David Eade: Director or Employability & Enterprise ......• Abintegro The Hive • Enterprise &...
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Success for All : Closing the graduate employment gap David Eade: Director or Employability & Enterprise, Nottingham Trent University
Transcript of David Eade: Director or Employability & Enterprise ......• Abintegro The Hive • Enterprise &...
Success for All : Closing the graduate employment gap
David Eade: Director or Employability & Enterprise, Nottingham Trent University
Nottingham Trent University (NTU)
• NTU’s origins go back to 1843.
• Nearly 30,000 students.
• Over 6,000 postgraduate students.
• 3 Campuses – City, Clifton, Brackenhurst
• Nearly 5,000 staff.
• £496m to the UK economy independent
economic impact assessment report (2016)
About NTU
• Breadth of subjects
• 8 Schools / Faculties
• Student profile
• 43% male
• 30% BME
• 16% international (inclEU)
• 10% declared disability
• 26% household incomes <£15k
Academy
Student Employer
Employability & Enterprise –centralised service across all campuses, working with all schools and supporting all students; FE, HE, PG
Part of Employer & Economic Development alongside Economic Development, Commercial services and Alumni Relations and not part of Student Services
Employability & Enterprise Stakeholders
Academy
Student Employer
Employability stakeholder engagement
Systems & Data
The Hive
“To make a difference to each and every student”
• Student engagement
• Career Guidance• Skills
Development• Employability
Facilities• Opportunity
Promotion• Events &
Workshops• Unitemps
“To provide a single front door to all employers’ talent needs”
• Employer Engagement
• Presentations and Workshops
• Placements/ Internships
• Work Experience• Graduates• CRM
“Engagement in the Employability agenda”
• Course Design• Module Content• Graduate Attributes• Work Experience• Enterprise
• FutureHub• InPlace• CRM• HEAR• COGNOS• DLHE• Abintegro
The Hive• Enterprise & Start
up• Incubation space• Freelancing & Gig
economy
Lessons in creating partnerships with employers and external organisations
Delivery – breadth; across all disciplines
Delivery – depth; range of services on offer
Delivery – capacity; manage volume
CareerEDGE Model
Generic skills = NTU Graduate
Attributes
Emotional Intelligence = Individual
ability to understand their personal
motivations and self- awareness
Curriculum Refresh - ‘every student will undertake an assessed work experience’
1. Theory into Practice
3. Experience of the World of
Work
2. Graduate Attributes
4. Feedback & Reflection
Placement or
Professional Practice
Personal / Portfolio Development
Employer led projects / modulesField tripsSU RepresentationVolunteering/Civic ContributionEnterprise ‘head start’Acceler8 Employability awardSummer InternshipsIOD membershipSantander InternshipsLaw advice centreLaw mentoring schemeStudents in classroomsStudent ambassadorsMentoring programmesUnitemps and Job shopOther casual employment
1. Theory into Practice
2. GraduateAttributes
4. Feedback & Reflection
3. Experience of the World
of Work
Synoptic Assessment
E-Portfolio
In curricular Careers Education
Social mobility and narrowing the gap
An individual’s beliefs about their capabilities to achieve the goals
they set themselves. Self-efficacy beliefs determine how people feel,
think, motivate themselves and behave.
Development of self-efficacy (Bandura 1997)
- skills mastery
- vicarious experiences
- authentic encouragement
- emotional control
How do we deliver student engagement?
How do we deliver this to staff?
Now Learning Room - Staff Employability Resource
Data and Performance – Employability Dashboard
Graduate Outcomes - DLHE PerformanceYear Positive Outcomes Graduate Prospects
11/12 92.6% 67.7%
12/13 92.2% 68.8%
13/14 93.1% 71.0%
14/15 94.1% 76.5%
15/16 95.6% 79.2%
16/17 provisional 96.6% 82.9%
Year Positive Outcomes Graduate Prospects
Full-time undergraduate first degree, uk domiciled (Cohort 5000)
11/12 92.3% 60.2%
12/13 91.2% 62.1%
13/14 92.5% 65.2%
14/15 93.6% 71.9%
15/16 95.3% 75.5%
16/17 provisional 96.4% 80.5%
Narrowing the gap - DLHE PerformanceFull-time, U/G, 1st degree, UK domiciled – Graduate Prospects
Year Male Female Gap
12/13 65.5% 60.0% 5.5%
13/14 69.5% 61.7% 7.8%
14/15 75.2% 69.2% 6.0%
15/16 78.8% 73.0% 5.8%
16/17 provisional 82.7% 78.7% 4.0%
Year A level BTEC Gap
12/13 (62.5%) (No data)
13/14 66.7% 51.9% 14.8%
14/15 72.7% 66.8% 5.9%
15/16 77.4% 69.0% 8.4%
16/17 provisional 81.9% 76.1% 5.8%
Narrowing the gap - DLHE PerformanceFull-time, U/G, 1st degree, UK domiciled – Graduate Prospects
Year White BME Gap
12/13 63.6% 59.3% 4.3%
13/14 65.9% 62.9% 3.0%
14/15 73.2% 66.8% 6.4%
15/16 76.4% 72.0% 4.4%
16/17 provisional 80.5% 80.4% 0.1%
Year Non WP WP Gap
12/13 64.3% 54.6% 9.7%
13/14 67.3% 56.2% 11.1%
14/15 73.1% 67.1% 6.0%
15/16 76.0% 73.5% 2.5%
16/17 provisional 80.6% 80.0% 0.6%
WP identified from POLAR data
Narrowing the gap – Success for All
• BME hides mixed outcomes for different ethnicities
• BTEC students are still an opportunity for improvement
• Gender might be related to subjects studied
• Intersectionality reveals cumulative impact
• All students need interventions and experiences that are appropriate to their needs
• Aspiration and self-efficacy are key enablers
