Stories from across the pond how uk career services collect and use destinations data
1. Stories from across the pond:
How UK Career Services collect and
use destinations data
Lucy Hawkins, Careers Adviser
University of Oxford
2. Learning objectives
• Knowledge of processes used for collecting UK
destinations data
• Knowledge of UK best practice in presenting
and using destinations data
• Awareness of issues faced by UK relating to
destinations data
• Confidence in interpreting further UK
resources
13. Collection methods
In-house
• Student phone banks
• ‘DLHE Coordinator’ role,
integration year-round
• Valuable experience for
students
• Less efficient, more
accurate?
Outsourced
• No capacity issues
• Removal of noncompletion risk
• Independent
• Economies of scale
Both cost ~$55000 for a leaving
class of ~ 9,000
14. DLHE pros and cons
• Easy comparisons
between universities
• Fantastic information for
students/alumni
• Great source of alumni
contributors
• Allows for targeted
follow up with
unemployed group
• Great to use with
employers
• ‘Graduate jobs’
definition
• Misleading %s for small
courses
• Over-emphasises ‘6
months out’
• Uneditable content
• Classification issues
15. How is destinations data
published?
... And what’s university best
practice?
ABSTRACTOn the other side of the Atlantic, career services in Higher Education have long been mandated by the UK government to collect data on what our students are doing, six months after the completion of their course. With ambitious response targets and the new use of these data in pre-admissions material, this survey, known as DLHE (Destinations of Leavers of Higher Education) is a big part of our work.This presentation aims to give a summary of the ‘lessons learnt’ from UK: Methods of collecting this data Use and usefulness of this data for career services and the wider university Opportunities to improve this dataAlthough the University of Oxford outsources data collection, case studies where collection is completed ‘in house’ will be provided.ABOUT THE SPEAKERLucy Hawkins has been a Careers Adviser at the University of Oxford since January 2011. From February – May 2013, she undertook a self-initiated ‘job exchange’ with Career Counselor Anna Carideo at UC Berkeley. The exchange gave her the opportunity to deliver sessions on shared challenges to internal staff and external meetings of Heads of Career Services. Lucy has supported the use of destinations statistics since her arrival, including projects involving classification and coding following outsourced data collection. Lucy will be joining us ‘virtually’ for a short presentation followed by facilitated Q&A.http://uk.linkedin.com/in/lucyhawkinswww.careerslucy.wordpress.com@CareersLucy
Internal images
Internal images
*Not yet a target response, but most institutions trying to collect at this level.
The Higher Education Statistics Agency (HESA) is the official agency for the collection, analysis and dissemination of quantitative information about higher education.It was set up by agreement between the relevant government departments, the higher education funding councils and the universities and colleges in 1993, following the White Paper “Higher Education: a new framework”, which called for more coherence in HE statistics, and the 1992 Higher and Further Education Acts, which established an integrated higher education system throughout the United Kingdom.A full summary of the DLHE survey is available at http://www.hesa.ac.uk/component/option,com_studrec/task,show_file/Itemid,233/mnl,12018/href,Guidance_for_institutions.html/
http://www2.warwick.ac.uk/fac/soc/ier/research/completed/7yrs2/rp6.pdf – Graduate jobs are defined by Elias and Purcell, Warwick Institute of Employment Research. Many questions over this, as the job title is assigned a ‘standard occupational classification’ (SOC code), and it is the SOC code that is given a ‘graduate level or non-graduate level’ attribute.Oxford released this report to help bolster the case for the humanities, which suffer from much lower salaries 6 months out: http://www.torch.ox.ac.uk/node/336
