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Similar to Bennett Higher education employability keynote Criterion May 2016
Bennett Higher education employability keynote Criterion May 2016
- 1. Increasing our capacityto innovate: Producing graduates for an evolving workforce Professor Dawn Bennett, Curtin University
- 2. Increasing our capacityto innovate: Producing graduates for an evolving workforce Professor Dawn Bennett, Curtin University
- 3. Increasing our capacityto innovate: Producing graduates for an evolving workforce Professor Dawn Bennett, Curtin University
- 4. Increasing our capacityto innovate: Producing graduates for an evolving workforce Professor Dawn Bennett, Curtin University
- 5. Increasing our capacityto innovate: Producing graduates for an evolving workforce Professor Dawn Bennett, Curtin University
- 6.
- 11. Why students goto university • To be employable • To learn and develop skills and knowledge • To open new horizons • To meet people • To have a good time • To do what is expected after school (UK, 2009) http://www.leeds.ac.uk/educol/ncihe/report2.htm
- 12. How students choosetheir programs 0 10 20 30 40 50 60 70 80 90 High enough ATAR for entry Like the subject High income Interesting career Sciences Health IT Creative arts ? Bennett, D., Richardson, S., & MacKinnon, P. (2016). Enacting strategies for graduate employability: How universities can best support students to develop generic skills. Sydney: Australian Government Office for Learning and Teaching.
- 13. How do studentschoose their programs? 0 10 20 30 40 50 60 70 80 90 High enough ATAR for entry Like the subject High income Interesting career Sciences Health IT Creative arts Bennett, D., Richardson, S., & MacKinnon, P. (2016). Enacting strategies for graduate employability: How universities can best support students to develop generic skills. Sydney: Australian Government Office for Learning and Teaching.
- 14. 0 5 10 15 20 25 30 35 40 To be workingTo have a relationship/family To be doing/have completed further education To be travelling or working internationally % What do students want 5 years after graduation? ?
- 15. 0 5 10 15 20 25 30 35 40 To be workingTo have a relationship/family To be doing/have completed further education To be travelling or working internationally % What do students want 5 years after graduation?
- 16. How will theyachieve this? 0.3% 2.0% 2.4% 4.3% 10.7% 17.4% 27.0% 0% 5% 10% 15% 20% 25% 30% Utilise universityresources Engage in personalreflection Participate in professional development Make contactwith professionals Undertake workexperience Practice skills Advance knowledge throughstudy Mentionedbystudents(percent,roundedtoone decimalpoint) ? ?
- 17. How will theyachieve this? 0.3% 2.0% 2.4% 4.3% 10.7% 17.4% 27.0% 0% 5% 10% 15% 20% 25% 30% Utilise universityresources Engage in personalreflection Participate in professional development Make contactwith professionals Undertake workexperience Practice skills Advance knowledge throughstudy Mentionedbystudents(percent,roundedtoone decimalpoint)
- 18. Graduates Agile Adaptive Creative thinkers Skilled tomatch the future workforce Proficient in their field of study Have a broad range of soft skills
- 20. Paid work inthe final year of study
- 21.
- 22. Importance of Degree Richardson,S., Bennett, D., & Roberts, L. (2016). Investigating the relationship between equity and graduate outcomes in Australia. Perth: National Centre for Student Equity in Higher Education.
- 23. What is employabilitynot? • Employment • A destination • Achieved at graduation • A certificate • A job
- 24. What is employability? “Theability to find, create and sustain work and learning across lengthening working lives and multiple work settings.” Bennett, D. (In press, July 2016). Developing employability in higher education music. Arts and Humanities in Higher Education. Accepted November 2015.
- 25.
- 26. Possessional approach Knight, E.,Kuchel, L., Bennett, D., Burke da Silva, K., Divan, A., Horn, J., & van Reyk, D. (Under review). How do top research universities portray employability strategies? A review of their websites. Teaching and Learning Inquiry, April 2016.
- 27.
- 28. Positioning career • Graduatedisposition: The ability to negotiate multiple cultures and contexts • Contribution to the cultural life of a community • The need to understand self – to develop professional identity
- 29.
- 30. • Language andunderstanding; • Industry-education partnerships, sustained without government support; • Prepare students for DIY careers, SMEs; • Embed and resource employability as a key institutional strategy; • Develop a culture of flexible internships and placements; and • Develop post-graduation support and professional learning. How do we embed employability?
- 31. Professor Dawn Bennett,Curtin University d.bennett@curtin.edu.au www.academia.edu.au Shared resources: www.graduateemployability.curtin.edu.au @dawnbennetttwit
Editor's Notes
- #2 These are very brief notes. Please let me know if you would like more information etc.
- #3 Increasing our capacity Interesting notion at a time when the academic and industry workforce is increasingly casual and part-time without many of the traditional support structures. As such, we need to increase capacity within a climate of decreased stability
- #4 Innovating in T&L is more important than ever, but again comes at a time when teaching and learning innovation and collaboration has been hit hard by the demise of Australia’s only funding body for HE T&L: the OLT
- #5 Students are increasingly diverse, with different backgrounds, learning and expectations. And the demise of HEPPP funding has removed some of our ability to help disadvantaged Australians succeed at university.
- #6 Evolving workforce Interesting at a time when the labour market is shifting towards less traditional forms of employment such that the workforce is no longer a cohesive, measureable entity
- #7 Do students and learning environments still look like this? Image retrieved from the Internet May 2016
- #8 SCU students in a simulated workplace environment Image retrieved from the Internet May 2016
- #9 Are students increasingly isolated? Image retrieved from the Internet May 2016
- #10 The need to think inclusively about university education, which is vastly different than it was even 20 years ago. Dubbo U3A Image retrieved from the Internet May 2016
- #11 Who do students learn from? Each other, teachers, parents etc. In this case, industry and community – students working with local Aboriginal people in a reciprocal service learning model.
- #12 Data from the UK 2009
- #14 Great! But what will that look like? In other words, if students made themselves a name badge, what would they put on it? Physics Business Arts and design
- #15 The same study as above.
- #18 Study and practice Only 0.3 will look for other university resources, but 15% of students are looking for opportunities to connect with their future industries. Students struggled to think about how they might work towards their goals beyond what we ‘provide’ them.
- #19 The dot points provided by Josephine’s team are very much concerned with graduates: Creating agile graduates who are adaptive and creative thinkers Developing graduate skills to match the future workforce Ensuring graduates are not constrained by technical knowledge but can also demonstrate a broader range of soft skills What does this mean? Is this the definition of employability? To understand this, we need to look at what employability looks like.
- #20 Crude data from GDS 2013.
- #21 The most important predictor of graduate employment is working in the final year - these graduates are 12 times more likely to be employed. Female graduates and graduates aged over 23 are more likely to be employed. Graduates with a disability, Indigenous graduates, low SES graduates, NESB graduates and graduates born outside Australia are all less likely to be employed. Dark – work in final year Light – Still with the same employer Richardson, S., Bennett, D., & Roberts, L. (2016). Investigating the relationship between equity and graduate outcomes in Australia. Perth: National Centre for Student Equity in Higher Education.
- #22 Richardson, S., Bennett, D., & Roberts, L. (2016). Investigating the relationship between equity and graduate outcomes in Australia. Perth: National Centre for Student Equity in Higher Education. Graduate data are collected six months after graduation and report only a single job at a time when graduates are still establishing themselves in the labour market. Respondents who are seeking work are assumed to be unemployed rather than under employed. In a recent study we gained access to the raw data and did some more thorough analysis. The data can be misleading. For example, graduates from the performing arts and biological sciences are regarded as having poor employment outcomes; nursing is one of the highest. When only full time employment is considered, this appears to be the case. Taking the performing arts as a stand-out example, obviously these graduates aren’t all in traditional jobs; rather, they are working in a variety of overlapping employment arrangements, most often within and outside of the arts.
- #23 Richardson, S., Bennett, D., & Roberts, L. (2016). Investigating the relationship between equity and graduate outcomes in Australia. Perth: National Centre for Student Equity in Higher Education. Draw attention to the RHS – not at all important to my career. In 2014, 71% of graduates reported paid work in the final year of their studies, but 61% of these are still with the same employer. Less than a quarter of graduates who are still working with the same employer as during their final year of study are in a role for which their qualification was a formal requirement. Much of the graduate data reflects ongoing employment rather than employment which is gained as a consequence of completing a university degree. And yet only 1/3 of these graduates were seeking alternative employment. We don’t know whether the employment is in an area related to graduates’ higher education studies. If the latter, a graduate’s report of ongoing employment might be a negative outcome of graduation, rather than a positive one. Or is it? This is where it is important not to conflate employability with employment – that graduates are applying their skills in different contexts is not an issue. The issue is where they do not have the capacity to do so and don’t know what to do about it.
- #25 Not at odds with HE as ‘ability’ highlights the cognitive dimension of employability.
- #26 Knight, E., Kuchel, L., Bennett, D., Burke da Silva, K., Divan, A., Horn, J., & van Reyk, D. (Under review). How do top research universities portray employability strategies? A review of their websites. Teaching and Learning Inquiry, April 2016. How employability is portrayed on the websites of universities -
- #27 Employability development strategies are mainly positional or possessional. The strategy can also indicate whether the responsibility for employability development lies with the student or institution.
- #28 Knight, E., Kuchel, L., Bennett, D., Burke da Silva, K., Divan, A., Horn, J., & van Reyk, D. (Under review). How do top research universities portray employability strategies? A review of their websites. Teaching and Learning Inquiry, April 2016. The process is the most important aspect of employability development. The best strategy for graduate employability combines the development of skills, attributes and graduate identity.
- #30 Continual development, far more messy than this but a good place to begin the conversation with students and staff. Develop skills and knowledge Identify and develop discipline-specific and generic skills and knowledge; Develop self Develop self awareness and self efficacy, and explore possible futures; Develop career awareness Develop an informed awareness of possible careers and then find or create opportunities to gain experience in these and other contexts; Interact with others Work with other people in multiple contexts, within and outside of study, to develop generic skills such as those in teamwork and communication; Navigate the world of work Apply information relating to work and/or further study and establish goals to achieve these.
- #32 Please be in touch for more info or papers and reports, or just for a chat! Dawn