include any experience of teaching employability)  Activity: Defining Employability (small sub-groups discussing one of 3 supplied definitions, and feeding back to the group)  Drivers for employability – nationally and locally  Good practice – locally and nationally  Activity: What is happening or could happen? (small sub-groups share experiences and suggestions, using a supplied template)  Your sphere of influence and action plan 6
• 7.
  Drivers for employability National: DLHE/Graduate Outcomes  League Tables  Key Information Sets (Unistats)  TEF: Student Outcomes and Learning Gain Local:  Education strategy  Top 10 League table ranking for Career Prospects  Departmental targets  Part of programme validation and re- validation 7
• 8.
  Activity: Imagine youare a new academic!  In your table group, discuss to what extent your definition (1 of 3 examples) effectively captures the essence of employability?  (10 mins)  Short feedback 8
• 9.
  What does “Good”look like? - sharing good practice 9 https://www.southampton. ac.uk/careers/staff/emplo yability- exchange/graduate- capital-model.page
• 10.
  Reflect on thesuggested approaches and consider how they are already present or could be developed within your teaching. You may want to focus your thinking on a couple of areas only, perhaps one your subject area does really well and one which would benefit from development. Be ready to share the picture. Strategy What is happening or could happen? embedding employability in the curriculum co-curricular and extra-curricular opportunities building links with the labour market supporting students to increase their confidence encouraging reflection and increasing students' capacity to articulate and communicate their learning to employers encouraging student mobility and fostering a global perspective Sharing practice and ideas
• 11.
  Sphere of influence •Role model • Initiator- contributor • Information-seeker • Shaper • Implementer • Coordinator • Specialist Concepts of “Quick wins” and “Investment-based approaches”
• 12.
  Reflections • Opportunity toengage on a deeper, focused level and to learn from academic colleagues • Creating a “safe space” for a conversation is important and necessary • Acknowledging the real challenges is important, but it is also important to challenge (appropriately!) • Cultural change is difficult (but worthwhile) – such sessions are part of the solution • Our fears are often unrealised!
• 13.
  Thanks for listening– any questions?
• 14.
  Building 37, HighfieldCampus UoSCareersandEmployability UoS_Careers www.southampton.ac.uk/careers [email protected] +44 (0)23 8059 3501
• 15.
  •Slides to supportActivity 1 •‘Quick wins’ and Investment-based approaches
• 16.
  Quote 1 “…a setof achievements – skills, understandings and personal attributes – that make graduates more likely to gain employment and be successful in their chosen occupations …….” (Yorke, 2004)
• 17.
  Quote 2 “Employability canbe defined as a worker’s ability to gain, sustain and progress in employment” (Green et al., 2013)
• 18.
  Quote 3 “Employability is…..aboutlearning and the emphasis is less on ‘employ’ and more on ‘ability’. In essence, the emphasis is on developing critical, reflective abilities, with a view to empowering and enhancing the learner.” (Harvey, quoted in Pegg, 2012: 4)
• 19.
  ‘Quick wins’ Some “Quickwins” to extend your influence over employability, could include: • Talking to a more experienced colleague; • Showing a wider interest in your student’s employability; • Joining the university’s Employability Network; • Developing your knowledge of employability; • Using the Graduate Capital Model and the Career Readiness Test with your students; • Contributing content to the university’s Employability Exchange webpages • Joining relevant research interest groups; • Reading journal articles & books 19
• 20.
  ‘Quick wins’ Some teachingapproaches to stimulate student employability learning: 20 Source: Pedagogy for Employability, The Higher Education Academy
• 21.
  ‘Quick wins’ Some questionsto prompt reflection: 21
• 22.
  ‘Investment-based’ approaches: • Talkingto your line manager to have an employability focus formally recognised within your role; • Creating/reviewing/updating curricula (e.g. to inform programme re-validation) • Conducting research with an employability focus; • Devise a case study of best practice for the Employability Exchange • Presenting at relevant conferences 22