Beyond employability - developing graduate attributes
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Beyond ‘employability’ - developing graduate attributes 24 th March 2014 Louis Coiffait @LouisMMCoiffait Head of Research, OCEA and thepearsonthinktank.com Editor, Blue Skies (http://pearsonblueskies.com) and Open Ideas (https://research.pearson.com)
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Current narratives in HE are moving beyond a narrow focus on securing employment for students to include them developing a wider and more holistic set of 'attributes'. This brief presentation summarises this trend and explore some of the challenges and future trends that may result.
Transcript of Beyond employability - developing graduate attributes
Beyond ‘employability’ - developing graduate attributes 24th March 2014
Louis Coiffait
@LouisMMCoiffait
Head of Research, OCEA and thepearsonthinktank.com
Editor, Blue Skies (http://pearsonblueskies.com) and Open Ideas (https://research.pearson.com)
Learning as we teach; e-books, an overview l 21/11/2013
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Agenda
A little context, international and UK
Different definitions of ‘employability’
Examples of ‘graduate attributes’
Beyond graduate attributes
Reminding ourselves of the current contextWhy might ‘employability’ matter around the world?
Glimmers of recovery after 2008 global recession
Plan A austerity, reforms to make English HE more ‘responsive’
UK Plc, the (6th) globally competitive knowledge economy?
2030 global labour force of 3.5 billion, 2.9 billion today
Projected shortfall of 40 million university-educated workers by 2020
60% of global labour force growth from India, South Asia and Africa
http://thelearningcurve.pearson.com. McKinsey http://goo.gl/rXg60
Reminding ourselves of the current contextWhy might employability matter in the UK?
BBC/ONS http://goo.gl/hLJbfy
UKCES – a skills-based approachDifferent definitions
Individuals with ‘employability skills’ should have eight attributes:
UKCES http://goo.gl/ohCTD
Providers should follow 6 principles to embed employability:
1. Based on real workplace practice2. Experiential3. Personal4. Reflective5. A structured and integrated process6. Strong institutional leadership and resources
UKCES – a skills-based approachDifferent definitions
HEA - pedagogy for employabilityDifferent definitions
“a set of achievements, - skills, understandings and personal attributes – that make graduates more likely to gain employment and be successful in their chosen occupations, which benefits themselves, the workforce, the community and the economy”
Providers encouraged to;1. embed effective employability practice within the curriculum2. develop institutional level frameworks 3. develop strategic approaches to employability4. support the graduate enterprise agenda (see NACUE)
HEA http://www.heacademy.ac.uk/employability
‘Career readiness’ in the USADifferent definitions
e.g. ACT National Career Readiness Certificate (NCRC)
WorkKeys credentials measure hard, cognitive "real world" skills 1. Applied Mathematics2. Locating Information3. Reading for Information
NCRC Plus ranks individuals’ soft skills 1. Work Discipline: Productivity, dependability2. Teamwork: Tolerance, communication, attitude3. Customer Service Orientation: Interpersonal skills, perseverance4. Managerial Potential: Persuasion, enthusiasm, problem solving
ACT http://goo.gl/c1aVL
USA Partnership for 21st Century SkillsDifferent definitions
Some other related agendas and narrativesDifferent definitions
(social) enterprise and entrepreneurship Creativity Service learning and volunteering Work-related learning (work experience, sandwich courses etc.) (Global) citizenship Wellbeing Sustainability Personalised learning Careers guidance / management Values
Queen Mary Statement of Graduate AttributesExamples of ‘graduate attributes’
Seven commitments to students.
Three institution-wide ‘Vision attributes’ at the heart of teaching and learning across the institution as a whole: - Engage critically with knowledge- Have a global perspective- Learn continuously in a changing world
Four disciplinary/departmental ‘Realisation attributes’:- Rounded intellectual development- Clarity of communication- Research capacity- Information expertise
University of Aberdeen’s Graduate AttributesExamples of ‘graduate attributes’
“…a wide-ranging set of qualities which you will develop during your time as a student, in preparation for employment, further study and citizenship.”
- Academic excellence- Critical thinking and effective communication- Learning and personal development- Active citizenship
What’s new here?Examples of graduate attributes
Broader focus on individual outcomes, beyond attainment or employmentBut also achieves institutional and societal outcomesNot new, but UK a leader (see BIS/i-graduate http://goo.gl/hfMEpm)
Follows trends and different stakeholders over timee.g. see current http://enhancementthemes.ac.uk by QAA ScotlandVariable policy and practice, different interpretations by actorsSee Barrie http://goo.gl/edYhmU
Generic versus specific – to the institution, faculty, educator or studentAllows for differentiation (and competition)
Where next?Beyond graduate attributes
Funding follows learners in England, 4 UK nations diverging Increasingly competitive and marketised system Key Information Set (KIS) http://unistats.direct.gov.uk Higher Education Achievement Report (HEAR) http://www.hear.ac.uk
Growing focus on outcomes, but risks of over-simplification;e.g. education = employment = salary / economic growth
Yes one way of making a university distinctive and attractive But the major implications (and potential) for teaching and learning Lifelong learning; before, outside and after HE Improving student experience and outcomes – flourishing, ownership
Thank you!
Louis Coiffait
@LouisMMCoiffait
…comments and questions?
