Making best use of technology for employability: the Jisc employability toolkit

Editor's Notes

• #4: I don’t need to say too much here about why employability is important – apart from to highlight that we know this is of increasing interest to both students and institutions alike. In FE and skills, qualifications are increasingly seen as a stepping stone to employment from which economic independence and active citizenship flow; and in HE there’s an increasing recognition that employers are increasingly interested in graduates with the right attitudes, aptitudes and skills (‘work ready’) as well as knowledge (as this first quote shows). There is also evidence of an ‘employability gap’, with the sorts of skills that graduates are entering day one of work not entirely meeting the expectations of their employers as they arrive on day one of work. Recent conversation with ‘Manchester Digital’ – org working with digital companies in the North West – cited work readiness being a massive issue. This is in the context of an ever changing working environment, one that looks very different to when we would have started our working lives, where some suggestions have indicated …….. 10-14 jobs by time they are 38 (US labour force) and 17 jobs, 5 careers (Australia Mark Mcrindle). From a digital perspective employers there is evidence that employers aren’t just looking for graduates with specific IT skills, as this quote from the European Commission suggests. Digital ‘savvy’ graduates (with more than basic IT skills) are essential for shaping tomorrows entrepreneurial activities. But unhelpfully, employability skill sets don’t emphasise the digital skill requirements for each, for example communications skills.
• #5: So set against that backdrop Jisc explored, through a study, how technology was being used to support student employability; what the challenges were to achieving it; and presented a series of models/guidance on how to move forward. 22 case studies plus vignettes were captured across all tertiary education sectors – FE and skills, and HE. Some examples are shared on your tables, but all can be found online. I’ll focus todays demonstration on introduction 3 of the key models in the toolkit that could help institutions think about how to embed employability and digitally enhanced approaches, into the curriculum. The first is a high level approach to considering embedding employability into programme design, supported by technology And the second a way of thinking about the many ways that technology has a role to play in supporting student employability. And thirdly a way of thinking about digital capabilities, embedded within a wider framework for what the employability student could look like in a digital age There is much more linked from the toolkit – 22 case studies from higher, further education and skills and the full report including a summary of the key issues.
• #6: I mentioned 22 case studies example of practice were captured, and the models developed informed by their approaches. Examples from these case studies are scattered throughout the toolkit to exemplify different points. This slide highlights the range of practice covered, from an employability skills MOOC, to use employability award evidenced through a learners portfolio. Also on the blog – 2 additional case studies, one we’ll hear from in our workshop this afternoon. And South Eastern Regional College – new approach ‘Get the edge’ instead of induction, focusing on entrepreneurialism, learners collaboratively solve real world problems with technology at the heart including a video log demonstrating progress.
• #7: For further education and skills a similar breadth of examples, from evidencing skills in the workplace to use of Linked to build relationships with employers.
• #8: This model is to aid thinking about digital capabilities – not in isolation or as skills in their own right, but in direct relevance to core employability skills. And in a language that employers understand. Set in the context of complex and changing expectations from employers – so set as a high level view. The only one constant is change – and these capabilities reflect that need to ensure our students are prepared for that. And thinking more broadly about lifelong capabilities - not just about how to get a job. Go from basic ‘work-readiness’ essential for example in further education and skills training, to higher level capabilities at a higher level of education, for example including creative problem solving. There are seven dimensions identified For each dimension there’s a good practice point, and suggestions for the scope of each one. And suggestions for how digital capabilities map to each dimension described from an employer perspective.
• #9: The model in the toolkit highlights the employability skills, as well as the digital capabilities related to that dimension. So, for example for basic work-readiness, which incorporates elements that we might think of as obvious but aren’t always – in terms of appropriate presentation, communication and social skills: Digital capabilities core to that are that learners understand and can use common technologies, are able to work with digital information and assess its quality; have an understanding of their own digital identities and are able to choose appropriate communication styles in communications with different audiences – ie they don’t use ‘text speak’ when dealing with customers.
• #10: These approaches bring together 3 elements to consider when seeking to embed employability into programme design Along with 5 ways of thinking about the role of technology to develop students employability skills.
• #11: In the connected curricula model – the idea is that in order to produce future ready students, they need to develop as digitally literate, self-directed and self-regulated learners. So its thinking much more broadly about employability - lifelong employability is not just about getting a job, but having the skills to ensure you continue to grow and develop as professionals as they move through life. 3 elements: T-PROFILE CURRICULA: This first dimension relates to the need to not only develop the knowledge, but also broader employability skills – T profile curricula. Where employability is embedded in the curriculum. So not just something that sits outside of the curriculum, but as scaffolded, and assessed as part of the learning outcomes. MMU’s work. Both need to start right at the beginning – the earlier the better – with induction. Hear more about an innovative approach starting with induction from Kieran next. In the connected curricula model – the idea is that in order to produce future ready students, they need to develop as digitally literate, self-directed and self-regulated learners. So its thinking much more broadly about employability - lifelong employability is not just about getting a job, but having the skills to ensure you continue to grow and develop as professionals as they move through life. 3 elements: T-PROFILE CURRICULA: This first dimension relates to the need to not only develop the knowledge, but also broader employability skills – T profile curricula. Where employability is embedded in the curriculum. So not just something that sits outside of the curriculum, but as scaffolded, and assessed as part of the learning outcomes. MMU’s work. Both need to start right at the beginning – the earlier the better – with induction. Hear more about an innovative approach starting with induction from Kieran next. The second relates to EMPLOYER ENGAGEMENT: Where the curriculum provides opportunities for authentic experiences, including feedback from a range of sources Employer engagement embedded in all stages of learning and assessment, as well as design of the curriculum Including mentors and assessorsAnd potentially co-opting alumni and make use of those connections The third dimension relates to ASSESSMENT FOR LEARNING Curricula adopt “assessment for learning” approaches, with With regular formative opportunities, and feedback that is a conversation not an endpoint, focusing on feedforward that focuses on how improvements can be made. Strong emphasis on action on feedback (& follow-up), and students reflecting on and articulating their evolving learning and employability Students building their collections of evidence (digital artefacts) Need for programme level views and outcomes that help students make sense of often disparate and unconnected modules, from both a discipline and employability perspective.
• #12: In the connected curricula model – the idea is that in order to produce future ready students, they need to develop as digitally literate, self-directed and self-regulated learners. So its thinking much more broadly about employability - lifelong employability is not just about getting a job, but having the skills to ensure you continue to grow and develop as professionals as they move through life. 3 elements: Plus good practice points. T-PROFILE CURRICULA: This first dimension relates to the need to not only develop the knowledge, but also broader employability skills – T profile curricula. Where employability is embedded in the curriculum. So not just something that sits outside of the curriculum, but as scaffolded, and assessed as part of the learning outcomes. MMU’s work. Both need to start right at the beginning – the earlier the better – with induction. Hear more about an innovative approach starting with induction from Kieran next. The second relates to EMPLOYER ENGAGEMENT: Where the curriculum provides opportunities for authentic experiences, including feedback from a range of sources Employer engagement embedded in all stages of learning and assessment, as well as design of the curriculum Including mentors and assessorsAnd potentially co-opting alumni and make use of those connections The third dimension relates to ASSESSMENT FOR LEARNING Curricula adopt “assessment for learning” approaches, with With regular formative opportunities, and feedback that is a conversation not an endpoint, focusing on feedforward that focuses on how improvements can be made. Strong emphasis on action on feedback (& follow-up), and students reflecting on and articulating their evolving learning and employability Students building their collections of evidence (digital artefacts) Need for programme level views and outcomes that help students make sense of often disparate and unconnected modules, from both a discipline and employability perspective.
• #13: For each dimension, the toolkit takes each good practice point and expands on how that could be enabled. For example, to enable assessment for learning approaches, you could consider how to embed more continual formative assessment opportunities, with feedforward that highlights how to improve, from multiple stakeholders including peers and employers; and students encouraged to actively engage and reflect on their feedback. Feedback that’s seen more as a conversation, with approaches that reflect the ongoing ways that we develop as professionals through life. And links through to resources and case studies.
• #14: The second model helps to clarify the many different ways digital can help support student employability and future readiness. Our speakers will highlight examples of these in practice shortly. The toolkit highlights examples from the case studies, and benefits to both institutions, employers and learners for each.
• #15: There is clear evidence of the value of work placements and experiences in enabling students to gain employment, but not all universities can provide quality placements for all students. So this dimension relates to the role of technology in augmenting, simulating and enabling engagement with ‘real world’ experiences. As well as the role of technology (e.g. e-Portfolios to support physical placement opportunities (see the University of Nottingham vignette). Toolkit providers overview of the main technologies that can be used; how they can be used, examples from the case studies and a table of benefits. Examples E.g. Glasgow Caledonian University – using wikis for collaborative problem solving with employers. S&B autos with their virtual paint spray workshop, Kieran with their employer-focused projects at induction. Benefits. Eg to learners different student groups can try out new skills easily and cost effectively, e.g. at S&B autos. For institutions, benefits can be the cost-effectiveness of an approach, avoidance of health and safety concerns and scalability of the experience.
• #16: Is about the key importance of supporting learners in the development of ‘lifelong employability’ which is a key employability capability in its own right. Focuses on self-directed, personal and professional learning (planning, reflecting, recording and review), concepts underpinning our understanding of ‘e-portfolio-based learning’. Aligns with lifelong learning, assessment for learning, and aligns with research evidencing the importance of self-review, self-regulation and management as critical skills for life. With regular accessible feedback (from a range of audiences) that informs an ongoing learner Techs include e-portfolios, blogs, other personal learning spaces, badges Examples Ian will talk more about their approach with student led credit-bearing modules. Benefits Benefits to students include Development, through activities such as peer and self-review, the ability to self-evaluate, a critical skill for the workplace. Ability, through the technology, to access and store feedback over time and reuse it to inform future assignments Have evidence of their abilities selected over time to reuse for future applications for study or employment
• #17: This is about enabling learners to develop personal and professional networks, and their professional and digital identities, as well as enabling learners to develop banks of evidence they can use to present their ‘rounded’ selves to a range of audiences at a time Technology use here includes social networks, e-portfolio showcasing tools. Examples University of Southampton – Mission Employable – worked with a team of ‘students as partners’ and used a range of multimedia and social media to engage with peers, alumni, staff and employers. Benefits Moves us past the ‘one conversation with one employer’ traditional model, enabling multiple engagements. Enables students to reach employers e.g. overseas they wouldn’t have reached before Enables students to draw on a large body of evidence for presenting to different employers at different times
• #18: This is where we may have more traditionally thought of the role of technology, in supporting learners to undertake diagnostic tests to surface any skill gaps, and online careers services to support transition e.g. around career planning, job hunting and interview training. Examples For example the University of London Careers group employability MOOC, and at South Devon College where learners are asked to complete a Moodle course based on examining the skills asked for by local employers. Abingdon and Whitney college work with local employers to provide online mock interviews, providing feedback to students on presentation. Benefits For institutions - can be a cost-effective way to provide careers guidance to a range of audiences. Although can be a danger if conversations with for example mentors aren’t incorporated. For learners and employers – they are again working on their self-directed learning approaches and diagnosis of their own skill gaps.
• #19: And finally, a potentially overarching theme is that of digital literacies – You need some threshold dig lits to engage with all of the above, but also as a result of engaging with the above, learners will develop them. Some institutions have gone further in developing and furthering digital entrepreneurism – e.g. at South West College and Innotech. Often however we do not make the link explicit bw specific employability skills and the technologies that can enable those. And that’s where our breakdown of digital capabilities by employability skills more broadly comes in. There’s an overview in the toolkit, and a mindap linked from the project blog which expands these in more detail.– Page 7 of the toolkit. This can help to set digital capabilities in the context of the sorts of skills employers are looking for.
• #20: These approaches bring together 3 elements to consider when seeking to embed employability into programme design Along with 5 ways of thinking about the role of technology as part of the curriculum.
• #21: Highlight the full report Case studies Toolkit All available from project page.