Lightning Talks (select full talk per category)
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Lightning Talk - presented to the following stakeholders at various stages: Steering Committee, Library Services, Student Services, Head of Teaching Forum, Head of Academic Schools Forum...
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Lightning Talks (select full talk per category)
- 1. Embedding Employability | Technology-Driven Changemakers
- 2. Conclusion Funded by the National Forum for the Enhancement of Teaching & Learning in HE
- 3. Phrases you will hear throughout... GRADUATE ATTRIBUTES • the core abilities and values a higher education institute community agrees all its graduates should develop • abilities employers deem necessary for today’s knowledge workers EMPLOYABILITY • the set of achievements, skills, understandings, and personal attributes graduates possess upon completion of a higher education qualification FRAMEWORK The conceptual structure we use to organise ideas, facts, and theory for the research study HUMAN CAPITAL 'What We Bring' SOCIAL CAPITAL 'Who We Know' INDIVIDUAL BEHAVIOURS 'How We Do' ATTRIBUTES (including graduate attributes) – 'Who We Are'
- 4. Overview Embedding Employability Project Key Deliverables Our Focus Group Research Emerging Graduate Attribute Framework Emerging Employability Framework Conclusion Overview
- 5. Key deliverables This T&L initiative aims to develop a shared vision of employability at DkIT by: Developing an Institute- wide Employability Statement and Framework Developing a model that programme teams can use to ‘employability-proof’ their programmes Identifying a set of DkIT Graduate Attributes Creating a DkIT Industry Employability Forum in collaboration key industry partners
- 7. Graduate Attributes Who we are... Who we are to relevant audiences... Who we become... 'An authentic set of aspirations for all who attend DkIT...' What Do Our Employability Champions Say?
- 8. Focus Group – Services & Subject Groups Research & Graduate Studies Lifelong Learning Centre Library Careers & Employabilty Student Services SU & Students Employers CELT Informatics & Creative Arts Business & Humanities Engineering Health & Science Professionally Accredited Programmes
- 9. Focus Groups 1-3 • 8 Select 'Employability Champions' • 12 Open EE Theme Questions • Use literature review to identify Best Practice EE Themes for Open Questions • Use Institute and National Forum Documents to identify EE and Graduate Attribute Themes for Open Questions • Use Graduate Survey Data to identify Themes for Open Questionevelop a Cascading Protocol for each theme to engage with Pilot Participants, should Prototypical Themes emerge indicative of Categories or Items relevant to next stages... • Use Microsoft Teams for One-2-One or Groups of 2-3.. Method & Procedure SAMPLE: 10+ 'Employability Champions' Group 1 8-10 School & Support Staff Group 2 Specific Sets of 4-6 people Group 3 [Health, Employers, Students], Ongoing Materials [Email Correspondence, Information Sheet, and Interviewer Protocol] 6 Themes and 1-5 Questions per Theme Interviews Via Microsoft Teams [Camera Off re Ethics Consultation] Scoring Key PDF
- 10. Focus Group 1-3 • 8 Select 'Employability Champions' • 12 Open EE Theme Questions • Use literature review to identify Best Practice EE Themes for Open Questions • Use Institute and National Forum Documents to identify EE and Graduate Attribute Themes for Open Questions • Use Graduate Survey Data to identify Themes for Open Questionevelop a Cascading Protocol for each theme to engage with Pilot Participants, should Prototypical Themes emerge indicative of Categories or Items relevant to next stages... • Use Microsoft Teams for One-2-One or Groups of 2-3.. Method & Procedure Transcribed and Segmented Developed Scoring Key Presently Coding Protocol Booklet [Watch SG Teams] Now in the Results Write-Up Stage Preliminary Results Ready re Graduate Attributes ü Executive Summary – Focus Group Research Report PDF underway (with graphs and infographics)
- 11. Could DkIT be the Technology-Driven Changemakers?
- 12. Graduate Attributes – Preliminary Questions Attribute Cataloguing • What graduate attributes are mentioned and how many unique mentions were found? • How many mentions relate to capstone graduate attributes? • Are there any new capstone graduate attributes emerging? Emerging Values Frameworks • Is there a Values piece emerging from the residual graduate attributes?
- 14. (n = 347) 62 (18%) 25 (7%) 32 (9%) 30 (9%) 11 (3%) 22 (6%) 165 (47%) *Rounding up will take place when count ceases...
- 15. Emerging Mindsets Consensus on Qualities PAR Mindset 1 – Positive Attitude Mindset 2 – Adaptable Mindset 3 – Resilient Survey Results - All Stakeholder Groups Choose Top 1-3 Qualities for Mindset Questions (n = 280+)
- 16. Graduate Attributes – Starting Hypotheses Wireframe CTCC or CTCC Communicative • Digital Fluency • Technology-Enhanced Learning • Impactful Communicating Technical • Analytical Thinking • Data Fluency • Operationally Savvy • Ethical in Technology Confident • Professional Confidence • Adaptable/Flexible/Resilient • Work Readiness • Lifelong Learning • Critical Thinking Collaborative • Teamworking • Networking • Solutions-Driven • Innovative
- 17. Graduate Attribute Framework 'T and 3Cs' Communicative • Communicators • Public Engagers • Creative • Digitally Fluent • Emotionally Intelligent • Self-Promoters Technology-Driven • Technically Skilled • Knowledgeable • Practical • Work Ready • Enterprising • Data Fluent Confident • Professionally Confident • Adaptable & Flexible • Critical Thinkers • Problem Solvers • Lifelong Learners • Resilient Collaborative • Teamworkers • Innovative Partners • Leaders • Networkers • Socially Enterprising • Operationally Savvy
- 18. Composite Capstone – The Competition Logic PRACTICAL TECHNICAL ENTERPRISING NFQ Professions-Led Degree Programmes (Table 1, SC Meeting 3 for Interchangeable Term Use) e.g. TECHNOLOGY-DRIVEN NFQ Professions-Led Certificate and Degree Programmes (e.g., Engineering) NFQ Certificate and Degree Programmes (e.g., Hospitality) A. 3 Research Clusters are guided by the application of technology to health, engineering, and enterprise. B. New technology uptake and associated technical skill training guides graduate development across the institute.
- 19. Nominal and Proportionate Threshold Counts per Capstone and Sub-Attributes Our 'Who I am' Capstones • Collaborative • Technology-Driven or Technical • Communicative • Confident Overlapping and Distinct Sub- Attributes Options • Technology-Driven [Add Competitor Capstone 'Enterprising' and 'Practical' as Sub-Attributes]
- 20. Our DkIT Graduate Employability...
- 21. DkIT's Model of Graduate Employability Human Capital Skills Competencies Work Experience Social Capital University Ranking Networks Social Class Career Mindset Career Self-Management Career Building Skills Attributes Graduate Attributes Individual Traits Perceived Employability Graduate Employability Individual Employability Career Outcomes 'Micro' Labour Market DkIT Partnerships Alumni DkIT Supports 'Macro' Labour Market Supply Factors Demand Factors Adapted from Clarke 2018: 1931
- 22. Forecasted Embedding Employability Process • A framework for embedding employability at a programmatic level. • A web-based suite of resources to help staff enhance employability through assessment. • A more expansive activities database based on the initial resources suite.
- 23. Best Practice Examples • Industry-Partnered Assessment • DELTA Awards • Guest Speaker Reflective Practice Assignments • Mandatory Placements with Industry Partners • CA includes a LinkedIn profile, revisited regularly • Students work on a project for employers • Students research employers they'd like to work for • A life-skills and well-being module Click here for Proofing Tabulation.
- 24. Embedding Employability in the Curriculum – Working Ideas Employability in Curriculum o 10*/dot/tick Employability Matrix One-Stop Accessible Resource o Best Practice Exemplars o Toolkit Piece or Staff Workshops Tutorials - Suite of Content o Delivery: Careers Services Module or Award...
- 26. SURVEY RESULT – GRADUATE ATTRIBUTE HEADLINE GROUP PRACTICAL ENTERPRISING TECHNICAL TECHNOLOGY DRIVEN TOTAL OTHER STUDENT 57 20 33 16 126 0 GRADUATE 38 22 15 22 97 3 STAFF 54 17 12 13 96 4 EMPLOYER 22 4 10 1 37 1 171 63 70 52 356 8 48% 18% 20% 14% 98% 2% Survey Preference Vote 1st Place = Practical 2nd Place = Technical 3rd Place = Enterprising 4th Place = Technology-Driven Focus Group Vote Technical – Fourth Capstone Survey Popular/Head Count Vote 52% = Aggregate of other 3 Capstones
- 27. Conclusion What sort of Graduates? • T & 3Cs • Collaborative, Communicative, Confident and Technology-Driven What kind of Changemakers? The 'implementers' rather than 'philosophers' Our Graduates' Employability... • A Local to Global Lens Next Steps • Our Employability Survey – Institute Wide and to all Stakeholders Conclusion
- 28. Conclusion Funded by the National Forum for the Enhancement of Teaching & Learning in HE Recording via Teams for Stream
Notes de l'éditeur
- Welcome! Thank you for the invitation to speak with you all today. This afternoon I will present the preliminary focus group findings from our Embedding Employability project, funded National Forum for the Enhancement of Teaching & Learning in Higher Education. We are very excited about the project and its prospects to improve our understanding of the student experience and enhance their prospects of employability, both in the now and for their future, especially in a pandemic-era labour market.
- We will shortly record this presentation via Microsoft Teams and Stream, but today it will be just us and the team here for the Registrar's Office.
- Before we move to the overview, there are some phrases you will hear throughout...
- Just to give you an overview of what we will present to you today... First we will introduce you to the Embedding Employability project with our planned key deliverables. Next, we will turn to our Focus Group research presently engaging staff, employers, students and industry in a shared university-wide discussion of employability best practice. We will briefly present a taster of our emerging research on a Graduate Attribute Framework for DkIT and talk you through an emerging DkIT-specific Employability Framework. Finally, we will open to the floor for discussion.
- So, our key deliverables – Read from slide.
- First we turn to our research project designed to create a DkIT bespoke Graduate Attribute Framework. Much like all universities, and in light of moving towards a TU status in the coming years, having a graduate attribute framework is important because it draws on a consensus to speak of our identity and the aspirations we have for our students and particularly our graduates upon leaving us to commence their working lives. Graduate attributes from a DkIT student perspective communicates who we are, who we are to relevant audiences, and who we become. A graduate attribute framework is useful not only because it provides a marketing apparatus to gain the attention of employers and prospective students, but a promise to our students regarding the authentic set of aspirations possible for all who attend DkIT, to help them survive and thrive in the real world. What's more, our Strategic Plan demands attention to the drawing up of this framework to unify, improve and guide our employability practices to remain competitive. 94% of our graduates achieve employment in their first year upon graduation and we want to maintain this momentum. We designed a piece of research to set about uncovering what graduate attributes best fit this promise and realisation for DkIT. And who better to ask than our 'Employability Champions', those hard working staff and industry partners who promote DkIT workplace skills and employability at every opportunity.
- We choose a focus group model for our research. Due to Covid restrictions we were confined to interviews using Microsoft Teams, but you can see from this slide that this did not stop us reaching every corner of the institute, to give voice to every set of student services and subject groups, from lecturer to Heads of Schools and Directors of Services... Refer to each diagram on slide.
- For your interest, and to assure you of the validity and reliability of our research, have briefly outlined the method on the next two slides. Refer to the bullet points on slide, and ask them should they wish they can see the scoring key to find out what categories and themes we were looking to measure and collate.
- Refer to slide bullet points under Method and Procedure. And, we have a Focus Group Collection Booklet, a Graduate Attribute Framework document and Executive Summary underway while we complete the remainder of focus groups.
- So, what did we find? We found that our DkIT Graduate Attribute Framework looks very similar to other models presently popular in the UK, namely the Changemakers Model. This model values the dynamic and modern nature of the world that our graduates and their skills find themselves in the minute they graduate. We will show you how this is so in a few slides, but for now let's take a look at the research questions we asked.
- Refer to slide only. Then say and now to some slides showing our preliminary findings.
- This slide represents the % of Capstone Mentions per Focus Group Total (that is the 25 people who have participated so far), and Focus Group 1 (the group of Employability Champions excluding the subject group lecturers, professions clusters, employers and student voice which are underway. You can see that 6 competing capstones emerged when counting unique mentions per participant. In the blue and green we have all 25 thus far. Working clockwise from noon you can see that Collaborative, Communicate and Confident graduate attributes are mentioned near on or above 80%. However, Technical, Enterprising and Practical are mentioned between 40-60% of the time. Moreover, you can see that the same pattern occurs for Focus Group 1 re our Employability Champions. None of these three really constitute a fourth graduate attribute capstone in and of themselves, and we are looking for four capstones and five sub-attributes each. So, just bear that in mind as we move to the next slide.
- And here we have a volume analysis. So, of the 347 graduate attributes thus far mentioned we see the following percentages of the Total Number of Graduate Attribute Mentions. Working clockwise from noon once again, you can see that … Now say the count and each coolour. Again we have competition between Enterprising, Technical and Practical emergent. So, even the volume analysis shows a similar result to our previous roundtable unique-mention per person result. We're 2/3 of the way through, so this is encouraging. Note that almost half of the mentions referred to Personal Attributes in the navy colour. We looking at a values, or mindset analysis of this data as it does not fit the other categories clearly. You can ask more questions about this later. Next we shall take a look at how these findings impacted our initial model.
- This slide shows the BEFORE model, which was drafted from a literature review, graduate surveys such as ISSE, GOS and AHECS, and the experiential intuitions of our Steering Committee. Name the Capstones...
- And now we have the revised model, and we see that TECHNICAL is giving us problems. Remember it has similar results to ENTERPRISING and in a fine-grained analysis that we completed it both competes with and is used interchangeably with PRACTICAL. Therefore we came up with a synthetic capstone; a composite of all 3 under the title TECHNOLOGY-DRIVEN! You can tell us about that in the discussion in a slide or two.
- And, now we come to that Changemakers Model. Originating in Hull University and worked out here in the visual by researchers at Northampton University... Much like theirs our Confidence capstone and its sub-attributes it matches their Self-Direction capstone. Much like their Collaboration capstone, our Collaborative capstone and sub-attributes appear. Much like their Change capstone and sub-attributes, our Communicative capstone and sub-attributes are similar. Now, where we differ is in that fourth capstone... Where they denote ethical and integrity values, we have a fourth substantial capstone TECHNOLOGY-DRIVED. In a sense we are the Do-ers whereas, they are the Philosophers. And rightly so, we are an Institute of Technology after all. So, how does all of this promote and relate to our employability?
- Three P's inspired by Holmes, L. 2013. “Competing Perspectives on Graduate Employability: Possession, Position or Process?” Studies in Higher Education 38 (4): 538–554. 'Personality' is my best guess at a fourth –JH.
- Just to conclude – Talk through slide. So, where does all of that lead us in our search to maximise our employability as an institute? What sort of Graduates are we nurturing? Are their attributes in line with what employers want – Absolutely, the overlap with AHECS is almost point on point, and our research with the broadest and most open design has evidence-based that we are doing and will continue to do better at making this synergy between graduate and employer ever stronger. Thank you for your attention today. I will now open to the floor to take your questions....