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Engaging Employers in Skills Award Programs
- 1. And the Awardgoes to… Vicky Mann – University of Nottingham Zara Hooley – University of Leicester
- 3. True or False? Research
- 4. Research
- 5. Research FTE
- 6. Research “PGT Award asks students to reflect on the value of their masters study to their future employment. There are 3 compulsory workshops for students to attend. Assessment is by reflective portfolio and interview”. “UG and PGR awards have different points structures and slightly different learning outcomes. PGTs are only eligible…if they studied their UG [here]” “Eventually there will be content differences based on subject and level, but the pilot is generic…with option choices” “Postgraduate Researchers undertake a parallel award with more emphasis on research skills”
- 7. Research – PG inclusion
- 8. Research - employer engagement Some employers will only consider our students if they have taken our skills certificate Consideration of (top level) candidates..for their Global Univ. scheme More likely to take applications forward We have had interview offers after observation of student presentations
- 9. Research - employer engagement
- 10. The AGR: If everyone does a skills certificate will that devalue the benefit to the individual… Too few students can sign up and those that do are probably the motivated ones who need it least… What’s in it for employers? What are the best ways to engage? Validation – how do you ensure quality of the experience for the student? What are the challenges of working with employers? Ideas for inclusion Best practice Share experiences – what has worked and what hasn’t What do employers say?
- 11. Challenges Opportunities Ideas Employer engagement
- 12. Research - challenges, opportunities and the future for Awards
- 13. Research - challenges, opportunities and the future for Awards
- 14. Key Challenges key challenges presented in the research - what are the key issues and what solutions/opportunities can we seek to overcome these
- 15. Feedback Collaborative practice, beyond Careers… Institutional recognition on the transcript and the HEAR External stakeholder engagement Strategic positioning Next steps…. Impact DEHLE KIS NSS WP
- 16. Sharing best practice Possible themes AGCAS Awards Task group Hosted by University of Leicester Paper/workshop submission call Conference proposal Jan 12th 2012
- 17. The Task Group http://www.agcas.org.uk/agcas_resources/334-Skills-Awards-Task-Group-careers-information-resources http://www.agcas.org.uk/pages/discussion-lists Vicky Mann Nottingham Advantage Award Manager Vicky.mann@nottingham.ac.uk Zara Hooley Leicester Award Coordinator ZH34@le.ac.uk Twitter @ZaraHooley Keep in Touch
Notes de l'éditeur
- history, sceptre, 94 group, employability, new funding landscape, KIS etc (also a wider context: careers service restructures and redundancies, national funding cuts to careers and advice and guidance services threatening students capacity for effective decision around HE subject choice/career, the impact this has on their effective transition into HE and long term expectation, demand from VC’s to AGR for increased employer engagement etc)Update on HEAR, NUS scheme, Endsleigh scheme, FE colleges
- history, sceptre, 94 group, employability, new funding landscape, KIS etc (also a wider context: careers service restructures and redundancies, national funding cuts to careers and advice and guidance services threatening students capacity for effective decision around HE subject choice/career, the impact this has on their effective transition into HE and long term expectation, demand from VC’s to AGR for increased employer engagement etc)Update on HEAR, NUS scheme, Endsleigh scheme, FE colleges
- (using research document as handout also, work through key areas)– maybe to include extra information like fte/numbers of students on award/length of time operational (plus references to who does pg awards etc) – easy matrix style to answer the key questions colleagues always have to make comparisons. What do you think?
- Comparable internal programmes to make a case for resource?Due to the nature of the different types of programmes it is difficult to determine how well resourced each programme is as each one will have different requirements. However, based on arbitrary student numbers, these are averages FTE – dedicated to operational management, not including the broader support. A number have some kind of support from students such as CV markers etc but unable to quantify. FTE is more important in terms of commitment from university
- (using research document as handout also, work through key areas)– maybe to include extra information like fte/numbers of students on award/length of time operational (plus references to who does pg awards etc) – easy matrix style to answer the key questions colleagues always have to make comparisons. What do you think?
- 50% employer endorsement, 21.6% sponsorshipSponsorship/endorsement methods“Consideration of (top level) candidates…for their Global Univ. scheme”“Some employers will only consider our students if they have undertaken (our) skills certificate“More likely to take application forward.”“Tailored courses”“We have had interview offers after observation of student presentations…”Incentives offered for Award students2.3% Fast track through recruitment process, 6.8% work experience“Consideration of (top level) candidates…for their Global Univ. scheme”“Some employers will only consider our students if they have undertaken (our) skills certificate“More likely to take application forward.”“Tailored courses”“We have had interview offers after observation of student presentations…”
- PWC (7), Teach First (5), Deloitte (4), Ernst & Young (3), Co-op (2), ERAC (2), IBM (2), Atkins (2), Roll-Royce (2). (Q 40)
- In your groups what are the….ChallengesOpportunitiesIdeasFOR WORKING WITH EMPLOYERSIDEAS ON A POST IT!FEEDBACK TO THE GROUP
- (also a wider context: careers service restructures and redundancies, national funding cuts to careers and advice and guidance services threatening students capacity for effective decision around HE subject choice/career, the impact this has on their effective transition into HE and long term expectation, demand from VC’s to AGR for increased employer engagement etc)
- (also a wider context: careers service restructures and redundancies, national funding cuts to careers and advice and guidance services threatening students capacity for effective decision around HE subject choice/career, the impact this has on their effective transition into HE and long term expectation, demand from VC’s to AGR for increased employer engagement etc)
- WP, T&L, sustainability, internatioanlisation(using research document as handout also, work through key areas)– maybe to include extra information like fte/numbers of students on award/length of time operational (plus references to who does pg awards etc) – easy matrix style to answer the key questions colleagues always have to make comparisons. What do you think?
- Adding value through employer partnershipsMeasuring impactThe future of awards within the new funding landscapeWidening provision and engagement.Working with the curriculum/ institution wide employability strategies and how award schemes fit in.Case studies, successful partnershipsIdeas?Submission of proposals to write papers, articles and deliver workshops by 30th November to ZH…