Creative Advance Industry Best Practice workshop - Dr Kion Ahadi


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  • Red depicts commissioned external studiesBlack depict studies that Creative Skillset can conduct with internal resources
  • Creative Advance Industry Best Practice workshop - Dr Kion Ahadi

    1. 1. Developing an EvaluationFramework for the Creative Skillset Tick Dr Kion Ahadi Head of Research and Evaluation
    2. 2. What arguments could be made for the Tick?
    3. 3. What are the arguments for the Tick? Providers Teachers, Students and Employers Parents “The fact the Tick appears on KIS “The Tick would make me look on gives us a distinct advantage” “For students employability someone [potential employee] more is the main driver, will this favourably, they would stand out“It needs to maintain it’s quality, and course get me the job I from other applications” have evidence to show this” want? Tick definitely meets this criteria” “I know they would“Recruitment is the key reason – it’s a very difficult market” come with a defined “Students are aware [they’re on a set of skills for what Tick course], they feel they’re on an is an incredibly niche improved course” sector [animation]” “It’s [applying for the Tick] is a lengthy and painstaking “Parents perhaps are more aware “I have noticed with a couple of process but we do it than students, the Tick is a shorthand employers they defer to the Tick, way of saying to parents, ‘this is a when faced with a mix of students, because we know it will quality course’”. but awareness needs to increase help with applications” amongst employers”
    4. 4. Mapping Sources across the Customer Journey Data Sources Prospects Creative Creative Employment LFS The Data National Skillset Census ABI Service Student Workforce Survey Unistats HESA DLHE Unistats Survey UCAS Creative Skillset Employer Unistats National Student Survey Survey Deciding Applying Making on for Studying careers Employment courses courses plans UniversityParents Teachers Careers Influencers Departments
    5. 5. Full Framework of Evaluation Sources Creative Skillset Employer Survey Creative EmploymentUnistats UCAS Unistats Creative Census Skillset Workforce Unistats Survey HESA DLHEDeciding Applying Making on for Studying careers Employmentcourses courses plans Qualitative Studies of students, providers and employers Tracking awareness Use of Panels & consider development of panel of final year Tick students
    6. 6. Timing2013 2014 2015 2016 2017YR 1 YR 2 YR 3 YR 4 YR 5DLHE and UCAS dataanalysis (annually) Analysis of DLHE 5 year trajectory ifAmend application Awareness Tracking publishedform (tick box Studiesquestions alongsidenarrative)Awareness TrackingStudiesInvestigate ideas If possible annualaround engaging with analysis of UnistatsUnistats / building data / panelpanel of final year developmentTick students Analysis of Now awareness with employment census employers has built, data, and workforceAmend Workforce amend employment and employer surveyand Employer Survey census (results 2015 where publishedif considered if every 2 years)appropriate Qualitative research Qualitative research programme – with programme – with employers, students & employers, students &Qualitative research providers providersprogramme – with Student Quant Surveyemployers, students & Student Quant surveyproviders
    7. 7. Structuring the argument Communications Context Telling the overarching story- Using the evaluation data to create real meaning to make the argument for Tick to range of Solid Creative RATIONAL EMOTIONAL audiences: rational ideas to evidence show the - Government / Policy base for PERSONAL emotional FACTS - Providers value benefits STORIES value benefits - Teachers / Students / STATISTICS TESTIMONIALS Parents - Employers ROI WHAT IF …- Utilise both qualitative ECONOMICS CASE STUDIES and quantitative data to tell the story – case studies, quotations etc. – appropriate to the Powers a framework that can be tailored for particular purposes audience.
    8. 8. QUESTIONS?