Moscow Baunman University FULL Presentation 24th June 2013


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  • CONTEXT:My paper describes the work of an HEA Departmental Grant with the School of Civil and Building Engineering. Problem: It addresses the question: can e-mentoring provide engineering and construction students – particularly those with an international perspective - with an educational opportunity which will significantly improve their employment opportunities? METHOD: Through narratives of mentees and mentors involved in the pilots this presentation explores notions of employability and internationalisation from their perspectives. It explores whether e-mentoring programmes offer a unique educational opportunity with benefits beyond simple approaches to employability: and argues that student led they offer a space for students to make good decisions, discover the career they want, and moreover start to live the lives they value. SOLUTION: Plan to sustain the programme and tool-kit for other Universities to deliver this e-mentoring approachIMPACT: real benefits to students – networks – introductions – cv and interview skills
  • O’Neil et al (1996) describe e-mentoring as the “…use of e-mail or computer conferencing systems to support a mentoring relationship when face to face relationships would be impractical.” Single and Muller (2001) state “e-mentoring is a computer mediated relationship between a senior individual, who is the mentor, and a lesser skilled protégé with the goal of developing the protégé.” Bierema and Merriam (2002) further define e-mentoring as: “A computer mediated, mutually beneficial relationship between a mentor and a protégé which provides learning, advising, encouraging, promoting and modelling, that is boundaryless, egalitarian and qualitatively different than traditional face to face mentoring.” This definition is a development of Zey’s (1984) mentoring definition, with the addition of the belief that a computer mediated relationship is one that is characterised by a boundarylessness and egalitarianism. All build upon an understandings of “traditional” or face-to-face mentoring. Each implies that e-mentoring still provides the same functions as mentoring, but that by using technological communication medium relationships have different characteristics and promote additional benefits. Mentors engaged in both pilots described these benefits in terms of ease and immediacy: email responses to mentee questions could be “rattled-off” in work time whilst face-to-face meetings required planning and preparation.
  • …The internet’s potential for supporting programs that address social justice and educational equity was recognized as early as the mid-1990s. Like mentoring programs, e-mentoring programs arguably have the potential to “‘level the playing-field’ by providing mentoring opportunities for those who otherwise would be left out of important informal networks”. It is thus not surprising that many of the earliest e-mentoring programs focused on creating educational and professional opportunities for underprivileged or underrepresented populations.
  • Kiesler (1993) suggests that markers of social status are less visible in e-mentoring dyads, rendering them less important to the overall exchange: traditional powers being eroded by the lack of visual cues that can lead to or reinforce bias and stereotypes based on demographic or status differences. Impartial advice was also seen as an advantage in e-mentoring studies because mentors are usually from completely different organisations so have less vested interest in the mentees’ activities. Single & Single (2007) for example, found that online mentoring participants cited that impartial advice was one of the most valuable attributes and facilitated a good foundation for relationship building leading to informational, psychosocial and instrumental benefits.
  • Within this context.
  • Engagement with employers. The Government White Paper Higher Education: Students at the heart of the system (BIS, 2011) states the need for employer engagement and similarly the Wilson Review (Wilson, ed., 2009) recommends that Universities work more with employers. The new graduate engineer needs new skills. The Royal Academy of Engineering (RAE) 2010 report Engineering Graduates for Industry states businesses have also stressed the new and distinct roles engineers now play in businesses: ‘…the technical specialist imbued with expert knowledge; …the integrator.. operating across boundaries in complex environments; and ... the change agent providing the creativity, innovation and leadership necessary to meet new challenges’ (RAE, 2007).
  • Graduates from some ethnic backgrounds still find it more difficult to gain employment compared to the ethnic majority and some other ethnic groups. Graduates with disabilities are equally disadvantaged and despite legislation for women, pay differentials in favour of males are commonplace for early career graduates. Parental socio-economic status has also been found to influence employment statistics. These inequalities remain unchanged in relation to salary differential and career prospects, despite greater equalities legislation. However, mentoring has a history of providing strategies to overcome the implications of underrepresentation within higher education. Even within an increasingly globalised higher education context, international students can lack the ability to make correct attributions about the cultural values, beliefs and behaviours and norms of the new society. Using their own culture as a standard for interpreting, judging and behaving in a new culture can result in difficultly within social situations. This is particularly acute within the employment context and students may need opportunities for cultural learning and cultural adjustment.Neal (2007), writing from within the context of U.S. colleges and universities, argues that it is white mentees, mentored by non-white academics, that have the most to learn; white mentors often need to develop a greater cross-cultural competence when dealing with international students, in particular. This, she argues “…goes beyond the traditional mentoring formats to consider other aspects involved in adjusting to different cultural systems and norms”. Neal also recognises that gender is identified as a difficulty for some mentors. She cites the work of theorists Carol Gilligan and Nancy Chodorow to support mentors’ identification of gender differences in communication styles. She cites the reflections of a male mentor stating: “I need to be particularly careful in mentoring women to be cognisant of their boundaries […] not intrude in ways that can be misinterpreted…as a straight white man, those kinds of boundaries are easier to work out with men than with women”. In addition, and perhaps more problematically, she cites another mentor Ross: “What I find for the most part is that men are socialized to pursue things fairly directly and linearly, and women are…socialized to be perhaps more holistic in their approach to issues or problems or matters of concern”15. Nevertheless, an unsophisticated awareness, or indeed overemphasis on differential treatment, could lead to stereotyping of interests, skills and career goals as Neal rightly states - whether in the context of gender, disability, race or ethnicity. There is a sbalance to be achieved in any mentoring relationship between trust, mutual respect, recognition of difference and personal growth.Identifying the skills to achieve this balance, as mentor or mentee, nevertheless presents a challenge. Moreover, Bird et al (1999) argue that cultural dimensions are necessary but not sufficient tools for making sense of complex behaviour within another culture. The danger of making these dimensions in a stereotypical manner is great and using these dimensions in a stereotypical manner prevents both partners seeing and understanding needs that do not fit the stereotype. Mentees or mentors may well behave in unexpected stereotypical ways which may not necessarily signal failure of a mentor-mentee relationship15. Bird et al, writing in a management training context, describe at least three factors which determine a person’s willingness to adapt to another culture and continue to higher levels of inter-cultural competence:High self-efficacy, which allows a person to see the expatriate experience as an adventure rather than a nightmare.Perceiving the purpose of the overseas assignment as a growth and development opportunity versus just another rung on the ladder.A focus on the intrinsic rewards of living overseas, which motivates them to continue learning, versus an expedient focus in which expatriates just learn enough to get by. These factors could be easily translated into “top tips” for mentors of international students and for mentees as well; yet this this still avoids the more complex question about the nature of the mentoring relationship. For international mentees, wanting to learn about the UK work environment, or indeed mentors wanting to mentor international students, good advice might be to progress slowly, making tentative hypotheses, modifying this as more information and experience is gathered. In this way, by continually refining categories and knowledge of the other culture cultural stereotypes can be avoided17. However, the unique mentoring relationship can provide much more than general advice determined through observation and analysis of individual mentor-mentee relationships due to the unique personal engagement offered.The growth of the global marketplace, and the need for competitive advantage, has meant that managers in industry will increasingly be called upon to balance tensions between local, regional and global market interests with an increased need for cooperation beyond traditional borders. Intercultural competence will play an increasingly important role in the skills necessary for an engineering graduate. The benefit of mentoring an international student therefore has an increasing significance for the development of the mentor as well as the mentee. Stanek (2001) describes mentoring programmes with these goals as “global mentoring”. She argues that “Good mentors can recognize skills that have atrophied and help reverse habits [and] Protégés who benefit the most from programmes seem to be those who are willing to reinvent themselves to keep pace with change…”. She also describes a self-selection of personality type amongst both mentors and mentees with both generally being very inquisitive, open to making mistakes and enjoying puzzles and learning. She writes: “They also feel the need to connect with others and to be a part of the larger picture”, suggesting an outgoing extrovert character18. Stanek sees global mentoring as helping to bridge information gaps, and reducing xenophobia and ethnocentricity where cross-cultural training is not otherwise available.Muller, 1997, Stanek, 2001Single et al, 2005Bierema & Merriam, 2002Blasko et al. 2002Blasko et al. 2002; Panel on Fair Access to the Professions 2009AGCAS 2007Panel on Fair Access to the Professions, 2009Chapdelain and Alexitch, 2004Neal, 2007, 2Neal, 2007, 3Bird et al, 1999, 163Bird et al, 164Stanek, 2001, 70Stanek, 2001, 71ext about employability
  • The growing internationalisation of HE adds a complexity to the problems of employability – address both employability and internationalisation were the theme of the research project. The problem of internationalisation in HE, as cited within literature is a rather fluid concept but also problematic. It may refer to very different problems: “Intercultural competence”, the ability to communicate those working in or from different cultures – free from prejudice and motivated to continued learning: "A set of cognitive, behavioural, and affective/motivational components that enable individuals to adapt effectively in intercultural environments.“ “Transnational education”, or equally the “Bologna process” and its potential for student mobility.
  • As a result of the literature review.
  • In both pilot schemes above and beyond employability or intercultural competence, mentees have reported (to various degrees) career development, psychosocial, coaching, networking, and in some cases, role modelling. In pilot scheme 2, work levels of PhD and Masters students was quoted as a reason for poor mentoring as they weren’t able to commit sufficient time to the scheme; this was highlighted by 2 of the 11 mentors interviewed. the general consensus was the more parallel educational and career paths were, the more the mentoring pair perceived their match as a success. All mentoring pairs who explored communication technologies but didn’t have regular contact showed some heightened relationship levels but not to the levels of mentoring pairs with regular contact. In terms of technology use there was no general consensus as to which method was better for facilitating an e-mentoring scheme. During pilot scheme 1 an international student reported finding it hard to break the ice in the questionnaire but when interviewed 2 months later reported having a close and meaningful relationship; this was backed up with a dramatic increase in communication and a change in communication technique. A handful of mentees reported not feeling comfortable asking probing questions of their mentor even at the end of the e-mentoring scheme, but a lot of mentoring pairs built very close relationships and have continued the mentoring outside of the Loughborough programme.
  • In both pilot schemes above and beyond employability or intercultural competence, mentees have reported (to various degrees) career development, psychosocial, coaching, networking, and in some cases, role modelling. In pilot scheme 2, work levels of PhD and Masters students was quoted as a reason for poor mentoring as they weren’t able to commit sufficient time to the scheme; this was highlighted by 2 of the 11 mentors interviewed. the general consensus was the more parallel educational and career paths were, the more the mentoring pair perceived their match as a success. All mentoring pairs who explored communication technologies but didn’t have regular contact showed some heightened relationship levels but not to the levels of mentoring pairs with regular contact. In terms of technology use there was no general consensus as to which method was better for facilitating an e-mentoring scheme. During pilot scheme 1 an international student reported finding it hard to break the ice in the questionnaire but when interviewed 2 months later reported having a close and meaningful relationship; this was backed up with a dramatic increase in communication and a change in communication technique. A handful of mentees reported not feeling comfortable asking probing questions of their mentor even at the end of the e-mentoring scheme, but a lot of mentoring pairs built very close relationships and have continued the mentoring outside of the Loughborough programme.
  • Employment statistics demonstrate a decrease in graduate employment and moreover illustrate how graduates are increasingly likely to take jobs that do not require a degree qualification spending many months or even years looking for a graduate opportunity after graduation. E-mentoring provides an opportunity for mentees to discover the skills they may need in a rapidly changing work context.
  • For international students the e-mentoring experience gives space to come to terms with different working practices and working cultures. This was particularly important, for one mentee in comparing UK and Ugandan context. The development of intercultural competences within the mentoring relationship is a mutually beneficial for mentee and mentors alike. Mentors also have the opportunity to build upon their knowledge and skills which are highly beneficial in an increasingly international marketplace.
  • The e-mentoring experience provides a unique time and place for mentee to think about employability. A time and place to be able to discuss with someone experienced in their field not only the practical skills that may help them find a job but in the tailored personalised and individual relationship, to explore they might begin to live the lives they value. This a less limiting definition of employability illuminates the unique benefit of e-mentoring for employability. E-mentoring gives students the opportunity to discover with the mentor the sorts of working lives they would like and moreover to identify aims and make decisions that will allow them to achieve,.
  • … you could end up with things like, from a mentee’s point of view it might be quite good to go on there and see, have like a ‘my story’ section so all the mentors could just do a short summary of how they got to where they are now so they’ve got an idea of what kind of things graduates go into and the fields that they’re going into and what they’ve done. Equally I think, and I think it’s important to have that sort of individual one to one but there were, I’m sure there are a lot of topics that were covered, that came up amongst all the partnerships that you put together, so to have maybe sort of .. I’m trying to think what’s the best way to call it, like a questions and answers page, so something that’s quite a general question like for example, I’m applying to Atkins for example, does anyone know anything about the process? Well you might find that you’ve got mentors who work for Atkins, equally mentees who are also doing that and they might be able to offer advice and some ideas, which you’re getting more opinions on a question that’s quite good to get more opinions on if you see what I mean. [...] Yes, like a networking group because obviously there’s a lot of things that you sort of discuss that you wouldn’t want to put out to the world and ask everybody, it might be quite personal but then again there are other things that you might want opinions on that would be worthwhile to try and get a few people on something that … But you could have, so to have that central website that all of you go on to and have a look at and it would allow you guys to put stuff up there as organisers of the scheme, put things up there about any information you might think we’d be interested in and that would be appropriate and all sorts whereas it seemed to be we had the opening meeting, which was brilliant, there you go, you’re in your pair, we went off and did our thing and then we came back at the end to have a chat and see how it all went, whereas to have that central thing equally …”
  • Moscow Baunman University FULL Presentation 24th June 2013

    1. 1. Dr Andrea Wheeler, William Bancroft, ProfessorSimon Austin and Professor Jacqui GlassThe Centre for Engineering & Design Education, 1st Floor, Keith Green BuildingSchool of Civil and Building EngineeringE-mentoring: Developingpowerful partnerships withindustry employersJune 24th 2013Moscow State Technical University, Bauman University
    2. 2. Higher Education Academy Award –Departmental Grant - School of Civil andBuilding Engineering £39,500 January2012 – June 2013E-mentoring for employability
    4. 4. CONTEXT
    5. 5. • Construction vacancies have dropped 50%since 2001 .• 5.1% reduction in graduate employment from2001 to 2012. (18.9% unemployed)• Figures show that nearly 36% are employed ina lower skilled job compared with 26.7% in2001 (the Graduates in the Labour Market2012 report published by the Office forNational Statistics).Statistics
    6. 6. Humanities graduatesfind it particularlydifficult to findrelevant employment.
    7. 7. Loughborough University EngineeringStatisticsGraduate Employment Statistics for Loughborough Engineering Graduates (6 months aftergraduation)Standard Publication Category Number of Graduates Percentage of GraduatesFull-time paid work only(including self-employed)384 65.1%Part-time paid work only 17 2.9%Voluntary/Unpaid work only 4 0.7%Work and further study 71 12.0%Further study only 41 6.9%Assumed to be unemployed 45 7.6%Not available for employment 23 3.9%Other 2 0.3%Explicit refusal 3 0.5%
    8. 8. I really have worries about my postPhD life because I would like to beinvolved with industry, butsuddenly feel like I am a freshuniversity graduate (even aftergetting PhD!). There is so muchuncertainty, and if I am beinghonest some lack of confidence onmy part (Loughborough University,School of Civil and BuildingEngineering, International PhDStudent 2011).
    9. 9. I spent my placement yearworking in Malaysia. I am ahome student but have nowork experience in theengineering or constructionindustries in the UK.
    10. 10. E-mentoringEmployabilityInternationalisation
    11. 11. THE TEAMAssociate Dean for Teaching, Professor Simon Austin;Director of Under Graduate Studies, Professor JacquiGlass;Staff Development Officer (Research Staff Mentoring),Michele Zala,Senior Careers Development Advisor - Susan Reed;Design Education Coordinator and the RegionalRepresentative of the Institution of Civil Engineers,Malcolm Jackson.
    12. 12. Industry and Industry BodySupport
    13. 13. THE SUPPORT FROM INDUSTRYInterserve ConstructionCH2M HillA-oneAMECEnvironment AgencyAtkins LtdSmith and Wallwork EngineersPick EverardMorgan TuckerCostainBalfour BeattyPick EverardArup Midland ConstructionJacobs EngineeringStomor LimitedNetwork RailMorgan SindallCarillionBritish Power InternationalAECOMHalcrowCostainInterservePrP UKKier Construction LimitedLaing O’Rouke
    14. 14. Institute of Civil Engineers (ICE)President, Richard Coakley“Harnessing the energy of the ICE’s partnerships with industry andGovernment” presentation to the Department of Civil and Building EngineeringThe President of the ICE, Richard Coackley:The e-mentoring pilot scheme, headed by Professor Simon Austin, links students withconstruction professionals according to interest and career path to provide the principlesof traditional mentoring but exploiting the free and readily available technologies ofSkype, social media and e-mail to foster the awareness of professional practice and theneeds of employers. This is an excellent example of harnessing the energy: with mentorsusing their time and energy to harness and refine the energy of their mentees providingthem with important experience of industry. (Richard Coackley, 20th April 2012,Loughborough University School of Civil and Building Engineering).
    15. 15. PROBLEM
    16. 16. Can e-mentoring provide engineering andconstruction students, particularly those with aninternational perspective, with an educationalopportunity which will significantly improve theiremployment opportunities?If it can, how does it do it?
    17. 17. Literature review
    18. 18. I was brought in during thesummer 2012 to review the firstmentoring scheme and assist withthe organisation of the secondbut I also took the programmeinto my final year dissertation so Iam still involved in the project.
    19. 19. E-mentoring
    20. 20. …boundaryless, egalitarian and qualitativelydifferent….…ease and immediacy…Same function as mentoring added benefits…But a difficulty in forming mentoringrelationships virtually?ONeill, k. D., Li, S. & Weiler, M., 2005. Software support for online mentoring programs: a research-inspired design. Mentoring andtutoring , 13(1), pp. 109-131.Single, P. B. & Muller, C. B., 2001. When e-mail and mentoring unite: the implementation of a nationwide electronic mentoringprogram. Creating mentoring and coaching programs , 1(1), pp. 107-122Bierema, L. L. & Merriam, S. B., 2002. E-mentoring; Using computer mediated communication to enhance the mentoring process.innovative higher education , 26(3), pp. 211-227.Zey, M. G., 1984. The mentor connection, IL:Dow Jones-Irwin: Homewood.
    21. 21. • e-mentoring programs… to “‘level the playing-field’by providing mentoring opportunities for those whootherwise would be left out of important informalnetwork”.• Earliest e-mentoring programs focused on creatingeducational and professional opportunities forunderprivileged or underrepresented populations.The history of e-mentoring
    22. 22. Less stereotyping within mentoringrelationships…Outsiders…more impartial advice… lessvested interestSproul, L. & Kiesler, S., 1993. Connections: New ways of working in networked organisations, Cambridge: MIT Press.Single, P. B. & Single, R. M., 2005. E-mentoring for social equity: review of information to inform program development. Mentoring andtutoring , 13(2), pp. 301-320.
    23. 23. E-mentoring v. mentoringAdvantages and DisadvantagesAdvantages DisadvantagesIt creates an egalitarian environment Slower relationship developmentMentors provide impartial inter-organisational adviceLesser role modellingLogistics / ease (communicate anywhereany time)Reduced commitment?MiscommunicationComputer and writing skills needed
    24. 24. Employability
    25. 25. • The impact of social and cultural capital: graduates fromless privileged backgrounds are less likely to know how to“work the system”• Developing ‘soft skills’, personal qualities and dispositionsis easier for some than others.• Students often do not know what they want their workinglives to be.Employability – the literature – the problems
    26. 26. Drivers for a changing work context• Extreme longevity• Computational world• Superstructured organisations• The rise of smart machines andsystems• New media ecology• Globally connected worldWillen-Augenti (2012) Society 3.0 How Technology is ReshapingEducation, Work and Society
    27. 27. Changing skills/ Future Work Skills 20201. "transdisciplinarity" (understanding concepts acrossmultiple disciplines),2. "virtual collaboration" (proficiency in working aspart of geographically dispersed teams),3. "cross-cultural competency" (ability to operate inmulticultural settings).4. “Social intelligence” (workers who can buildcollegial and productive online relationships will be inhigh demand). “As organizations expand globally, socialintelligence will help managers build virtual workgroupscomprising the right blend of talent and personalities,”
    28. 28. Universities engagewith employers
    29. 29. • Even within an increasingly internationalised HEcontext international students can lack culturalcompetence: the ability to make correct attributionsabout the cultural values, beliefs and behavioursand norms of the new society.Internationalisation – the literature
    30. 30. “Intercultural competence”…the ability to communicate those working in or fromdifferent cultures – free from prejudice and motivated tocontinued learning: A set of cognitive, behavioural, andaffective/motivational components that enableindividuals to adapt effectively in interculturalenvironments.
    31. 31. • Still asking can e-mentoring improve employability and how? Also,asking: are there new ways thinking about employability emergingfrom a changing and more internationalised Higher Educationcommunity – from students, academic and industry collaborators -demanding curriculum support from HE;• Do e-mentoring schemes provide a testing ground for the discovery ofthis need for change?• Can e-mentoring schemes support international students whose workexperience (or lack of) can differ significantly from UK based orEuropean students• Can such programmes prepare them for work either in the UK orinternationally where industry is becoming increasingly globalised?Research Questions
    32. 32. METHODTwo pilots, each 5 months.12 relationships in each pilot (self- selecting).Launch event (meeting for the first time),interim questionnaires, interviews and final“cafe-event”/workshops.Qualitative evaluation of both mentor andmentee experiences
    33. 33. The E-MENTORING Pilot 1: “Improving StudentEmployability Through E-Mentoring”.(February 2012 – June 2012)• Recruited mentors and mentees. Mentors wereyoung, 2- 7 years post qualification. Menteesfrom the School of Civil and BuildingEngineering (without placement experience).• Invited to a launch meeting to meetmentors/mentees and have some training (allonline).• Left to get on with it. Some emails. Someinvitations to feedback via onlinequestionnaires.• June – August interim interviews.• September, review of programme and revisionahead of pilot 2.
    34. 34. The E-MENTORING Pilot 2: “Improving StudentEmployability Through E-Mentoring”.(October 2012 – March 2013)• Recruited mentors and mentees (included some PhDstudents).• Invited to a launch meeting to meet mentors/mentee.Refined and less formal meeting.• Left to get on with it. Some emails. Some invitations tofeedback via online questionnaires.• Interim questionnaires.• Cafe event• Videos
    35. 35. THEMESSuccess (mentee and mentor benefits)Limiting factors (including menteemotivation)Matching (poor matching)Communications, type and frequencyRelationship progress (poor relationshipdevelopment)Qualitative Thematic Analysis
    36. 36. Insights• Success - mentees have reported (to various degrees) career development, networking, andin some cases, role modelling.• Limiting factors - PhD and Masters students weren’t able to commit sufficient time to thescheme;• Matching - more parallel educational and career paths were, the more the mentoring pairperceived their match as a success.• Communications - all mentoring pairs who explored communication technologies but didn’thave regular contact showed some heightened relationship levels but not to the levels ofmentoring pairs with regular contact. In terms of technology use there was no generalconsensus as to which method was better for facilitating an e-mentoring scheme.• Relationship progress - during pilot scheme 1 an international student reported finding ithard to break the ice in the questionnaire but when interviewed 2 months later reportedhaving a close and meaningful relationship; this was backed up with a dramatic increase incommunication and a change in communication technique. A handful of mentees reportednot feeling comfortable asking probing questions of their mentor even at the end of the e-mentoring scheme, but a lot of mentoring pairs built very close relationships and havecontinued the mentoring outside of the Loughborough programme.
    37. 37. Does e-mentoring improve skills for thegraduate employment market ?E-mentoring provides an opportunity for mentees to discover the skillsthey may need in a rapidly changing work context. But it is also muchmore than this…giving confidence,networking,discovering work skills they don’t know they have
    38. 38. The main discussions were aboutidentifying the skills the mentee has gotand bringing it out and presenting itnicely whether that is on the CV orwhether that is at interview. Forexample, some projects or courseworkhe has done that he is not aware thatcould be used to show the developmentof, or skills he has got, actually I broughtthat out from him. *…+ So it is mainlyabout identifying his skills but also aboutproviding advice about how he could getemployed through fairs, throughjournals and through relationships withpeople really. So giving advice,sometimes encouraging and giving himconfidence, I think that’s reallyimportant especially in this economicclimate, as I am sure he is a goodcandidate. He will be employed.MENTORconfidenceskills he did not knowhe had
    39. 39. Mainly it was about the CV, tweaking itto specify for certain companies orcertain audiences. And Chartership,looking at how to get yourself chartered,just developing the professional side ofyour personality with professional skillsso that they can all add onto your CV.Even if you’re just starting yourChartership or your personaldevelopment plan, put that in you CV.Stuff that I wouldn’t have even thoughtabout, even though I haven’t completedit, show I’ve started it, shows yourwillingness to engage and willingness toprogress your knowledge. *…+ Where tolook for jobs don’t look where everyoneelse I looking, there’s a good reason whyeveryone is looking there but you’ve gotmore competition, things like coldcalling, letters, looking at who’s doingwell in the news, industry specificmagazines and things, so they will have agood chance of recruiting, and approachthem but with a tailored CV to make sureyou *seem like+ you’re going to them inthe first place.MENTEEStuff I had not eventhought about
    40. 40. MENTORActually we didn’t have a very good start withmy mentee because he couldn’t attend thefirst meeting so we didn’t have the first face-to-face conversation with him. But I justdropped and email and then everythingstarted. It went quite well actually I got quitenice responses from him and so we are still incontact and you know sharing ideas, justtelling what’s going on in his life and hisapplication he’s done lately. So yes it is quitegood. *…+ He is looking for a graduateengineer role in a large sized company and hewants to know how he can find a job ofcourse but he does have enough experiencein interviews, so generally we are talkingabout job interviews and using the job searchtools and how he can find a job on theinternet. Well we started with LinkedInbecause I’m sort of active on LinkedIn so I justshared all my networks so he can just seerecruiters HR people headhunted etc., he isquite good with that one. *…+ I advised him tocreate a profile on LinkedIn and he did. Westarted with that but we will try the otherwebsites where he can look for a job and alsoI am planning to send him to graduateengineers in my company so he can shareideas with them because I know there aresome specific websites just for graduates.networks andnetworking skills
    41. 41. MENTEE has been a wonderful experiencehaving someone who you can call amentor has been the greatestexperience as we’ve been discussingearlier, there are so many avenues interms of what’s available to help you outin terms of getting a job or becomingmore employable but these avenues arevery one dimensional. For example Icould use a magazine and it would tellme what I need to do with my CV andwhat you need to say in an interview butthis is very one dimensional *…+ whereashaving a mentor they can give youvarious perspectives on what theseinterviews or job opportunities have andthey can give you more than one routeto follow. That is one of the greatestthings mentoring can provide.Discussions are around what I as amentee have been facing discussion andhave looked deeper than what thementors have said and it is about makingyourself an all rounded person beyondthe CV. The CV is the first point ofcontact but when you’re called in for aninterview the CV becomes a side issue,they want to see what you are as anindividual.Not one dimensionavenues in terms ofemployability, variousperspectives…Discussions lookdeeper, start withwhat I as mentee havebeen facing…
    42. 42. Can e-mentoring facilitate an understanding ofinter-cultural employment skills - workingpractices across cultures ?• Understanding different working cultures• Mutual development of intercultural competence –mentors and mentees
    43. 43. Internationalisation - Narratives andexperience (Mentee Pilot 1) A different workculture…things that really stand out for me are that at this level after Masters whenwe go back home we’re going to be more of manager’s than technical people.People management, which is a very difficult thing, working with big groups,I’ve learnt a couple of things about that. The thing I’ve learnt is aboutstrategies, this was completely new to me, you know. Every business,everything in life, there’s a strategy. You need to know where you want to goand have some sort of plan to get there. Before we just used to wake up anddo things and get there (International Masters Student).
    44. 44. Things are good in Kigali Rwanda. Yes am still in touch withhim. I got a new job since I returned so I run thatconcurrently with my private business. Its all in real estateand architect consultancy.I hope life is good for you in UK. Thanks for asking. Dokeep in touch.Still in touch…
    45. 45. “If I’m honest he didn’t really raise many questions to me. *...+ It was more me tryingto force the issue sometimes. He’s a very polite guy, he’s a very nice guy, I wonderwhether he’s almost too polite to ask me certain things thinking he was taking up mytime. [...] I mean some of the things – he kind of indicated stuff as he was sending anemail through he’d say coming towards the end of his PhD kind of thing and fromthat I kind of latched on to you know what are you thinking of doing? This is what Idid, you know use the library to look at companies and stuff and we kind of got a bitof a rapport going near the end and I think it had some success hopefully. He wasthinking that he would have to go back to Nigeria and possibly into academia and Ikind of said actually there are different routes through.He’s almost too polite to ask me certainthings…
    46. 46. SUMMARY – A different sort of employabilityprogramme - a student led approach toemployability and a unique time and space ?Less limiting definition of employability: an opportunity to beingthe live the lives they value – to discover the sorts of workinglives they would like, identify aims, and begin to make decisionsthat will allow them to achieve these lives.
    47. 47.’re been talking abouthow I can help him improvehis CV and a lot aboutinterviews. At the start therewas a lot about this but asthe conversations moved onit was more about whatshould I say at interview,what’s the industry like,what sort of job roles shouldI pin point, life experience ingeneral. You know I’ve beenworking afew years now andI’ve got experience to tellhim …you should really avoidthis sort of thing but if youenjoy this sort of thing go forit and do your best.MENTORCVs and interviewsbut about lifeexperiences in generalInsight into theindustryTailored advice, whathe should avoid andwhat to go for
    48. 48. I was in placement in anothercountry so I still didnt have UKexperience. I was in Malaysiawith a UK contractor but it wasstill a lot different to what itwould have been with a UKcontractor. He offered to help mein a variety of different waysincluding course work with theUniversity but we chose to focuson employability and applyingfor jobs, helping me with my CVand he was open most of thetime so I could speak to himwhenever I wanted to . It wasgood for me as I always hadsomeone to speak to aboutsubjects quite formal but he gaveme the opportunity to speakquite informally so it was verycomfortable for me.MENTEEHe was open to me soI could speak to himwhenever I wanted to.He gave me theopportunity to speakquite informally.He helped me makedecisions
    49. 49. Solution
    50. 50. “But the one sort of big area I reckon you could improve would be to have like a centralknowledge exchange or database, kind of like a website essentially where …you couldhave information, again about how to be a good mentor, what to expect from thementee’s point of view and perhaps you could have things on there like….Mentee and mentor participation in thespecification for the website/ “tool-kit”
    51. 51. WorkInsight (website)http://www.workinsight.infoImproving Student Employability ThroughE-Mentoring (HEA title)E-mentoring for Employability
    52. 52. Impact
    53. 53. Municipal Expert Panel of the Institute of CivilEngineers, project on e-mentoring:“Passing knowledge and experience to a newgeneration of municipal practitioners”.
    54. 54. Dr Andrea WheelerTeaching and Learning Co-ordinator (Projects),The Centre for Engineering & Design
    55. 55. Dr Andrea Wheeler, Dr Paul Rowley, Martin HamiltonAn Innovative Knowledge Platform for Business and Community EngagementA co-developed service model for online continuing professional developmentin the energy sectorA CROSS-INSTITUTIONAL LEARNINGFRAMEWORK FOR ENERGY CPD:MEGS-KT
    56. 56. CONTEXTMidlands Graduate Energy School
    57. 57. The ProblemHow to develop a relevant, up-to-datedesirable platform for “CFD”opportunities, opening up Universityresources and allowing SMEs to sharetheir knowledge.
    58. 58. Questionnaires and Interviews SMEs• 10 paper filled questionnaire• 18 online surveys• 16 transcribed interviews• 1 work shadow day (excellent data but too timeconsuming)• 3 planned “co-design” workshops
    59. 59. Building the MEGS-KT community of practice – the Jisc, thefellows (the catalytic individuals) and SMEs teamFellows Lecture Series17/10/2012 Robin Nicholson, Edward Cullinan Architects24/10/2012 Russell Smith, Parity Projects14/11/2012 Terry McGivern, The Institute for Sustainability and the FlashProgramme05/12/2012 John Davis, Domestic Green Deal Assessor16/01/2012 Carl Benfield, Prescient Power30/01/2012 Keyur Vadodaria, Researcher, CALEBRE project20/02/2012 Rich Cartwright, RDC Energy , Jonathan Gilbert, The Rapidtechnology Transfer Group, and Tracy ThomasTo ensure the sustainability of the project CEDE has agreed to fund the continueddevelopment of the community and engagement with the demonstrator / websitethrough monthly evening lectures.
    60. 60. Catalytic Individuals and Our SocialMedia Fellow Tracy Thomas
    61. 61. LinkedIn Community (50+ additionalmembers in the East Midlands)
    62. 62. Twitter Group 920 Followers
    63. 63. Barriers and limitations to this sort ofprimary research• Hard to engage SMEs• SMEs don’t know what their knowledge needsare (they don’t know what they don’t know)• Professional bodies/networks limiting accessto SMEs by “outsiders” (difficult to send outquestionnaire via professional bodies)• Concerns about sharing commercialinformation from SMEs – “I prefer not to say”
    64. 64. The Community Views•
    65. 65.