griffith university employability action plan › ... › 0039 › 894558 › employability-action...

Final approved version May 2019

Griffith University Employability Action Plan purpose-driven — future-capable — engaged & connected This Employability Action Plan (EAP) for Griffith University for 2019-2020 confirms and formalises a range of strategic collaborations across the

university, with the aim of facilitating the achievement of Academic Plan 2017-2020 goals relating to graduate employability.

The EAP is underpinned by a deep commitment to the achievement of both short-term graduate outcomes, and concurrently fostering

learners’ capacities to live and work productively and meaningfully in an increasingly complex society, including social and cultural

engagement and capability.

This EAP document is laid out in three sections.

1. Action Plan overview and diagram

2. The action sets, including accountable and responsible parties

3. Proposed critical paths and governance structure, including working parties and project groups.

1. Action Plan Overview

In line with the findings of the Griffith University Employability Review and Recommendations for Action1, this Action Plan proposes concrete

and achievable ways to strengthen the integration of employability into all of our programs across undergraduate, postgraduate and

higher degree research learning.

It also:

▪ enhances convergence between related institutional strategic endeavours

▪ capitalises upon Griffith’s employability strengths, and charts a course forward from these

▪ joins up activities/projects across a diverse range of organisational areas and portfolios

▪ enhances and capitalises upon our partnerships, and

▪ focuses on the future of education, the changing needs of the world of work and society, and our learners.

1 Bridgstock, R. (2019). Griffith University Graduate Employability Review and Recommendations for Action. Nathan: Griffith University.


The core action set relates to integration of lifelong-lifewide employability into programmatic curriculum. In academic programs, this will

be achieved through the collaborative development of an agreed employability curriculum framework, and implementation of the framework

through the program development and review cycle. The Griffith Course and Program Design Standards will reflect this, and further reinforce

the need to integrate employability into the curriculum, as an essential element of both course and program design.

Supporting action sets ensure: (i) support and development for Program Directors and Program Teams; (ii) strong supporting co-curricular

experiences and pathways for students, (iii) the adoption of evidence-informed approaches; (iv) the fostering and promotion of Griffith-

distinctive strengths; (v) growing and strengthening our partnerships and connections with industry, community and alumni, and (vi) targeted

transitions-out learning and development for students.

Signature initiatives and projects have been selected to drive the achievement of some action sets.

The principle of embracing diverse needs and perspectives underpins all elements of the EAP. Embracing diverse needs and perspectives

is evident in the creation of tailored pathways and scaffolds to assist students to meet their individual employability learning needs within and

outside the curriculum; the development of a sufficiently flexible employability framework to accommodate a diversity of professional and

disciplinary contexts and requirements; and distinct yet integrated approaches to fostering employability for and with different cohorts. HDR-

specific employability goals, targets and strategies are noted on the final page of the document.


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2. The Action Sets

1. Integration of lifelong-lifewide employability into the curriculum

a whole-of-program approach, tailored to learner needs

Collaboratively develop an agreed institutional employability curriculum framework, and implement the framework through the program development and review cycle. This framework will be articulated at its highest level in the Griffith Program Design Standards, and in greater detail in the employability curriculum framework.

Elements of the framework will be chosen according to an evidence-informed approach, including sufficient flexibility to accommodate a diversity of professional and disciplinary contexts and requirements. Key themes will include: career development learning, work integrated learning and professional practice, innovation, enterprise and entrepreneurship learning, professional readiness and connectedness, transdisciplinary learning, social responsibility and engagement, and cultural capability.

Develop specific pathways, scaffolds and tools to assist students to make sense of their employability learning, support decision-making, and pursue learning pathways within and beyond the curriculum, in accordance with their employability learning needs and interests.

Corresponding Academic Plan targets

GOAL 1. Engaged and relevant. Enhance student employability through industry-engaged programs that are relevant to students’ future career ambitions.

s1.1 All undergraduate students will have the opportunity to undertake a capstone course that may include an industry placement, professional practice, a research project, an international study experience or an innovation project. s1.2 All students will have an ePortfolio that will allow them to accumulate evidence of the acquisition of graduate attributes and career preparedness. s1.3 Increase opportunities for students to participate in courses and activities to develop the enterprise skills to be innovators and entrepreneurs s1.4 To better engage industry partners in curriculum design and renewal, all new program proposals will provide evidence of industry consultation, and all 5 yearly School reviews will include substantial industry input, including from alumni s1.5 Program Directors and CES will collaborate to better embed employability and career development skills in academic programs T1.3 By 2020, 70% of students will participate in an entrepreneurship course or extra-curricular activity

Actions

1.1 Collaboratively co-design and confirm an activity and capability-based framework for employability in programmatic curriculum at Griffith, linked with our Learning and Teaching Framework and the Griffith Program and Course Design Standards, and having regard for the accommodation of a diversity of disciplinary, professional, and student needs.


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1.2 In partnership with Program Teams, map employability learning activities and learning outcomes in curriculum across the institution, to identify gaps / areas of strength and support / development needs, beginning with a small number of proof-of-concept programs.

1.3 In support of continuous improvement and quality assurance, establish mechanisms for ongoing renewal of employability mapping.

1.4 Embed curriculum review for employability into Griffith Program and Course Design Standards, program development and review processes.

1.5 Develop student-facing employability touch points in curriculum to highlight tailored employability learning opportunities, support student decision-making, and to promote further learning within and beyond the curriculum into co- and extra-curricular pathways.

2. Support and development for Program Teams

professional learning and specialist support – learning resources – reward and recognition

Build collaborative, supportive and developmental relationships, processes and resources around Program Teams to enable them to integrate lifelong-lifewide employability into curriculum.

Actions

2.1 Develop collaborative relationships between Program Teams, L&T consultants and project staff to map employability learning activities and learning outcomes in program curricula across the institution, to identify gaps / areas of strength and support / development needs.

2.2 Refine, restructure and responsively augment employability learning support and development mechanisms around Program Teams – through resource development, C&ES and other collaborative relationships.

2.3 Integrate appropriate staff reward and recognition mechanisms for design and delivery of programmatic and curriculum-based employability learning.

2.4 Provide professional development opportunities and resources for Program Directors and Program Teams around best practice for embedding and supporting employability in the curriculum.


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3. Co-curricular pathways and opportunities

Identify, curate and promote co-curricular learning pathways and opportunities

Develop specific pathways, scaffolds and tools to assist students to pursue learning pathways beyond the curriculum, in accordance with their employability learning needs and interests. Curate and promote co-curricular employability opportunities and pathways to educators and students.

Actions

3.1 Using the employability curriculum framework, identify key learning topics and pathways for student co-curricular employability learning (e.g., career development learning, social entrepreneurship)

3.2 Curate and promote Griffith’s co-curricular employability learning opportunities in alignment with these topics and pathways to educators and students.


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4. Evidence-informed approaches

Academic Plan

T1.1 To exceed the national average for full-time graduate employment by 2020 (as reported in the Graduate Outcomes Survey via QILT)

Includes specific KPIs at T1.1 (GOS), T1.2 (ESS), T1.3 (entrepreneurship), S1.1 (capstone courses)

shared understandings – measuring what matters - evaluate what we do effectively – horizon thinking

Ensure that we are taking a consistent, evidence-informed approach to fostering graduate employability at Griffith University, including considered choices of measures and indicators, and reporting on these measures and indicators in a straightforward and timely way to support evaluation and decision-making. Identify, operationalize and integrate measures and indicators short-term and life-long, lifewide senses of graduate employability. Provide a strong voice in national fora about QILT and other indicators used to measure graduate success, employability and employment.

Foster an ‘horizons-thinking’ approach to graduate employability, drawing upon scholarship and research into the future of work, society and educational practices to inform strategic approaches to fostering graduate employability at Griffith University.

Ensure we have robust internal mechanisms for measuring impact of employability initiatives, and adequate processes for capturing useful data to report on student engagement and outcomes following employability related learning and activities. Use this data to further inform review of initiatives.

Actions

4.1 Affirm shared understandings of key employability constructs at Griffith, and confirm choice of associated employability measures and indicators.

4.2 Ensure that straightforward, meaningful, accurate and timely information is provided to stakeholders to inform decision-making and evaluation of initiatives.

4.3 Draw together, develop and promote a network of ‘horizons-thinking’ scholars, researchers and practitioners exploring the future of work, society and education to inform strategic approaches to fostering graduate employability at Griffith University.

4.4 Provide feedback on improving the effectiveness and appropriateness of national employability indicators and measures.

4.5 Work with Analytics, Planning and Data to refocus and augment GOS student survey response contact campaigns to balance response rates.


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4.6 Work with Academic Services and Business Systems Services to develop efficient ways to collect data about employability in curriculum, including in assessment, courses and programs. Also discuss ways to effectively collect accurate data about co-curricular and Griffith-run extra-curricular employability related activities.

5. Targeted transitions-out learning and development

Academic Plan

T1.1 To exceed the national average for full-time graduate employment by 2020 (as reported in the Graduate Outcomes Survey via QILT)

just-in-time transitions-out development and support

Strengthen student short-term outcomes and lifelong-lifewide employability concurrently by investing in and promoting a suite of integrated ‘transitions out’ learning offerings that also encourages continuing alumnus engagement with the university.

Actions

5.1 Map current Group-based and central (e.g., C&ES) transitions-out offerings, identify strengths and opportunities for augmentation.

5.2 Draw together, brand and promote the suite of transitions out-and-back offerings ‘Griffith Launch’ so that alumni can easily find resources and opportunities in one central location.

5.3 Collaboratively – with C&ES, Academic Services, Development & Alumni, Group champions, Industry Engagement and the Professional Learning Hub – augment Griffith Launch offerings with targeted industry networking, mentoring, C&ES support, placements and professional learning opportunities including industry relevant micro-credentials.


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6. Foster and promote Griffith’s distinctive employability strengths

promote the lifelong and lifewide employability of our graduates – careers with purpose – exemplary and innovative initiatives

Promote Griffith’s distinctive strengths as they relate to graduate employability, emphasising Griffith’s strong focus on socially and environmentally engaged employability development, lifelong-lifewide careers with purpose.

Actions

6.1 In developing and confirming the framework for employability in curriculum at Griffith, infuse perspectives of social and environmental responsibility, and lifelong-lifewide careers with purpose.

6.2 Further support and promote Griffith-distinctive service learning and social enterprise-related work integrated learning opportunities to students and staff.

6.3 In conjunction with OMC, promote Griffith’s distinctive employability strengths externally through alumni stories, celebration and industry events, and promotion of signature and award-winning initiatives and courses

6.4 Review, refine and establish where necessary mechanisms and processes for sharing of employability initiatives and practice across the university, as connected with wider student success and learning and teaching initiatives.

6.5 Draw together, develop and promote a network of ‘horizons-thinking’ scholars, researchers and practitioners exploring the future of work, society and education to inform strategic approaches to fostering graduate employability at Griffith University. [same as action 4.3]


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7. Grow and strengthen industry/community engagement, partnerships and connections

deep & mutually rewarding partnerships with industry and community, alumni, and students

Strengthen, scale and better integrate industry- and community-partnerships for authentic learning and work integrated learning (professional practice learning) across the university. Increase student access to opportunities, enhance efficiency of processes, promote sharing of WIL practice. Support and foster efforts to build relationships with Griffith’s alumni, and industry / community partners for employability-focussed learning and teaching.

Actions

7.1 Clarify definitions and measures of WIL at Griffith, including applying a simple agreed taxonomy (same as action 4.1).

7.2 Map WIL in curriculum as part of curricular integration, and identify ways to improve student access to WIL where required.

7.3 Review institutional WIL policies and processes, and make recommendations for improvements and integration to assure quality and improve efficiency across the university.

7.4 Support the roll-out of an enterprise-wide placement system (e.g., Sonia) to facilitate institutional adoption of quality and efficiency measures.

7.5 Establish a Work Integrated Learning Working Party to share practice, facilitate communication and joined up approaches around industry engagement, share documentation and advance integrated strategic activity.

7.6 Enhance scalability and innovation in WIL across the university through an interdisciplinary ‘digitally-enhanced WIL’ initiative, which will increase staff capacity and uptake of digital WIL tools and environments.

7.7 Support innovation by promoting authentic learning-themed and WIL projects, and support their dissemination through development of informational resources and events.

7.8 Foster a university-wide community of practice for work integrated learning, and promote events and professional learning opportunities / encourage joining up of practice.

7.9 Support and foster efforts to build relationships with Griffith’s alumni for employability-focussed learning and teaching, including through industry mentoring, Griffith Launch, and curricular integration.

7.10 Work with Academic Director, Industry Partnerships to establish processes for leveraging industry partnerships for student and graduate opportunities.


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3. Critical Paths and Governance It is proposed that two working parties and one project team be established to lead the agendas proposed in action sets 1-7. The working

parties will join a number of existing /emerging project teams and specific-aim groups and communities of practice / staff networks that

will advance specific initiatives and interest areas.

Working parties

1. Employability in curriculum

This working party will lead the collaborative development and integration of the employability curriculum framework. It will integrate

pathways, scaffolds and tools to help students make sense of their learning, support decision-making, and pursue learning pathways within

and beyond the curriculum. It will lead the building of collaborative, supportive and developmental relationships, processes and resources

around Program Teams to enable them to integrate lifelong-lifewide employability into curriculum.

Corresponding actions: action set 1, action set 2, 4.1, 6.1, 6.2

2. Industry & alumni partnerships and work integrated learning

Share practice, facilitate communication and joined up approaches around industry engagement, share documentation and advance

integrated strategic activity, explore and pursue ways to strengthen relationships with industry and alumni; review WIL policies, processes

and make recommendations for strengthening and integration, enhance student engagement with, and uptake of, WIL.

Corresponding actions: action set 7, support role in 6.3

Project team

Measurement, reporting and evidence

This project team will work to ensure we are taking a consistent, evidence-informed approach to fostering graduate employability at Griffith

University, including considered choices of measures and indicators, and reporting on these measures and indicators in a straightforward

and timely way that will inform evaluation and decision-making

Corresponding actions: action set 4, 7.1, 7.2


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Communities of practice and networks

1. Griffith Work Integrated Learning Community of Practice – staff across Griffith University who are involved in WIL

Corresponding actions: action 7.8

2. Education for the future of work and life network – staff across Griffith University with a research, teaching, and/or

scholarly interest in learning for the future of life and work.

Corresponding actions: actions 4.3, 6.5

Project teams and specific-aim groups

Griffith Graduates of Influence Employability Award Corresponding actions: action set 1, action set 2, 4.1, 5.1, 5.2, 6.2

IRU Change Academy ‘Reimagining WIL’ – digitally enhanced WIL project

Corresponding actions: action set 1, 6.6, 6.7

GOS student survey response optimisation project Corresponding actions: 3.5

Transitions out / Griffith Launch Corresponding actions: action set 4, 6.9

Industry mentoring program Corresponding actions: action sets 1, 2, 4, 5 ,6

3DS, Innovation challenge Corresponding actions: action set 1

Unitemps Corresponding actions: action set 4, 5

eCareerCoach Corresponding actions: action sets 1, 2, 4, 5 ,6

Key partnerships and affiliated programs

Sciences PLUS and Business PLUS

Community Internship Course / Service Learning Unit

QCA Enterprise

Industry Affiliates Program (IAP)

Yunus Social Business Centre

Innocence Project

Unispecialist employment partnerships (USEP)


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HDR-specific employability goals, targets and strategies:

Research and Innovation Plan 2017-2020

GOAL: To maintain the load of high quality HDR students needed to support completion targets and student career outcomes.

TARGET: HDR completions to be maintained above 400 per year by 2020. Student career outcomes (HDR-relevant employment)

to be maintained at or above national averages.

STRATEGIES:

4.7 Introduce industry or end-user facing components of all HDR programs in line with ACOLA Review recommendations.

4.8 Develop and implement a HDR development framework and program which includes transferable skills relevant to industry and

end-users.

4.9 Track employment and career outcomes of current, and all past HDR students.

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