Sharing Practice Conference 2021, CELT: Centre for Excellence in Learning & Teaching, Dundalk Institute of Technology, Ireland

1. VOICINGTOGETHERA GRADUATE EMPLOYABILITYFRAMEWORK

2. Project Lead - Catherine Staunton
Head of Careers & Employability Services
Research Assistance:
Dr Michelle Cowley-Cunningham
Dr Jonathan Hodgers
Steering Committee – Key Stakeholders
Dr Moira Maguire,Head of Centre of Learning& Teaching, DkIT; Maria
Roddy Freyne,Hospitality Lecturer,DkIT; Pat McCormick,Head of Civil
Engineering& Trades, DkIT / Dundalk Chamber; Taidgh Kavanagh,Student
Union President;Raymond Murphy,Regional Skills ForaManager;Anthony
Murray,Employability Advisor.

3. Background
Context: Our Project and Covid-19
• DkIT Identity
• Aspects Relate to National Forum PD Framework
• Belonging via the Graduate Attribute Perspective
• Belonging via new Employability Framework
• Graduate Attribute-led Employability
• Next Steps

4. Important
Definitions
GRADUATE ATTRIBUTES
• the core abilities and values a higher education institute
community agrees all its graduates should develop
• abilities employers deem necessary for today’s knowledge
workers
MINDSETS
• An established set of attitudes influencing graduate
behaviours shaped by individual values
EMPLOYABILITY
• the set of achievements, skills, understandings, and
personal attributes graduates possess upon completion of
a higher education qualification
FRAMEWORK
• a conceptual structure we use to organise ideas, facts,
or theory
HUMAN CAPITAL 'What We Bring'
SOCIAL CAPITAL 'Who We Know'
INDIVIDUAL BEHAVIOURS 'How We Do'
ATTRIBUTES (including graduate attributes) – 'Who We Are'

5. GRADUATE ATTRIBUTES
'An authentic set of aspirations for all who
attend DkIT...'
Who we are...
Who we are to relevant audiences...
Who we become, and to whom we belong...

6. Our Research Design
'Engaging Belonging...'
NATIONAL FORUM'S VALUES
1. Collaboration – Engage Everyone
2. Authenticity – Listen to Everyone
3. Inclusivity – Count Everyone
4. Scholarship – Changemakers Framework
5. Learner-Centredness – Meaningful to Everyone

7. Focus Groups – Engaging Belonging
(Awaiting Survey Results)
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

9. Graduate Attribute Framework 'T and 3Cs'
Communicative
• Communicators
• Public Engagers
• Creative
• DigitallyFluent
• EmotionallyIntelligent
• Self-Promoters
Technology-Driven
• TechnicallySkilled
• Knowledgeable
• Practical
• Work Ready
• Enterprising
• Data Fluent
Confident
• Professionally Confident
• Adaptable& Flexible
• Critical Thinkers
• Problem Solvers
• Lifelong Learners
• Resilient
Collaborative
• Teamworkers
• InnovativePartners
• Leaders
• Networkers
• SociallyEnterprising
• OperationallySavvy

10. Composite Capstone – The Belonging Logic
PRACTICAL TECHNICAL
ENTERPRISING
NFQ Professions-Led Degree
Programmes (Table 1, SC Meeting 3
for InterchangeableTerm Use)
TU Aspiration?
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 graduatedevelopment across the institute.

11. Embedding Employability Activities 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 GraduateAttribute(s): Quadrant1,2,3 or 4

12. EmergingMindsets
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. Technology
Changemakers
Our Graduates as CHANGEMAKERS
TU Aspiration and3C's
We are Technology-Driven and Technological Innovation Drives All We Do
We are Communicators,Collaborators and Confident Changemakers

14. 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'

15. SEMIOTICSof 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

16. SEMIOTICSof Belonging
Meaningful to Everyone
TU Aspiration and ccc
Mindset 1 – Positive Attitude
Mindset 2 – Adaptable
Mindset 3 – Resilient
Survey Results - All Stakeholder Groups Choose Top
1-3 Qualities for Mindset Questions (n = 250+)

17. 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
GraduateAttributes
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
Adaptedfrom Clarke 2018: 1931

18. 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.

19. Embedding
Employability
Assessment
Toolkit
• A suite of resourcesdesigned to aid staff
embed employability in assessment.
• Web-based, and split across two
(converging) pathways: Assessment Types,
and Graduate Attributes.
• First stage in a more expansive activities
database.

20. EE Alignment
Outputs Instances
Attributes → Confidence (critical thought;
resilience)
Toolkit → Peer reviewing
Model → Human capital
(skills, competencies);
Social capital
(networking potential)

21. Programme Focus
ATTRIBUTE-LED EMPLOYABILITY
• EMPLOYABILITY MODEL
PROGRAMME REVIEW
• EMBEDDING EMPLOYABILITY IN THE
CURRICULUM
• ACTIVITIES GUIDE
• ASSESSMENT TOOLKIT

22. NEXT STEPS – OUR SURVEY (ALL STAKEHOLDERS)
• TO TEST GRADUATE ATTRIBUTE FRAMEWORK CONSENSUS
• TO REFINE OUR SUB-ATTRIBUTELISTS AND DEVELOP MINDSETS
• TO PRODUCE AN EMPLOYABILITYSTATEMENT
• GRADUATE ATTRIBUTE MAPPINGCHECKLIST– PROGRAMMEFOCUS
Maxwell,R., & Armellini,A.(2019). Identity,Employability
and Entrepreneurship:the ChANGE Frameworkof
Graduate Attributes. Higher Education, Skills and Work-
Based Learning, 9(1): 76-91.,, d text

23. Appendix

24. Toolkit:
Assessment Pathway
Parent
Categories
• Written; Oral; Blended
Assessment
Types
• Exams; Presentations;Vivas; Reports;
Essays; Reflective Journals; Portfolios;
Discussion Boards
Information
• Applicability to employment; the
lecturer's role; attribute development;
varieties; combinations; further reading.

25. Notes on BRANDING
Headline 'THE TECHNOLOGY CHANGEMAKERS'
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