CDAA QUT Widening Participation Careers Team May 2014

Queensland University of Technology

CRICOS No. 000213J

Widening Participation in Higher Education:

changing perceptions, rousing interest and empowering choice

Dr Nancey Hoare, Clive May and Gabrielle O’Brien

Queensland University of Technology

CRICOS No. 000213Ja university for the worldrealR

Program

• Background• Partnerships• Rousing interest through engagement• Empowering choice through activities• Questions


Background to WP

• Bradley Review 2009 = target (20% of UG by 2020 LSES)

• Federal funds = HEPPP (Higher Education Participation and Partnership Program) 2009 – 2014

• New obligations: improve outreach to LSES students for better recruitment; improve support for better retention

• Focus on inter-sectoral partnerships esp school/VET/HE

• 2014 Budget Implications ?


Queensland-wide partnership

• In addition to QUT’s WP program there is a Queensland Consortium of 8 public unis + Qld Dep’t of Education

• MOU endorsed by all Qld VCs and DETE

• Schooling and Indigenous as priority projects

• A consortium bid for funds from DEEWR ($21m)

• In 2013, the Consortium presented at the EAN World Congress in Canada

Visit www.qut.edu.au/about/equity/widening-participation#h2-7


Central aims of WP program

• Awareness – an understanding of the available opportunities and how to access them

• Aspiration – the desire to attend university

• Affordability – sufficient money to support student life

• Achievement – the educational attainment level to gain entry to university

• Access– admissions polices that open the door to low SES students, and the absence of distance and time restrictions


CRICOS No. 00213Ja university for the real worldR

QUT’s WP agenda

QUT’s WP Rationale


Traditional marketing/recruitment Aspiration-building outreach

primarily competitive

primarily collaborative

material or activities primarily designed to promote an individual institution and maximise enrolments at that institution.

material or activities primarily designed to promote post-school study or university study in general.

focused on an audience who is presumed to already aspire to university study, and who are deciding which institution/course to choose

focused on an audience that is not presumed to already aspire to university study or any form of post-school study; and who may experience real (and imagined) barriers to access.

tries to influence the choice of university by emphasising the unique or superior characteristics of the institution

tries to influence the life choices of the audience through myth-busting, encouragement, inspiration (e.g. role models), and practical assistance (scholarships/bridging programs etc)

focuses on a single choice focuses on an aspiration-building journey which has steps and stages over time, and is different for each cohort.

core messaging.

“choose this university, now”

core messaging

“any university, any time”

Marketing vs Outreach


Key partnerships

Universities are one part of the network so partnerships are essential. The WP Careers Team is involved across all facets of the program.•Working with schools – teachers, students and parents

•Working with communities – adults returning to study

•Working with community organisations – job/employment networks, libraries, Indigenous organisations, industry, youth services

•Work with other educational institutions – TAFE/other unis

See www.qut.edu.au/about/equity/widening-participation#h2-5


Explore Uni Program QUT aims to assist students from low-income and Indigenous backgrounds engage in higher education.

This is what an Explore Uni Day looks like

Rousing interest through engagement


Empowering Choice

Scaffolded career activities for age phases:

•Years 6 and 7•Years 8 and 9•Years 9 and 10•Years 11 and 12


The pre-tertiary scaffolded journey for students


Key message – career planning

You do need to:

• Have a high level of self awareness

• Have an awareness of career

options/pathways

You don’t have to know what career you want

This makes it easier to choose programs/courses


• Focus on jobs they might like to do in the future or know of• Give examples of uni career pathways of some of those jobs • Focus on differences between school and uni e.g. you don’t

have to wear a uniform • What do they know / have they heard about university • Do they know that a wide variety of people go to uni?

40% of people at uni are the first in their family to go to uni

• Introduce self awareness …

Working with Years 6 ,7 and 8 (aged 11-14)


What do I want?

What do I want?

Who am I?How do I get it?

Career Planning


Who am

I?

Interests

Skills

Personality Values

Capabilities

Support people

Work preferences

Lifestyle preferences…

Dreams

Goals

Attitudes

MotivationBeliefs

Self-conceptConfidence

Role models


What

do I

want?What

do I

want?

Lifestyle

Home

Leisure

Partner

Family

HolidaysLocation

Friends

Income

Travel

Transport/Car

Furniture

Surroundings

Pets

Work hours

Hobbies

Giving

How much do I need to earn?

How much do I need to earn?


Weekly spend by life stage

Single <35

(no kids)

$869

Couple <35

(no kids)

$1,429

Couple

(oldest child <5)

$1,484

Couple

(oldest child 5-14)

$1,670

Couple

(oldest child15-

24) $1,900

Centrelink

$203

Apprentice

Certificate

Diploma

$350-$884

Uni Graduate

$846-$1,250

Senior

Tradesperson

$1,250-$1,600

Senior

Professional

$1,600-$3800

Weekly income

Sources: Australian Securities and Investments Commission: https://www.moneysmart.gov.au/managing-your-money/budgeting/spending/australian-spending-habits ; Job Outlook http://joboutlook.gov.au/


Paid Work

TAFEApprenticeship

University

Other training

Inheritance

Study & Work

Volunteer work

Lotto win

How do I get it?

Upgrade qualifications

Own business

Work experience


Where will the jobs be in the future?

• Health Care & Social Assistance (25.7%)

• Education & Training (13.3%)

• Retail Trade (11%)

• Professional, Scientific, & Technical

Services (9.9%)

• Construction (9.3%)

[Source: http://lmip.gov.au/default.aspx?LMIP/EmploymentProjections]


Source: Data obtained from Australian Bureau of Statistics (2010). 6278.0 – Education and Training Experiences, Australia. http://www.abs.gov.au/AUSSTATS/[email protected]/DetailsPage/6278.02009?OpenDocument

Higher qualifications:

earning potential

job opportunities


• Discuss jobs they are interested in – illustrate some uni career pathways

• Talk about subject choice in senior school – link to myfuture Bullseye targets Myfuture Bullseye Posters

• Introduce Occupational Research - How will they find out how to get that job?

• Myfuture Occupations / Job Guide Occupations

• Focus on making connections between their current interests and future career prospects – ‘My Interests’ activity…

Working with Yr 9 and 10 (age 15-16)


Infographics and resources

www.projectu.com.au


Target Your School SubjectsMyfuture Bullseye Targets

English

MathsSOSE

Home Economics

Languages

Business

ICT

Geography

Health & PE

Science


My Interests Observation Activity

• Consider jobs these slides represent?• Do you like/dislike that job idea?

(this is a sample of the activity)


Observation # 1


Interests – Working with people

Helping/Advising:helping, informing, teaching, treating, listening, giving advice, instruction, information, concerned about their social welfare.

Persuading/Service:Selling, influencing, negotiating, motivating, serving, promoting, bargaining


‘My Interests’ Questionnaire• Realistic - practical, hands-on, plants, animals, and real-world materials

like wood, tools, and machinery, outside, not much paperwork or working closely with others.

• Investigative - working with ideas, requires lots of thinking, searching for facts and figuring out problems mentally.

• Artistic - working with designs, patterns, self-expression, working without following a clear set of rules.

• Social - working with, communicating with, and teaching people, helping or providing service to others.

• Enterprising - starting up and carrying out projects, leading people and making decisions, might involve risk taking and often deals with business.

• Conventional - following set procedures and routines, working with data and details more than with ideas, a clear line of authority to follow.


Match interests to jobs

www.jobguide.thegoodguides.com.au/Building-your-career/Jobs-Chart


Now in senior school with increased pressure to make decisions about the future as well as perform at school…

•Focus on busting myths about the costs of uni and the types of people who go there

•Focus on access to entry programs and support services, accommodation etc - Show them how and where to apply

•OP/Rank pressure including QCS tests and QTAC forms

•Pressure to ‘get a job’ or know what to do when they finish

•Talk about post-school options …

a university for the real worldR

CRICOS No. 00213J

Working with Year 11 and 12 (aged 16-18)


after year 12

Employment

Year off

Tafe

University

o/s exchange

Apprentic

eship


Working in the community

Community careers information via kiosks, library sessions, workshops and facebook www.facebook.com/yourfuturecareer


Promoting our work in the community


Community Promotion

It is really satisfying to see the people leave their sessions with a clearer vision of where they want to be and how they are going to get there.


Adult Learner Strategy

For Adult Learners www.bridgetostudy.com.au


Bridge to Study Career Module

Developed by QUT Careers and Employment

www.bridgetostudy.com.au/uniprep


Providing professional development

Training/resources provided to:

•Teachers•Guidance Officers•PI and Indigenous Liaisons•Job Network staff•QUT Student Ambassadors•QUT Staff•Community organisations

Programs include:

•My Future training•PACTS•The Real Game•Coaching Young People for Success•Tailored Career Talks•Tailored Lesson Plans


Challenges for WP

• The importance of career development• Access • Time and Funding• Competition • Branding • School and TAFE changes• Place


Capacity Building

Strengthened partnerships with LSES schools and communities

Best practice models – locally, by state, nationally

Legacies such as resources, equipment, professional development, improved capacity

School leavers confidently making informed career decisions


Questions?

CDAA QUT Widening Participation Careers Team May 2014

Education

Transcript of CDAA QUT Widening Participation Careers Team May 2014