QS APPLE 2016 – Conference Session Presentation
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QS APPLE 2016 – Conference Session Presentation
- 1. The Global Talent Programme at BU Developing Students as Future-ready Global Talent Dr Sonal Minocha and Dean Hristov Bournemouth University, UK 22nd November 2016 @PVCBU @DeanHristov Follow us 12th QS Asia-Pacific Professional Leaders in Education (QS-APPLE) Conference
- 2. Presentation Outline Global Context: Global Disruptions Disruptions Reshaping the Workforce and Workplace Developing the Global Talent Programme at BU Piloting the GTP: The Student Voice
- 4. Global Context We live in a highly connected world! Global Flows of Goods (DHL, 2014) Global Flows of People (Pinterest, 2015) is worth the global trade of goods, whilst services add an additional $5tn $18.5tn were carried by airlines worldwide in 2014 alone 2.4bn passengers
- 5. Economic Disruptions: The Case of China and India In 2015, the Chinese economy grew at its lowest pace since 1990. China’s annual GDP growth of 6.9% is the lowest since 1990 (Financial Times, 2015) Amidst uncertainty and global market volatility middle classes in Asia are on the rise. India is now the fastest-growing economy in the world (Financial Times, 2015)
- 6. Environmental Disruptions: Rapid Urbanisation in SE Asia 79people move into Delhi every hour! of the World’s 20 most polluted cities are in India13overtook the US as the number 1 polluter in the world China (World Economic Forum, 2015) (Financial Times, 2015)
- 7. The 4th industrial revolution reshapes the way we live and the way we work • Advanced robotics • Autonomous transport • Artificial intelligence • Advanced materials • Biotechnology • Genomics Technological Disruptions: Global Perspective (World Economic Forum, 2016)
- 8. 35%5 years from now, over one- third (35%) of the skills that are considered important in today’s workforce will have changed (WEF, 2016) Global Futures and Careers in a global world (World Economic Forum, 2016)
- 9. Industry Perspective on the Need for Global Talent
- 10. “There is a growing pressure in the skilled labour markets as the global economy recovers and companies are struggling to get the talent they need.” (Hays, 2015) is what the talent mismatch costs the global economy (PwC, 2014) $150 billion Global Futures and Careers in a global world (Hays Worldwide, 2015)
- 11. Key Reports on the Need for Global Talent A number of recent Global Talent reports further amplify the case for the importance of preparing future-ready graduates, in addition to up-skilling and re-skilling today’s workforce.
- 12. What does this mean for ASEAN countries? “Maximizing the benefits of regional integration will necessitate leveraging the knowledge, skills and creativity of ASEAN’s labour force of 317 million women and men.” (International Labour Organisation, 2015) • The 2015 International Labour Organisation report on ASEAN highlights the challenge of skills mismatch and skilled labour shortages in the region • The Asian Development Bank also emphasised that skills mismatch is widespread across Asia and suggests that education systems fail to keep up with the evolving needs of the labour market and specific skills needs • The 2014 Survey of ASEAN employers on skills and competitiveness states that 47% of employers agree that ASEAN graduates are not equipped with the skills need in the workforce only 53% of ASEAN employers think graduates are equipped with the right skills (International Labour Organisation, 2015)
- 13. What does this mean for the UK? • The Chartered Institute for Personnel Development highlights that graduate over- qualification is a particular problem for the UK, with 58.8% of UK graduates in non- graduate jobs “Many graduates are finding themselves working in jobs that would in previous generations have been filled by non-graduates.” (Chartered Institute for Personnel Development, 2015) • The UK Commission for Employment and Skills suggests that by 2024, 46% of all UK employment will exist within highly skilled occupations, which further amplifies the case for developing higher-level skills in graduates. • The 2016 Global Skills Index demonstrates a high level of pressure predominantly in talent mismatch, which has a direct impact on industry output. • The Creative Industries Federation highlights that ‘we are failing to provide enough young people with the right mix of skills for many of the exciting jobs in the creative economy’ and other sectors. Hays 2016 Global Skills Index
- 14. Developing the Global Talent Programme at BU
- 15. Co-creating the Global Talent Programme with Students
- 16. The Global Talent Programme at BU The Global Talent Programme at Bournemouth University is an innovative programme that aims to develop our students as future-ready global talent workforce. The Global Talent Programme is designed and delivered by a diverse team – academics and employers, who are experts in their respective fields. The Global Talent Programme is specifically designed to help our students develop a range of Global Talent Attributes required by the future workforce and workplace. Global Talent Attributes are aimed at developing the student mindset, heartset and skillset.
- 17. Develop a broad understanding of key global economic, environmental and societal themes and the concept of Global Talent Be exposed to and learn from a multitude of international contexts through global communities and events on campus Develop a set of key future Global Talent attributes through immersion in global practice Deliver a solution to a global challenge by applying developed global mindset, heartset and skillset attributes Demonstrate global impact as a result of application of attributes and receive recognition of their achievement Structured around five distinctive stages, the GTP give our students the opportunity to: The Global Talent Programme at BU Stage 1 Stage 2 Stage 3 Stage 4 Stage 5
- 18. Piloting the GTP: The Student Voice
- 19. Piloting the GTP: The Student Voice
- 20. Piloting the GTP: The Student Voice
- 21. The Pilot of the Global Talent Programme Early Impact 2015-16 Academic Year
- 22. Piloting the GTP: The Student Voice
- 23. The Global Talent Programme 2016-17 Academic Year Bournemouth University students have joined the Global Talent Programme in the first 6 weeks of its launch for the 2016-17 academic year 400 We have developed an online platform that allows students to engage with our full extra-curricular employability offer in a single location with over 100 activities available to them.
- 24. Interested in the Global Talent Programme? Why not collaborate with us on implementing the GTP in your country, region or institution? Get in touch! globaltalent@bournemouth.ac.uk
Editor's Notes
- Developing global talent is high on the agenda of universities across the globe as it is for the world of work where there is an increasing demand for new kinds of talent, particularly in light of the 4th industrial revolution knocking on our door..
- The 2016 World Economic Forum report predicts that 5 years from now, over one-third (35%) of the skills that are considered important in today’s workforce will have changed considerably. In a world, where over 5 million jobs will be wiped out by 2020, we need to ensure that our students are equipped to confidently navigate through their career journeys.
- Let’s watch this short video to see what CEOs in leading companies and recruitment firms think about the future workforce and workplace..
- 7 indicators are taken into account when calculating the overall Index score for each country. Each indicator measures how much pressure different factors are exerting on the local labour market. Higher scores mean that a country is experiencing more pressure than has historically been the case. Lower scores mean that a country is experiencing less pressure than has historically been the case. The following seven indicators are given equal weight when calculating the overall Index score for each country – Education Flexibility, Labour Market Participation, Labour Market Flexibility, Talent Mismatch, Overall Wage Pressure, Wage Pressure in High Skill Industries, Wage Pressure in High Skill Occupations.
- The 2016 World Economic Forum Report predicts that 5 years from now, over one-third (35%) of the skills that are considered important in today’s workforce will have changed considerably. In a world, where over 5 million jobs will be wiped out by 2020, we need to ensure that our students are equipped to confidently navigate through their career journeys. The Global Talent Competitiveness Index 2016 – the report’s theme of 'Talent Attraction and International Mobility' focuses on findings linked to the significant correlation between movement of talent and economic prosperity. Mobility is vital to fill skill gaps; and a high proportion of innovative, entrepreneurial people were born or studied abroad. Recently, we also saw the launch of the Working Futures 2014 to 2024 published by the UK Commission for Employment and Skills (UKCES). The report estimates that by 2024, 46% of all UK employment will exist within highly skilled occupations, which further amplifies the case for the importance of employability, preparing future-ready graduates, in addition to up-skilling and re-skilling today’s workforce. The 2015-16 Global Talent Competitiveness Index focuses on the importance of global talent – i.e. on findings linked to the significant correlation between movement of talent and economic prosperity. Mobility is vital to fill skill gaps; and a high proportion of innovative, entrepreneurial people were born or studied abroad. It is hence not surprising that top ranking countries have positioned themselves as desirable destinations for high-skilled workers.
- ASEAN Economic Community 2015: Enhancing competitiveness and employability through skill development: http://www.ilo.org/wcmsp5/groups/public/---asia/---ro-bangkok/documents/publication/wcms_344796.pdf ADB: https://www.adb.org/sites/default/files/publication/176736/challenges-and-opportunities-skills-asia.pdf ILO: http://www.ilo.org/wcmsp5/groups/public/---asia/---ro-bangkok/---sro-bangkok/documents/publication/wcms_249982.pdf
- CIPD: https://www.cipd.co.uk/knowledge/work/trends/graduate-labour-market-report# CIF: http://www.creativeindustriesfederation.com/assets/userfiles/files/Education%20Report%20web.pdf UKCES: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/513801/Working_Futures_final_evidence_report.pdf
- Against this context, we discuss the Global Talent Programme (GTP) at Bournemouth University, which aims to develop students as future-ready global talent by giving them the opportunity to acquire a set of global ‘mindset’, ‘heartset’ and ‘skillset’ attributes required by the future workforce and workplace.
- The Programme is a key educational and experiential expression of Bournemouth University’s vision for a Global BU, as laid out in our Global Engagement Plan 2015-2018. At its simplest, the GTP is the enabler through which we will develop our students as future-ready global talent for our regions, for our nations and for the world. Not only do the Programme implies a comprehensive approach to internationalisation by engaging both home and international students in order to embrace the concept of a ‘global citizen’, but it also fuses it with the employability agenda to provide all our students with the opportunity to become ‘global talent’
- Throughout the 5 stages of the Programme, BU students are immersed in and exposed to a variety of international experience, such as global content and context-driven curriculum, sessions delivered by international staff, participation in international events, engagement in international research, interaction with international employers and an opportunity for students, both international and home, to apply together the skills they have learnt by collectively delivering a solution to a global challenge.
- We have developed a survey instrument in place to gather the views of students involved in the GTP throughout each of the five stages. In addition, students on the GTP were invited to provide feedback, both verbally and via our range of social and professional media accounts, throughout each stage of the Programme.
- We have developed a survey instrument in place to gather the views of students involved in the GTP throughout each of the five stages. In addition, students on the GTP were invited to provide feedback, both verbally and via our range of social and professional media accounts, throughout each stage of the Programme.
- We highlight our successful GTP framework, whereby in its pilot year nearly 200 students engaged with the Programme and over 50% of the sessions were co-created in partnership with students and employers. Although our innovation response is still in its infancy and we have only just gone through the pilot, the Programme has already demonstrated how it has had a positive impact on the student experience, employability and developing global attributes.
- We have developed a survey instrument to gather the views of students involved in the GTP through each of the five stages. In addition, students on the GTP were invited to provide feedback, both verbally and via our range of social and professional media accounts, through each stage of the Programme.
- To date, over 400 Bournemouth University students have joined the Global Talent Programme in the first 6 weeks of its launch for the 2016-17 academic year. We have developed an online platform that allows students to engage with our full extra-curricular employability offer in a single location with over 100 activities available to them. Students are able to view all the extra-curricular options available to them and then choose the activities that they will undertake to achieve their badges, and ultimately their Global Talent Award, over the course of the year. Students are able to monitor their own progress, upload evidence of activities, engage in online challenges, and view lectures and events through this single portal.