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Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
Dissemination of employability research findings - Hannah Mawson
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Dissemination of employability research findings - Hannah Mawson

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Presentation at HEA-funded workshop 'Fit for the workplace - collaborative approaches to enhancing graduate employability in Sport '. …

Presentation at HEA-funded workshop 'Fit for the workplace - collaborative approaches to enhancing graduate employability in Sport '.

The workshop was integrated with the university’s undergraduate Sport Employability Conference (SEC) and provided delegates with the opportunity to discuss approaches to enhancing graduate employability whilst also observing students showcasing their work based learning. Sessions included engagement with a wide variety of national and local employers.

This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/SKAMpE

For further details of the HEA's work on Employability and Global Citizenship in the Social Sciences see: http://bit.ly/17n8Knj

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  • Now sit in aims of uni’s, how they are measured etc.

    Whilst recognition that HEI’s need to engage with employers and ensure degree content is fit for purpose – only part of the story – need to consider holistic issue

    More recent research Cranmer (2006) suggests issues and barriers are still there – model of employability coordinators sitting in admin/corporate roles rather than academic
  • Scottish Council for Research in Education
  • These skills are transferrable
  • Current lack of evaluative research and tangible tools from which to learn from - ideas to take to develop WBL
  • Current lack of evaluative research and tangible tools from which to learn from - ideas to take to develop WBL
  • Will be presenting findings from this initial research
  • Encouraging that majority chose the top 3
    Need vols – community clubs
  • As expected
    Application of theory low – might be higher for academics
  • Can we teach some of these? Innate characteristics v learned skills
  • Some that strongly agreed – Uni based organisations/ community club – depended on org as to response
  • As expected
  • Mixed response – focus on entry level jobs
    Local Authority Sport - no
  • mixed
  • Interesting response – is it the role of Uni’s to provide these skills?
  • Mixed response
    Community club – strongly agree response
  • expected
  • Encouraging – evidence for what we are doing as worthwhile
  • Some that strongly agreed – Uni based organisations – depended on org as to response
  • Curriculum / assessment details – understanding of what student is expected to do and how they can help
    Quality assurance
  • Key points – flexible – cannot fit into a timetable! Not 9-5 – expectations for students.
  • Communication
    Various skills – employability skills??
  • Supports survey data – find talent, share good practice
  • Same goes for students – work with those who want to develop
  • Same goes for students – work with those who want to develop
  • Transcript

    • 1. © University of South Wales Researching Graduate Employability Dr Hannah Mawson Lecturer & Employability Coordinator for Sport
    • 2. What has previous research shown? USW Graduate Employability research findings (with interactive activity!) Considerations for further enhancing employability of students © University of South Wales Researching Graduate Employability
    • 3. What does ‘Employability’ mean? ‘Employability is a set of achievements, skills, understandings and personal attributes that make graduates more likely to gain employment and be successful in their chosen occupations, which benefits themselves, the workforce, the community and the economy.’ Yorke (2004) © University of South Wales Research into Graduate Employability in Sport
    • 4. Increasing priority for HEI’s to embed employability into degree courses Despite progress in HEI’s responding to employers’ needs, the literature suggests that there is a lack of clarity and consistency in how best to promote graduate employability Lees (2002) suggest there is little common understanding of student employability between employers and HEI’s, as employers tend to view generic skills as more important than the academic content (and academics vice versa) Still a contemporary issue according to Cranmer (2006) and Lowden et al. (2011) © University of South Wales Research into Graduate Employability in Sport
    • 5. Research suggests that employability of students should be embedded into the curriculum within HEIs (e.g. Knight and York, 2002). Approaches to employability skill development should therefore include the development of employability attributes; support in career and job-related decisions; the opportunity for placements and internships and personal development planning. There are a number of case studies from HEIs who are experiencing some success from their approaches to employability – tends to be descriptive/anecdotal in nature. More evaluative evidence of the impact of such approaches on graduate employability is lacking (Lowden et al., 2011). © University of South Wales Research into Graduate Employability in Sport
    • 6. Previous Research University of Glasgow SCRE Centre & Edge Foundation (Lowden et al., 2011) Aims of research – To examine the perceptions of employers concerning the skills, knowledge and characteristics which help make graduates employable. Examine approaches to student employability within HEIs © University of South Wales Research into Graduate Employability in Sport
    • 7. Previous Research Key findings – There is a broad understanding of what is meant by the term ‘employability’ and the general skills and characteristics that constitute employability. Employers identify that students/graduates require industry specific knowledge, but broader skills such as communication, team-working, leadership, critical thinking are essential. Overwhelming evidence that employers, graduates, students and HEI’s all value work-based learning opportunities such as placements and internships in improving and promoting employability However, efforts to address graduate employability in HEI’s is extremely variable (and in some cases unknown) © University of South Wales Research into Graduate Employability in Sport
    • 8. Current Research University of Gloucestershire – ‘Employability of Graduates of Sport’ project working with HEIs across Europe to create a ‘toolkit’ for enhancing student employability and share good practice. www.egsproject.eu © University of South Wales Research into Graduate Employability in Sport
    • 9. USW Sport Research Keen to evaluate current approach to employability and gain views and perceptions of employers, with regards to the employability of our students. Given the lack of evaluative research – need for evidence © University of South Wales Research into Graduate Employability in Sport
    • 10. Two components of initial research: Surveys • Completed by 45 employers working in the sport industry in Wales • All employers attending last year’s USW Sport & Events Employability Conference • Employers advertising opportunities for student placements therefore supportive of the programme at USW Employer Forum focus groups • 32 Employers attended a forum at last year’s conference • Interactive group discussion on expectations of the employer; University and student for work-based learning placements © University of South Wales USW Sport Employability Research
    • 11. Employers/survey respondents: 64% Male 36% Female Majority were aged between 20 – 34 years (71%) Attending the conference on behalf of their organisation to advertise a sport related placement to students. © University of South Wales USW Sport Employability Research - Employers
    • 12. Sector of sport industry represented: © University of South Wales USW Sport Employability Research - Employers 0% 5% 10% 15% 20% 25% 30% 35%
    • 13. So – what were the employers’ perceptions of our students and how suitable they are to work in the industry? Now for some audience participation! To start with – some initial test questions…. © University of South Wales USW Sport Employability Research
    • 14. © University of South Wales Test Q 1. How did you travel here today? 1. Car 2. Train 3. Bus 4. Cycle 5. Walk 6. Other
    • 15. © University of South Wales Test Q 2. Are you in the right workshop? 1. Yes 2. No 3. Don’t know
    • 16. © University of South Wales Test Q 3. Rob is an Everton fan. Which of the following is most likely? 1. Rob will want Everton to beat Man City 2. Rob will secretly want Man C to beat Everton (so Liverpool are less likely to win premiership) 3. Rob won’t be watching the game
    • 17. On the survey, we asked employers from the sports sector a number of questions related to the appropriateness of skills of current students; why they are providing placement opportunities; and what placements should provide. The next few slides you will be asked the same question and you can provide your own response, so we can compare to the actual findings © University of South Wales Back to the Employer research!
    • 18. © University of South Wales Q1. Why do you take a student on placement? Select 3 options 1. Nurture future employees 2. Develop someone 3. Create links with USW 4. Projects need doing 5. Free resource 6. Fill gaps in workforce 7. Find talent 8. Need volunteers 9. Organisational Dev
    • 19. © University of South Wales 0% 5% 10% 15% 20% 25% Q1. Why do you take a student on placement?
    • 20. © University of South Wales Q2. What should a placement provide to students? Select 3 options 1. Subject knowledge 2. Planning & Evaluation 3. Industry learning 4. Communication skills 5. Application of theory 6. Skills & expertise for role 7. Experience real life work 8. Networking 9. Employment 10. Exposure to the real world
    • 21. © University of South Wales Q2. What should a placement provide to students? 0% 5% 10% 15% 20% 25%
    • 22. © University of South Wales Q3. What skills do you think are lacking in current students? Select 3 options 1. Subject knowledge / expertise 2. Previous work experience 3. Planning & evaluation skills 4. Self-direction / initiative 5. Application / Interview 6. Communication skills 7. Confidence / Attitude 8. Admin skills 9. Team working 10. Maturity/professionalism
    • 23. © University of South Wales Q3. What skills do you think are lacking in current students? 0% 5% 10% 15% 20% 25%
    • 24. Q4. Is a relevant degree sufficient to make graduates employable? 1. Strongly Agree 2. Agree 3. Neutral 4. Disagree 5. Strongly Disagree
    • 25. © University of South Wales 0% 5% 10% 15% 20% 25% Strongly Disagree Disagree Neither Agree Strongly Agree Q4. Is a relevant degree sufficient to make graduates employable?
    • 26. Q5. Should sports graduates undertake a placement as part of their degree? 1. Strongly Agree 2. Agree 3. Neutral 4. Disagree 5. Strongly Disagree
    • 27. © University of South Wales 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Strongly Disagree Disagree Neither Agree Strongly Agree Q5. Should sports graduates undertake a placement as part of their degree?
    • 28. Q5. Sports Graduates possess enough work-experience to gain entry level jobs 1. Strongly Agree 2. Agree 3. Neutral 4. Disagree 5. Strongly Disagree
    • 29. © University of South Wales Q5. Sports Graduates possess enough work-experience to gain entry level jobs 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% Strongly Disagree Disagree Neither Agree Strongly Agree
    • 30. Q6. Sports graduates have the right ‘soft’ skills (e.g. communication) to make them employable 1. Strongly Agree 2. Agree 3. Neutral 4. Disagree 5. Strongly Disagree
    • 31. © University of South Wales Q6. Sports graduates have the right ‘soft’ skills (e.g. communication) to make them employable 0% 5% 10% 15% 20% 25% 30% 35% Strongly Disagree Disagree Neither Agree Strongly Agree
    • 32. Q7. Universities should provide students with other skills (e.g. customer service) 1. Strongly Agree 2. Agree 3. Neutral 4. Disagree 5. Strongly Disagree
    • 33. © University of South Wales Q7. Universities should provide students with other skills (e.g. customer service) 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% Strongly Disagree Disagree Neither Agree Strongly Agree
    • 34. Q8. Students possess enough subject knowledge to be employable in my organisation 1. Strongly Agree 2. Agree 3. Neutral 4. Disagree 5. Strongly Disagree
    • 35. © University of South Wales Q8. Students possess enough subject knowledge to be employable in my organisation 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% Strongly Disagree Disagree Neither Agree Strongly Agree
    • 36. Q9. The purpose of a placement is to provide students with industry- specific knowledge 1. Strongly Agree 2. Agree 3. Neutral 4. Disagree 5. Strongly Disagree
    • 37. © University of South Wales Q9. The purpose of a placement is to provide students with industry- specific knowledge 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% Strongly Disagree Disagree Neither Agree Strongly Agree
    • 38. Q10. Students who have undertaken a placement as part of their degree are more employable 1. Strongly Agree 2. Agree 3. Neutral 4. Disagree 5. Strongly Disagree
    • 39. © University of South Wales Q10. Students who have undertaken a placement as part of their degree are more employable 0% 10% 20% 30% 40% 50% 60% 70% Strongly Disagree Disagree Neither Agree Strongly Agree
    • 40. © University of South Wales Employer Forum focus groups Discussion groups were held with employers at last year’s forum to gain views and perspectives on a number of WBL related areas.
    • 41. © University of South Wales What training/support could USW provide you as employers to get the most from WBL? Coaching/mentoring qualification An understanding of course modules that link to student assignments Knowledge and understanding of the course and module being completed by the students What do the students need to achieve? Peer mentoring skills and qualifications Training in support mechanisms i.e. mentoring etc. Training for students on WBL e.g. coaching qualifications, work basics (telephone skills etc.) Regular reviews with placements - feedback Opportunity to discuss academic content Awareness of students curriculum of studies Course information and expectations (module)
    • 42. © University of South Wales USW Sport Employability Research Are there key times (dates) where you need WBL students the most? End of school term in order to support the input of data for submission to Sport Wales October – March term-time – helps with programme delivery Flexible and negotiable! Flexible – Sports Development is not 9 – 5! During school term – Time to develop and deliver 5x60 programme Flexible – school terms & holidays Summer placement Tennis season – peak interest from public Fixed timetable or day where students will be available so that a programme can be organised with current staff
    • 43. © University of South Wales USW Sport Employability Research What core skills are most important for WBL students? Communication – Internal & external Reliable and passionate Interest and ambition Commitment Motivation and self drive Effective communication Communication Communications through a variety of sources Motivation Communication and motivation Adaptability and communication Marketing skill & experience Initiative Interest in the area Good communication skills Work basic skills ie. Telephone manner Time management Financial / big picture awareness
    • 44. © University of South Wales USW Sport Employability Research What is the value of this conference to you as employers? Ideas from other employers in terms of placement projects Great opportunity to find a new valued employee Networking with other employers Opportunity to promote our organisation Access to students with a view to it being an informal interview To identify potential workforce / employees Learn about how a student values a placement To find out how we can improve placements for future students
    • 45. Considerations moving forward…. - Whose role is it help students develop certain employability skills? - Are there some skills that neither HE or employer can teach? - Maintaining and enhancing quality assurance as employability programme grows - Continuing to bridge the gap between academic degree and gaining employment in an increasingly competitive market – common understanding of ‘student employability’ - University’s role in clarifying expectations of working in the industry - Selective about which employers – maintaining high standards - Supporting those students who want to develop - Further research to be undertaken © University of South Wales USW Sport Employability Research
    • 46. Any questions / comments? © University of South Wales USW Sport Employability Research

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