Academic Council No.176 - Update
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Update to Academic Council No.176 on project progress. Submitted to National Forum for the Enhancement of Teaching & Learning in Higher Education.
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Academic Council No.176 - Update
- 1. DkIT EMBEDDING EMPLOYABILITY Academic Council No.176 Update on Embedding Employability Project
- 2. SATLE 2019 FUNDING • A shared vision of the DkIT Graduate • Set of DkIT Graduate Attributes • Institute wide Employability Statement & Framework • A Employability Guide which identifies and measures employability activity within DkIT and provides a guide on embedding Employability in programme design and delivery • A DkIT Industry Employability Forum in collaboration key industry partners across all academic disciplines to guide and inform employability development in DkIT
- 3. SATLE 2019 FUNDING • Led by Careers & Employability Centre • Embedding Employability Steering Group • Representing Key Stakeholders (Students, Employers, Academic Staff, Professional Staff) • 2 Research Assistants Employed – February 2021 • Graduate Attributes – Dr Michelle Cowley-Cunningham • Employability Framework & Toolkit – Dr Jonathan Hodgers
- 5. Institute-Wide Focus Group Research Research & Graduate Studies Lifelong Learning Centre Library Careers & Employability Student Services SU & Students Employers CELT Informatics & Creative Arts Business & Humanities Engineering Health & Science Professionally Accredited Programmes
- 6. • DkIT Bespoke Graduate Attribute Framework • Emerging Mindsets • Employability Framework for DkIT
- 7. GRADUATE ATTRIBUTES Who we are... Who we are to relevant audiences... Who we become, and to whom we belong... 'An authentic set of aspirations for all who attend DkIT...'
- 8. Technology Changemakers RESEARCH FINDINGS - PRELIMINARY TU Aspiration and 3-4C's Tagline... We are Communicators, Collaborators and Confident Changemakers
- 10. SURVEY RESULT – GRADUATE ATTRIBUTE HEADLINE GROUP PRACTICAL ENTERPRISING TECHNICAL TECHNOLOGY DRIVEN TOTAL OTHER STUDENT 57 20 33 16 126 0 GRADUATE 38 22 15 22 97 3 STAFF 54 17 12 13 96 4 EMPLOYER 22 4 10 1 37 1 171 63 70 52 356 8 48% 18% 20% 14% 98% 2% Survey Preference Vote 1st Place = Practical 2nd Place = Technical 3rd Place = Enterprising 4th Place = Technology-Driven Focus Group Vote Technical – Fourth Capstone Survey Popular Vote 52% = Aggregate of other 3 Capstones
- 11. Graduate Attribute Framework '4Cs...' Communicative • Communicators • Public Engagers • Creative • Digitally Fluent • Emotionally Intelligent • Self-Promoters Practical / Competent • Technically Skilled • Knowledgeable • Practical • Work Ready • Enterprising • Data Fluent Confident • Professionally Confident • Adaptable & Flexible • Critical Thinkers • Problem Solvers • Lifelong Learners • Resilient Collaborative • Teamworkers • Innovative Partners • Leaders • Networkers • Socially Enterprising • Operationally Savvy
- 12. Emerging Mindsets Consensus on Qualities PAR Mindset 1 – Positive Attitude Mindset 2 – Adaptable Mindset 3 – Resilient Survey Results - All Stakeholder Groups Choose Top 1-3 Qualities for Mindset Questions (n = 280+)
- 13. DkIT's Model of Graduate Employability Human Capital Skills Competencies Work Experience Social Capital University Ranking Networks Social Class Career Mindset Career Self-Management Career Building Skills Attributes Graduate Attributes Individual Traits Perceived Employability Graduate Employability Individual Employability Career Outcomes 'Micro' Labour Market DkIT Partnerships Alumni DkIT Supports 'Macro' Labour Market Supply Factors Demand Factors Adapted from Clarke 2018: 1931
- 14. Forecasted Embedding Employability Process • A framework for embedding employability at a programmatic level. • A web-based suite of resources to help staff enhance employability through assessment. • A more expansive activities database based on the initial resources suite.
- 15. Embedding Employability Guide 10-dot Matrix (max score 10-dot) ACTIVITY CV- WORTHY PLACEMENT INDUSTRY- PARTNERED CA GRADUATE ATTRIBUTE(S) PROFESSIONS REQUIREMENT EMPLOYABILITY REQUIREMENT DOT SCORE Placement 7-dot + Industry- Partnered Assessment 4-dot + Jobs Research 4-dot + Online Profile Exercises 4-dot + Reflective Logs 4-dot + Groupwork Projects 5-dot + Formal Presenting 5-dot + CV-Worthy Maybe CV-Worthy Graduate Attribute(s): Quadrant 1,2,3 or 4
- 16. ROAD MAP... • TO TEST GRADUATE ATTRIBUTE FRAMEWORK CONSENSUS • TO REFINE OUR SUB-ATTRIBUTE LISTS AND DEVELOP MINDSETS • TO PRODUCE AN EMPLOYABILITY STATEMENT • GRADUATE ATTRIBUTE MAPPING CHECKLIST – PROGRAMME FOCUS Maxwell, R., & Armellini, A. (2019). Identity, Employability and Entrepreneurship: the ChANGE Framework of Graduate Attributes. Higher Education, Skills and Work- Based Learning, 9(1): 76-91.,, d text
- 17. Appendix – Why the CHANGEMAKERS FRAMEWORK?
- 18. HOW OUR FINDINGS CORRESPOND TO CHANGEMAKER CAPSTONES Our 'Who I am' Capstones • Collaborative • Technology-Driven or Technical • Communicative • Confident WE MATCH BUT FOR TECHNOLOGY IN PLACE OF ETHICS/INTEGRITY CAPSTONE • Emphasis on technical, enterprising or practical programmes and mindsets... • We are moreso 'IMPLEMENTERS' than 'PHILOSOPHERS'
- 19. SEMIOTICS of Belonging Meaningful to Everyone TU Aspiration and ccc Tall T - Technology or Technology-Driven Tall T - Teaching-Quality All Programmes Tall T - Research-Led Teaching (e.g., CELT) 3 C's - Consensus Capstone Graduate Attributes 3 C's - 3 Research Clusters 3 C's - Apprenticeship Route Grades
- 20. Composite Capstone – The Competition Logic PRACTICAL TECHNICAL ENTERPRISING NFQ Professions-Led Degree Programmes (Table 1, SC Meeting 3 for Interchangeable Term Use) e.g. TECHNOLOGY-DRIVEN NFQ Professions-Led Certificate and Degree Programmes (e.g., Engineering) NFQ Certificate and Degree Programmes (e.g., Hospitality) A. 3 Research Clusters are guided by the application of technology to health, engineering, and enterprise. B. New technology uptake and associated technical skill training guides graduate development across the institute.
- 21. Encouraging Employability Best Practice via Graduate Attribute Framework Embedding Employability in the Curriculum Tabulation of Best Practice Learning Activities Enhancing Employability (examples) Encourage Best Practice Learning Activities with Embedded Graduate Attributes to Enhance Employability For Heads of Programme or Directors to Survey Activities from Lecturing Staff (e.g., Mircrosoft Forms) Use Matrix to Evaluate: 3-dots + to Qualify Learning Activity Success Chart per Programme Type (Cert NFQ6 or NFQ7, Dip, Degree) TBC All Programmes to Submit Sheet to Evidence Employability Success Streamlined Information Pack (HoSs, HoPs, Lecturers) Ambitious, Feasible, More Efficient or Opportunistic – To Facilitate Not Burden Staff
- 22. ACTIVITY CV- WORTHY PLACEMENT INDUSTRY- PARTNERED CA GRADUATE ATTRIBUTE(S) PROFESSIONS REQUIREMENT EMPLOYABILITY REQUIREMENT DOT SCORE Peer Learning 5-dot + Careers Workshop 4-dot + Mentoring Programme 3-dot + Industry Guest Speaker 4-dot + Written Assignment 4-dot + Online Exam 3-dot + Rapid Groupwork Exercise 5-dot + Embedding Employability Guide 10-dot Matrix (max score 10-dot)
- 23. Next Steps • Proposal to Academic Council • Inform Employability Statement/Guide • Streamlined Information Pack (HoSs, HoPs, Lecturers) • Create Self-Assessment Success Chart • Careers & Employability Services – Identify Content for Employability Module (Mandatory or Elect TBC)
- 24. Notes on BRANDING Headline '...' Wireframe Capstones T and 3C's Taglines • We are Technology-Driven and Technological Innovation Drives All We Do • We are Communicators, Collaborators and Confident Changemakers New Pantone for DkIT Palette – Electric Blue/ Light Blue
Editor's Notes
- Many thanks for the opportunity to present an update on our DkIT Embedding Employability initiative. We were eager to present progress on this project to AC before the end of this academic year. With the intention of bringing a number of the outputs from this project for AC approval/adoption in September. I am joined in this presentation by the 2 Research Assistants that have supported this project – MCC and JH. We hope that many of you are aware of the project and it's progress from our presentations to various committees and staff grouping over the past few months, as well as our significant consultation process of Focus Groups and Survey. We are very excited about the project and the potential it has on supporting enhanced employability of our students, both in the now and for their future.
- This project has been funded by National Forum for T&L – under the Strategic Alignment fund – Collaboration with Professional Bodies / Industry Partners. The aims of the project was to deliver on: A shared vision of the DkIT Graduate Set of DkIT Graduate Attributes Institute wide Employability Statement & Framework A Employability Guide which identifies and measures employability activity within DkIT and provides a guide on embedding Employability in programme design and delivery A DkIT Industry Employability Forum in collaboration key industry partners across all academic disciplines to guide and inform employability development in DkIT
- An extensive literature review and a range of stakeholder consultations have been conducted resulting a series of reports reflecting our empirical findings. - Embedding Employability Framework - Graduate Attribute Report - Focus Group Consultation Report
- We choose a focus group model for our research. Due to Covid restrictions we were confined to interviews using Microsoft Teams, but you can see from this slide that this did not stop us reaching every corner of the institute, to give voice to every set of student services and subject groups, from lecturer to Heads of Schools and Directors of Services... Refer to each diagram on slide.
- For the rest of the presentaiotn, we will focus specifically on the DkIT Bespoke Graduate Attribute Framework Emerging Mindsets Employability Framework for DkIT
- Before we move to the overview, there are some phrases you will hear throughout...
- In light of moving towards a TU status , having a graduate attribute framework is of significant importance as it draws on a consensus to speak of our identity and the aspirations we have for our students and particularly our graduates upon leaving us to commence their working lives. Graduate attributes from a DkIT student perspective communicates who we are, who we are to relevant audiences, and who we become. A graduate attribute framework is useful not only because it provides a marketing apparatus to gain the attention of employers and prospective students, but a promise to our students regarding the authentic set of aspirations possible for all who attend DkIT, to help them survive and thrive in the real world. What's more, our Strategic Plan demands attention to the drawing up of this framework to unify, improve and guide our employability practices to remain competitive. 94% of our graduates achieve employment in their first year upon graduation and we want to maintain this momentum. We designed a piece of research to set about uncovering what graduate attributes best fit this promise and realisation for DkIT. And who better to ask than our 'Employability Champions', those hard working staff and industry partners who promote DkIT workplace skills and employability at every opportunity.
- And now we have the revised model, and we see that TECHNICAL is giving us problems. Remember it has similar results to ENTERPRISING and in a fine-grained analysis that we completed it both competes with and is used interchangeably with PRACTICAL. Therefore we came up with a synthetic capstone; a composite of all 3 under the title TECHNOLOGY-DRIVEN! You can tell us about that in the discussion in a slide or two.
- Three P's inspired by Holmes, L. 2013. “Competing Perspectives on Graduate Employability: Possession, Position or Process?” Studies in Higher Education 38 (4): 538–554. 'Personality' is my best guess at a fourth –JH.
- And, now we come to that Changemakers Model. Originating in Hull University and worked out here in the visual by researchers at Northampton University... Much like theirs our Confidence capstone and its sub-attributes it matches their Self-Direction capstone. Much like their Collaboration capstone, our Collaborative capstone and sub-attributes appear. Much like their Change capstone and sub-attributes, our Communicative capstone and sub-attributes are similar. Now, where we differ is in that fourth capstone... Where they denote ethical and integrity values, we have a fourth substantial capstone TECHNOLOGY-DRIVED. In a sense we are the Do-ers whereas, they are the Philosophers. And rightly so, we are an Institute of Technology after all. So, how does all of this promote and relate to our employability?