careers centre widening participation: glass half full or glass half empty? susan hawksworth :...
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Careers Centre
Widening Participation: Glass half full or glass half empty?
Susan Hawksworth : Senior Careers Consultant
The policy development dimension
IAEVG Conference Jyväskylä Finland 2009
Careers Centre
Focus of today’s presentation
What drives the Widening Participation Agenda The University’s response to Widening Participation Supportive provision from the Careers Centre An embedded Career Planning Module Evaluation of this intervention Conclusion Questions/Discussion
Careers Centre
Dearing Report 1997 UK student numbers had doubled in previous 20
years No expansion of University Careers Services to
support this increase Concern about no increase in graduate jobs to match
the increasing numbers of graduates.
Careers Centre
HEFCE established “Action on Access” 2000 Remit: to deliver the Government’s target of 50% of
UK population enter HE by 2010 Established regional projects to stimulate demand for
HE amongst less advantaged young people Provided view of strategic issues relating to Higher
Education Institutions Identify and promote good practice
Careers Centre
Leitch Report “Prosperity for all in a Global Economy: World Class Skills 2006
Noted some progress in expansion in HE – 25% of adults with degree
Only just above Organisation for Economic Co-operation and Development’s (OECD) average
Canada and USA 40% of adults have degrees India and China produce 4 million graduates a year UK will find it harder to compete economically unless we
develop a higher skills base
Careers Centre
Sustained Widening Participation (WP) agenda has grown out of awareness that:
Students need to be better prepared to compete for graduate jobs at a lower ratio of graduate to job.
Those least likely to benefit from HE are the lowest socio-economic groups who contribute least to the economy
Unless the UK produces more graduates we will face a harsh economic future
Careers Centre
Widening Participation at Leeds
Target secondary schools that don’t have a history of transition to HE
Make lower entry offers to students who succeed in a climate which does not foster academic attainment
Provide bursaries and grants to encourage those from low socio-economic groups to cope with the cost of attending university (£3000 E4402)
Rise of 4% to 19.8% 2006 Benchmark target of 25%
Careers Centre
Do these initiatives work? Annual drop-out census shows grants aid retention 2.5 drop-out from WP Scholars in level 1 8% drop out level across entire cohort Why? Scholar-Peer Befriending Scheme –”Buddy” system Scholars Information Network Mentors keep in weekly contact with Scholars Additional support available through Skills Centre
Careers Centre
Barriers to Transition to Graduate Jobs
Lower A level points accepted by Admissions Tutors not acceptable to some key recruiters
Living at home whilst studying restricts geographical and social mobility
Lack of confidence/perceived elitism of some University societies may lead to fewer extra-curricular activities – and a thin CV.
Careers Centre
Carers Centre Support
Considered “From Backpack to Briefcase” Impact Project /http://www.careers.brad.ac.uk/impact/ Part of HEFCE Aimhigher initiative Individual support and guidance for less advantaged Workshops on key competencies Assistance in getting Internships and special
Placement Schemes Mentoring Scheme
Careers Centre
Embedding Career Planning Modules in the Curriculum
Why? “What works? Careers Staff working with academics with
shared goals and both sides listening to what students want. Academics understanding what Careers Advisers do and displaying a positive attitude to their work. Careers Advisers drip-feeding information to academics and involving them in classroom session.workshops”
Prof. Pauline Kneale, Dean for Learning & Teaching, University of Leeds.
Careers Centre
Course structure Team Working Skills Development CV’s, Applications and Interviews – J2 Co Peer-assessed interview Mock Interview – conducted by Careers Centre staff,
employers and academics. External speakers Skills Challenge
Careers Centre
Skills Challenge
The Process: Research an
organisation. Identify what they are
looking for in graduates. Best if the role is not
discipline based
Careers Centre
Skills Challenge
The task: Identify how you, as an
“Environment” student can evidence that you have those skills
Draw upon your discipline and other experiences, e.g. work.
Careers Centre
Skills Challenge
Defend their analysis to academics, employers and Careers Centre
Presenting “on their feet”
“Why should I appoint you as an Environment student rather than a Physics student?
Careers Centre
Learning outcomes Acquisition of knowledge in the use of observation exercises in
career assessment Experience of completion of aptitude and psychometric tests Experience in completing graduate CV’s and application forms Practice in performing effectively at graduate job interviews Acquisition of knowledge about a range of careers Understanding of the specific and generic skills graduate
recruiters expect from environmentalists Understanding of place of undergraduate studies in lifelong
learning
Careers Centre
What Employers Want! Effective Communication Team Work Ability to solve problems Self skills Flexibility and adaptability Analytical Skills Decision making skills
Independent judgement Logical argument Numeracy Enquiry and research skills Imagination and creativity Use of IT Relate to wider context Specialist Subject
Knowledge
Careers Centre
J2Co Assessment
Non-Verbal Communication
Mock interview Evidence of Research
Use of Examples to support argument
Ability to Self-Evaluate your performance
Ability to “think on feet”
Careers Centre
J2Co Assessment : de-brief
To critically review your application.
Review your application form – changes –why?
Highlight good aspects and explain why?
Respond to the points made by your interviewers on your application appraisal sheet.
Critically review both of your interview performances. Which questions did you think you answered well? Why
Which questions did you find difficult? Why?
Include feedback, both positive and negative, from your interviewers.
How do you think you could be better prepared for a “genuine” interview.
Careers Centre
Issues
Multi-tasking for the interviewers: highly people intensive
Time required from academic staff and employers Resourcing: require extensive dedicated interview
space Rigour: How to secure objective and consistent
assessment from diverse assessors? Moderation vital.
Careers Centre
Outcomes Student feedback shows awareness of the benefits of the
learning experience Generates preparedness and confidence to approach the
recruitment process positively We do not know whether or not the module increases the
employment rate of Leeds environmentalists because of the methodology prescribed by the British government for the collection of graduate destination statistics.
We continue to deliver the module in the belief that is supplies the tool-kit for engagement when the graduate is ready to enter the marketplace.
Careers Centre
Spin out the model to support less advantaged?
Requires qualitative research to see if low-socio economic background impacts on progression compared to peers.
Discussing collaborative project with Access & Community Engagement Unit to use DLHE returns to do this, + a longitudinal survey.
Results will indicate if there’s a case for this.
Careers Centre
Issues
Social Engineering” – or impartial support? Sensitive area – requires sensitive marketing Must be self-referral, cannot exclude “standard”
students. The “patronising” trap needs careful consideration Should involve Alumni as role model Collaboration between stakeholders vital
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