Docstoc

Vanessa - London Metropolitan University

Document Sample
Vanessa - London Metropolitan University Powered By Docstoc
					Career Development and Employment Service
London Metropolitan Business School Employability Network




Real jobs, real people :
from Study to Employment
Vanessa Airth
Employability Skills Manager
London Metropolitan Business School
Contributors:

Vanetta Cayenne                                   Fiona Tracey
Business Placements Officer                       Neelam Thapar
Business Relations Office                         Interim Service Coordinators
                                                  CDES, Student Services
Ashwini Pillai
Data Coordinator                                                                 1
CDES, Student Services
Career Development and Employment Service
London Metropolitan Business School Employability Network




•




•   Destination of Leavers from Higher Education (DLHE)
    survey from 2006-07 for London Met
•   How DLHE data is collected and utilised
•   What it means for London Met
•   Highlighting LMBS statistics
•   Exploring good practice in employability development
    in general and within LMBS courses

                                                            2
Career Development and Employment Service
London Metropolitan Business School Employability Network




    What is DLHE?
            DLHE is a survey of all leavers from HE who meet the
             criteria for inclusion in the survey

            Since 2002/03 – replaced and developed on from First
             Destination Supplement

            Finds out what leavers are doing six months after
             completing studies

            Forms the first part of the two stage DLHE survey
             (longitudinal survey) which investigates the career
             patterns of leavers over three and a half years



                                                                    3
Career Development and Employment Service
London Metropolitan Business School Employability Network




      Timing of Survey
              Two data capture reference dates but only one
               return in March every year (March 2009)
              So for the DLHE survey commencing 12 January
               2009 the survey capture dates are –
                   April 08 for leavers who completed their studies
                    between:
                    1 August 07' and 31 December 07'
                   January 09 for leavers who competed their studies
                    between:
                    1 January 08' and 31 July 08' of the survey year


                                                                        4
Career Development and Employment Service
London Metropolitan Business School Employability Network


       Who uses the data?
           Statutory Customers, various bodies including DIUS,
            HEFCE, Training and Development Agency for Schools
           The HE sector in the UK
           Those involved in production of TQI and performance
            indicators, League Tables
           UNISTATS – www.unistats.com compare institutions
           Public interest in HE
           Internal – academic staff, various business units,
            Planning Office (PO), Careers Advisers, prospective
            students, current students
                                                                  5
Career Development and Employment Service
London Metropolitan Business School Employability Network




      How is the DLHE sample obtained?

          Each year the Planning Office has to send the Student
           Record to Higher Education Statistics Agency (HESA) for
           various data extractions

          The Student Record - student profile data held on SITS
             all students registered and gaining an award for the
              particular year

          Target population for DLHE is produced by HESA from
           the relevant Student Record submitted by the PO
          We then contact the students to gain relevant data


                                                                     6
Career Development and Employment Service
London Metropolitan Business School Employability Network




Facts and Figures – DLHE 0607@LondonMet
       A total of 4735 leavers surveyed, 3952 responded. 83.5%
        overall
       Full survey includes EU students but not international
       Considerable improvements made to the survey
        techniques!
       HESA Performance indicator group (PI Group): first
        degree UK domiciled students only (see next)
       85.4% response rate for the PI group the 2006-07 survey.
        [Total – 1506, responded – 1286]
       Gradual yet consistent progress in the Key Performance
        Indicators (KPIs) over the years
                                                                   7
Career Development and Employment Service
London Metropolitan Business School Employability Network




 What are Performance Indicators?                           Source: HESA

Statistical indicators intended to offer an objective measure of how
a higher education institution (HEI) is performing:
   for all publicly funded HEIs in the UK

   not 'league tables'

   do not attempt to compare all HEIs against a „gold standard‟ or
    against each other
Recommendations from NCIHE to Government which formed PISG
who decide on PIs - currently covering:
   Non-continuation rates (including projected outcomes)

   Module completion rates

   Research output

   Employment of graduates

   Widening participation indicators                               8
                                                                      8
Career Development and Employment Service
London Metropolitan Business School Employability Network




Why produce Performance Indicators?


Their purpose is to:
            Provide reliable information on the nature and
             performance of the UK higher education sector
            Allow comparison between individual institutions of a
             similar nature, where appropriate
            Enable institutions to benchmark their own performance
            Inform policy developments
            Contribute to the public accountability of higher education



                                                                     9
Career Development and Employment Service
London Metropolitan Business School Employability Network




DLHE – Summary of KPIs' for 2006-07 for London Met

   Employment
    6% increase over 2005-6 collection
    67% of 2006-7 cohort are in some form of employment
     (includes FT, PT and Self employed / Freelance)
   Unemployment
    1% decrease in unemployment

   Further Study
    22% in some form of further study (FT & PT study)
    of which 44% come back to London Metropolitan University

      Any effects of the recent economic situation will only be evident in the
       Jan 2009 collection                                                      10
Career Development and Employment Service
London Metropolitan Business School Employability Network




Benchmarks – A true measure of performance?

   Performance Indicators show how institution is performing, but the
    benchmark is more complicated
   Benchmark for employment set by a Steering Group under HEFCE
   Adjusted in relation to unique characteristics of individual institutions

   Modelling from actual data, considers what factors most affected
    people‟s ability to get a job six months after graduation. Scored
    against:
      1. Subject mix offered by the institution
      2. Age on entry (young or mature)
         3. Gender
         4. Ethnicity
         5. Entry qualifications of students
                                                                                11
                                                                         11
Career Development and Employment Service
London Metropolitan Business School Employability Network




Benchmarks – A true measure of performance?

   Considerable pressure from broadsheet press – We have
    improved our employment rate for the last two years by 3.2%
    for the PI group as reported by the PO
   Fluctuates year by year as weighted factors vary
   We are chasing a moving target – The University's
    benchmark has increased by 1.1% over the same period
   Several local new universities are below the benchmark
   Need to debate what increases benchmarks – not
    discussed or disclosed!

                                                             12
Career Development and Employment Service
London Metropolitan Business School Employability Network




Benchmarks – A true measure of performance?

Benchmarks - used in two ways:
       1. How well is an HEI is performing compared to
          the HE sector as a whole
       2. To consider if it is meaningful to compare two
          institutions

• Benchmarks are not government targets or quotas
• Some institutions do choose to refer to them as
  measures of their performance
• People will judge HEIs on the information published
                                                            13
Career Development and Employment Service
London Metropolitan Business School Employability Network




Benchmarks and League Tables - the debate....
     Can we meaningfully compare two institutions that are
     very different?

    It probably isn't worth comparing a specialist art college with
     a large university offering a wide range of subjects
    An institution demanding very good A-level qualifications
     versus high widening participation university
    A medical school and an engineering college are not
     comparable
    Two institutions with very different benchmarks

                                                 Source: HESA Guide to PIs and Press Release 125
                                                                                          14
Career Development and Employment Service
London Metropolitan Business School Employability Network




Benchmarks and League Tables - the debate....

 Against League Tables
     not standardised, no set formula
     cannot fairly demonstrate the performance of all higher education
      institutions relative to each other
     The HE sector is extremely diverse
     Each institution is distinct and emphasises different aspects
     HESA does not cover all aspects of an institution‟s performance.
      In particular, these indicators concentrate on performance
      relative to full-time undergraduates.
     dependent on data available, not definitions of quality (HEFCE)
     there are other sources of data e.g. Research Assessment
      Exercise (at www.hero.ac.uk/rae)

                                                Source: HESA Guide to PIs’ and Press Release 125
                                                                                          15
Career Development and Employment Service
London Metropolitan Business School Employability Network




6 months on? ..... 7 years on?

     “38% of graduates in non-graduate employment 6 months after
    finishing their course”
            Higher Education Statistics Agency (HESA)


    But seven years on…..

   “Well over three quarters of the graduates were found to be in
    employment related to their long-term career plans…..”
            Higher Education Careers Service Unit (HECSU)

    "... there is a stark difference between that first job after graduation
    and where that individual is likely to be in 10 years time."
            Higher Education Academy

                                                                          16   16
Career Development and Employment Service
Business Business SchoolStats –Network 0607 - Summary by Dept. (count of leavers)
London Metropolitan School Employability DLHE

                                                ABFS   BSSM   EFIB   MPD    Total
   Employed full-time in paid work               155    339     75    189     758
   Taking time out in order to travel              7     11      2      2      22
   Due to start a job within the next month        0      1      0      1           2
   Unemployed and looking for employment,         46     98     19     22     185
   further study or training
   Not employed but NOT looking for               10     46      8      3      67
   employment, further study or training
   Something else                                 15     59      9     11      94
   Voluntary work/other unpaid work                3     11      2      1      17
   Permanently unable to work/retired              0      0      0      1           1
   Temporarily sick or unable to work/looking      3      8      2      2      15
   after the home or family
   Employed part-time in paid work                42    114      9     17     182
   Self-employed/freelance                         5     18      2      3      28
   Question not answered (default)                11     22      1      8      42
   Total                                         297    727    129    260    1413
                                                                             17
Business Business SchoolStats –Network 0607
Career Development and Employment Service
London Metropolitan
                    School Employability DLHE



  LMBS – Further Study by Dept. (count of leavers)
                    ABFS BSSM EFIB          MPD             Total
  Full-time study             40       132      15     18     205
  Part-time study             31        41       8     24     104
  Not in study,              217       532      105   210    1064
  training or
  research
  Question not                  9       22       1      8      40
  answered (default)
  Total                      297       727      129   260    1413

                                                                    18
Business School Stats –Service 0607
Career Development and Employment DLHE
London Metropolitan Level School Employability Network
Summary by Business of Qualification Obtained (count of leavers)
                                             Degree    OUG    PGT       PGR   Total
  Employed full-time in paid work               401      64    290        3    758
  Taking time out in order to travel              14      5        3      0     22
  Due to start a job within the next month         1      0        1      0       2
  Unemployed and looking for                    126      30        29     0    185
  employment, further study or training
  Not employed but NOT looking for                38     21        8      0     67
  employment, further study or training
  Something else                                  28     48        17     1     94
  Voluntary work/other unpaid work                12      2        3      0     17
  Permanently unable to work/retired               0      0        1      0       1
  Temporarily sick or unable to                    9      3        3      0     15
  work/looking after the home or family
  Employed part-time in paid work               117      46        19     0    182
  Self-employed/freelance                         12      8        8      0     28
  Question not answered (default)                 19     12        11     0     42
                                                                                 19
  Total                                         777     239    393        4   1413
Career Development and Employment Service
London Metropolitan Business School Employability Network




        "... going to university and coming out with a 2.1,
        while an achievement, is not enough to land a
        graduate level job. You have to develop your
        skills and experience, and learn to demonstrate
        you have got those skills and experience.... Over
        the last few years, employers have raised the
        stakes. They are looking for people of a higher
        calibre ...."

        Carl Gilleard, Association of Graduate Recruiters
        2007                                                  20
Career Development and Employment Service
London Metropolitan Business School Employability Network




    Employability Development
    "... employability is not toxic to academic values"
    "the things employers generally value in new graduates are the
    things that most teachers in HE value."
    vocationally related degree subjects are about training students for
    employment
    Harvey & Knight (2003) Helping department to develop employability, HEFCE
    Enhancing Students Employability Co-ordination Team


    "Employability and good learning are seen as being closely aligned
    and not oppositional constructs ... the focus needs to be ... across a
    whole programme rather than on individual programme
    components ..."
    Yorke & Knight (2006) Embedding Employability into the Curriculum, Higher
    Education Academy                                                           21
Career Development and Employment Service
London Metropolitan Business School Employability Network




    Employability Development



     The Dearing Report (NCIHE 1997) recommends that HE
     students with acquire key skills but does not apply them to
     academic theory

     "Employability goes well beyond the simplistic notion of key
     skills ... a mix of personal qualities and beliefs,
     understandings, skilful practices and the ability to reflect
     productively on experience"

     Yorke & Knight (2006) Employability in HE: What it is – what it is not, Higher
     Education Academy
                                                                                      22
Career Development and Employment Service
London Metropolitan Business School Employability Network




   What employers are asking for

         •   academic attributes e.g. analysis, lateral thinking
         •   knowledge of profession / subject
         •   'self-skills' e.g. self-management, self-confidence
         •   flexibility and adaptability
         •   initiative and risk taking
         •   interpersonal skills
         •   team working
         •   communication
             Not in conflict with the competencies required for
             academic learning
    Harvey & Knight (2003) Helping departments to develop employability, HEFCE
    Enhancing Students Employability Co-ordination Team                          23
Career Development and Employment Service
London Metropolitan Business School Employability Network




   What employers are asking for


      Association of Graduate Recruiters
      Employer Summer Survey 2008

            Employers main concerns:
              • lack of written communication skills
              • lack of leadership ability
              • inability to manage own learning


                                                            24
Career Development and Employment Service
London Metropolitan Business School Employability Network




    What similar institutions are doing?

       University of Greenwich
       • employability is integral to courses and embedded
       • curricula is designed to enhance student's prospects and
         respond to employer needs
       • employer links and emphasis on employer placements

       South Bank
       • move away from 'transferable skills' and skills students lack
       • holistic approach to employability, continuous development
         for learning and future learning
       • embedded within curriculum


                                                                         25
Career Development and Employment Service
London Metropolitan Business School Employability Network




    What similar institutions are doing?


       Thames Valley
       • prepares students for their careers from the first year
         onwards
       • strong employer and industry links

       University of Bedfordshire
       • integrated curriculum approach to employability
       • academic departments work closely with the careers
         service to include traditional vocational choice theories in a
         broader framework

                                                                          26
Career Development and Employment Service
London Metropolitan Business School Employability Network



   Good practice within LMBS
   programmes

           Airth V (2008) “Personal Development Planning and Core Spine
           Module teaching practice within London Metropolitan Business
           School”

       • employability fully integrated within modules
       • employability teaching is relevant to subject /
         industry
       • staff are aware of and committed to developing
         student employability
       • reflective tasks are included within courses to
         encourage self-awareness in students
                                                                          27
Career Development and Employment Service
London Metropolitan Business School Employability Network



   Good practice within LMBS
   programmes

      • learning logs within project modules
      • PDP tasks are incorporated and assessed to
        ensure some engagement
      • Careers Development and Employment Service
        facilitate “role plays” of recruitment processes
      • employer involvement
      • work placement opportunities


                                                            28
Career Development and Employment Service
London Metropolitan Business School Employability Network




     Recommendations

 •   Employability development is recognised and integrated
 •   PDP: value acknowledged
 •   Don‟t just rely on core spine modules
 •   Students made aware of their own skill development
 •   Balance didactic approaches to teaching vocational
     attributes by incorporating action learning / reflection
 •   Final year project: highlight employability and include
     reflection
 •   If possible, get employers involved in delivery
 •   CDES or BRO deliver Career Management Skills lectures
 •   QAA Subject Benchmarks, Leitch Report (2006)
                                                            29
Career Development and Employment Service
London Metropolitan Business School Employability Network



       Finally ....

     • Realistic insight into DLHE processes and data
     • London Met figures have risen year upon year
     • Question 6 months timescale and benchmark
       reliability?
     • Employability skills development
     What next ? ....
     • Study of DLHE figures and link to employability
       development in the curriculum
     • Consider student feedback on employability
     • What works for other institutions
                                                            30

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:10
posted:8/23/2011
language:English
pages:30