1. Developing an Evaluation
Framework for the Creative Skillset
Tick
Dr Kion Ahadi
Head of Research and Evaluation

2. What arguments could be made for the Tick?

3. What are the arguments for the Tick?
Providers Teachers, Students and Employers
Parents
“The fact the Tick appears on KIS “The Tick would make me look on
gives us a distinct advantage” “For students employability someone [potential employee] more
is the main driver, will this favourably, they would stand out
“It needs to maintain it’s quality, and course get me the job I from other applications”
have evidence to show this” want? Tick definitely meets
this criteria” “I know they would
“Recruitment is the key reason – it’s
a very difficult market” come with a defined
“Students are aware [they’re on a set of skills for what
Tick course], they feel they’re on an is an incredibly niche
improved course” sector [animation]”
“It’s [applying for the Tick]
is a lengthy and painstaking “Parents perhaps are more aware “I have noticed with a couple of
process but we do it than students, the Tick is a shorthand employers they defer to the Tick,
way of saying to parents, ‘this is a when faced with a mix of students,
because we know it will
quality course’”. but awareness needs to increase
help with applications” amongst employers”

4. Mapping Sources across the Customer
Journey
Data Sources
Prospects Creative
Creative Employment LFS
The Data
National Skillset Census ABI
Service
Student Workforce
Survey Unistats HESA DLHE
Unistats Survey
UCAS Creative Skillset Employer
Unistats National Student Survey Survey
Deciding Applying Making
on for Studying careers Employment
courses courses plans
University
Parents Teachers Careers
Influencers Departments

5. Full Framework of Evaluation
Sources
Creative Skillset Employer Survey
Creative Employment
Unistats UCAS Unistats Creative
Census
Skillset
Workforce Unistats
Survey HESA DLHE
Deciding Applying Making
on for Studying careers Employment
courses courses plans
Qualitative Studies of students, providers and employers
Tracking awareness
Use of Panels & consider development of panel of final year Tick
students

6. Timing
2013 2014 2015 2016 2017
YR 1 YR 2 YR 3 YR 4 YR 5
DLHE and UCAS data
analysis (annually) Analysis of DLHE 5
year trajectory if
Amend application Awareness Tracking published
form (tick box Studies
questions alongside
narrative)
Awareness Tracking
Studies
Investigate ideas If possible annual
around engaging with analysis of Unistats
Unistats / building data / panel
panel of final year development
Tick students Analysis of
Now awareness with employment census
employers has built, data, and workforce
Amend Workforce
amend employment and employer survey
and Employer Survey
census (results 2015 where published
if considered
if every 2 years)
appropriate
Qualitative research Qualitative research
programme – with programme – with
employers, students & employers, students &
Qualitative research
providers providers
programme – with
Student Quant Survey
employers, students &
Student Quant survey
providers

7. Structuring the argument
Communications
Context Telling the overarching story
- Using the evaluation data to create real meaning
to make the argument for
Tick to range of Solid Creative
RATIONAL EMOTIONAL
audiences: rational ideas to
evidence show the
- Government / Policy base for PERSONAL emotional
FACTS
- Providers value
benefits
STORIES value
benefits
- Teachers / Students / STATISTICS TESTIMONIALS
Parents
- Employers ROI WHAT IF …
- Utilise both qualitative
ECONOMICS CASE STUDIES
and quantitative data to
tell the story – case
studies, quotations etc. –
appropriate to the Powers a framework that can be tailored for particular
purposes
audience.

8. QUESTIONS?