The university lacked an agreed definition and strategy for employability. It decided to use the Gatsby benchmarks as a framework to develop employability support. The benchmarks focus on individual needs, learning and progression, and quality. The document discusses adapting the benchmarks for use in higher education by focusing on a stable careers program, learning from labor market data, addressing individual needs, linking curriculum to careers, employer encounters, experience opportunities, further education exposure, and guidance. An audit was conducted and the benchmarks were introduced to academic leaders with the goal of informing a new employability strategy. Initial progress includes consultants using the benchmarks in planning and a shared vision among the careers team.

2. Claire Ward/Susanna Davis
Careers and Employability Consultant
University of Sussex
Extending the Gatsby
Framework in a
University setting

3. • Why we decided to use
Gatsby
• The process
• How we adapted and
extended the benchmark to
use in Higher Education
• How we are using the
benchmarks with academics.
We will cover….

4. Background
• University had no agreed definition of employability or
employability strategy at the beginning 2018
• Increasingly difficult to engage with faculty
• Work that was taking place in schools relied on
individual relationships and was very inconsistent

5. Background
• Heavily influenced by Tristram Hooley
http://adventuresincareerdevelopment.wordpress.com
• Chose Gatsby as our starting point
• OfS gold standard
• Widely used in schools

6. Career guidance systems should
Focus on the
individual
Lifelong and progressive.
Connected to wider experience.
Recognising the diversity of individuals
and their needs.
Support learning
and progression
Involving employers and working people,
and providing active experiences of
workplaces.
Not one intervention, but many.
Developing career management skills.
Holistic and well-integrated into other
services.
Ensure quality
Ensuring professionalism.
Making use of career information.
Assuring quality and evaluating provision.

7. • Summarises existing evidence
and frames good practice as
eight benchmarks.
• Presents it in a way that can be
understood by policy makers and
acted on by school leaders.
• Has achieved wide support
amongst policy makers and
practitioners alike.

8. The Benchmarks
1. A stable careers programme
2. Learning from career and labour market information
3. Addressing the needs of each student
4. Linking curriculum learning and careers
5. Encounters with employers and employees
6. Experiences of workplaces
7. Encounters with further and higher education
8. Personal guidance

9. How we adapted Gatsby
University of Sussex Careers and Employability Benchmarks
At Sussex, we encourage and support students to enhance their
employability, develop career management skills, and reflect upon their
futures throughout their time at university and beyond.
At the Careers and Employability Centre, our work is led by current
research and the following are adapted from the Gatsby benchmarks
which are internationally recognised as Careers and Employability
good practice.

10. How we adapted Gatsby
1. A stable and comprehensive careers and employability programme
across the university
2. Learning from career and labour market information
3. Addressing the needs of each student
4. Linking curriculum learning to careers and employability
5. Encounters with employers and employees and other opportunity
providers
6. Opportunity to build experience
7. Exposure to further study options, research, professional development
opportunities and self- employment
8. Guidance

11. Introducing the benchmarks
1. Audit
2. Introduction to careers leads in schools
3. Shaped the structure of our work in schools this year

12. Progress?
Some!
• Consultants are using the benchmarks in planning meetings with schools
• As a team we have a shared vision of where we want to be
• Informing the Sussex 2025 Strategic Framework – Learn to Transform
‘Employability Strategy’
Our students will receive a transformative, high quality education
and learning experience that will allow them to realise the futures
that they want. They will be able to embrace opportunities and
challenges, making meaningful contributions in their own way.
Sussex students will develop the knowledge and skills to be
critical thinkers, entrepreneurs, commentators, citizens and
activists

13. Have a go ?
- Review the work that you are currently delivering in schools using the 8
benchmarks
- Half start at number 1 and the other half at number 5??
- Go round and share, one example from each pair?

14. Questions

15. Thank you
Susanna Davis susanna.davis@sussex.ac.uk
Claire Ward c.v.ward@sussex.ac.uk