ANZLTC14: Higher Education - Graduate Employability - Bond University

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Information about ANZLTC14: Higher Education - Graduate Employability - Bond University
Education

Published on September 16, 2014

Author: BlackboardInc

Source: slideshare.net

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ANZLTC14: Higher Education - Graduate Employability - Bond University

Shelley Kinash (Project Co-Leader) Bond University Linda Crane (Project Co-Leader) Bond University Mark Schulz (Project Manager) Bond University Sally Kift (Critical Friend) James Cook University Kirsty Mitchell (Team Member) Bond University Trishita Mathew (Data Analyst) Bond University Matthew McLean (Team Member) Bond University Cecily Knight (Team Member) James Cook University David Dowling (Team Member) University of Southern Queensland Laura Hougaz (Team Member) Australian Council for Private Education & Training Diana Knight (Report Designer & Editor) Bond University Vishen Naidu (Presentation Designer) Bond University

…to all of the graduates, students, employers and educators who shared their strategies and success stories 3

This report aims to inform the improvement of higher education graduate employability through disseminating the perspectives of students, graduates (alumni), higher education personnel (including educators and career development professionals) and employers. The team of report authors propose that students must do more than study and complete their courses in order to be employable upon graduation. Students, graduates and employers all agreed that work experience, internships and placements are the most significant set of strategies to enhancing graduate employability. Furthermore, participation in a number and range of graduate employability strategies is particularly important for students who are not 4 enrolled in generalist programs like humanities that teach graduate attributes such as critical thinking and communications. The research approach of the project presented in this report was survey methodology. Four survey versions were created and distributed online and via paper resulting in over seven hundred responses. Process and outcome data was rigorously collected, analysed, compared and contrasted. The report provides empirical evidence that higher education providers must support graduate employability using a variety of strategies. Research also revealed that employers are open to hiring graduates of professional programs and generalist programs such as humanities, life sciences, computer science and visual/performing arts. Because of the chosen survey approach, the results point to effective strategies for improving graduate employability, but does not enable detailed how-to information. Therefore, the next phase of the project research, forthcoming in a follow-up report, is to conduct interviews and focus groups with all four stakeholder groups to provide rich process details about employability. This current report includes recommendations from the survey responses to guide the improvement of strategy supports of graduate employability. This report fulfils an identified need to improve the ways in which graduate employability is supported to improve the outcomes for the emerging educated workforce. 4

1. Online Survey (www.graduateemployability.com) 2. Assessment Rubric 3. Case Studies 5

6

15% (108) 8% (53) 63% (442) 14% (102) Students Total 705 Higher Education Graduates Employers 7

UK IRAN AUSTRALIA CANADA SINGAPORE USA TANZANIA BRUNEI ITALY NEW ZEALAND GERMANY UAE IRELAND Students Higher Education Graduates Employers CHINA 8

300 BY 250 200 150 100 50 0 DISCIPLINE 66 4 32 15 255 70 9

DISCIPLINES LIKELY TO HIRE FROM ARE THE JOBS DIRECTLY RELATED TO THE DISCIPLINE 11% 21% 11% 12 10 8 6 4 2 0 Computer Science Humanities Life Sciences Computer Science Humanities Life Science 70% Yes 28% No 2% Don’t Know 10

From which courses are students and graduates finding work? 42% One hundred and eighty-seven student respondents ticked one of the generalist disciplines to describe their course Twenty-eighty graduates ticked one of the generalist disciplines to describe their course 27% 3% of the students enrolled in ¼ generalist disciplines had secured relevant graduate employment while still a student Whereas 11% of the students enrolled in the other disciplines had secured employment 64% 44% Of graduates from ¼ disciplines secured graduate employment Of students from other disciplines had secured employment 11

Disciplines Students Graduates Employers Accounting 21% 5% 6% Business 8% Construction 4% Consulting 4% Education 23% 4% Law 15% 7% Nursing 19% Psychology 26% Social Sciences 5% Sport and Recreation 4% 12

12 10 8 6 4 2 0 1992 1997 2002 2007 2012 Graduate Careers Australia released data indicating that employment rates of newly graduated bachelor degree holders are the worst they have been in 20 years.

Survey Questions About Strategies 13

Strategies Students Graduates Educators Employers Capstone/Final semester project Careers advice & employment skill development 59% 64% Extra-curricular activities 65% 60% International exchanges Mentoring Networking 52% 51% Part-time employment 53% 53% Portfolios, profiles & records of achievement Professional association memberships/engagement 54% Social media/networks Volunteering 50% 53% Work experience/ 74% 74% 87% internships/ placements 14

Work experience/ internships / placements Careers advice and employment skill development Extra-curricular activities Networking Part-time employment Volunteering Professional association memberships / engagement 15

Which employability strategies DID/DID NOT work? Strategy Use by those who are EMPLOYED Use by those who are NOT EMPLOYED Statistical Significance Career Advice U = 14896, p = 100 Professional Associations U = 16144, p = 0.019 International Exchange U = 16824, p = 0.039 16

17 10 STRATEGIES TO ENHANCE GRADUATE EMPLOYABILITY USING tools & resources #1 Job Genie App Download the Job Genie App by Blackboard #2 Blackboard Badges Use Blackboard Badges to acknowledge students’ co-curricular employment strategies #3 Collaborate Invite an employer and a recent graduate to your next Collaborate session #5 Industry Feedback Ask industry professionals to mark a piece of assessment and post their summary comments #4 Discussion Forum Hand over the reins to a recent graduate to facilitate your next Discussion Forum

18 #6 Announcements Use Announcements to advertise job vacancies and what is happening in your employment marketplace #7 Learning Outcomes Ensure that at least one of your Bb Learning Outcomes is explicitly about graduate employability #8 Success Stories Embed industry-related and graduate success story videos onto your site #10 Industry Assessment Design authentic, industry-relevant assessment and have students share their outcomes #9 Peer Review Ask industry delegates and graduates to peer review your subject site for employability relevance Learning + Outcomes = Graduate Employability 10 STRATEGIES TO ENHANCE GRADUATE EMPLOYABILITY USING tools & resources

Notably, graduate employability is not restricted to securing employment. It also encompasses longevity, success and lifelong learning during one’s career. Employer were therefore asked to comment on what distinguishes a tope-performing graduate from an average employee. Seven themes emerged. Skills Real-world experience Well-rounded Value alignment Social support Initiative Goal-oriented to learn Both work-specific (hard) and transferable (soft) Engagement with industry and employers throughout university has developed realistic notions and expectations of the workforce In addition to study, successful graduates had pursued sports and/or hobbies as well as community engagement Employees are a good fit with the organisation, sharing values such as customer service orientation Employees are resilient and are able to handle work-related stress when they have healthy family relationships and friendships Motivation and enthusiasm are important in that employees are then able to self-initiate tasks and find intrinsic rewards in work Employees make the most of opportunities to develop and do not have unrealistic expectations of immediate high-level positions 19

International exchanges must be improved so that they are authentic learning experiences that allow students to engage with employers and employment in other cultures Further resources are necessary to support universities’ provision of work experience, internships and placements Partnerships and collaboration between universities and employers must be strengthened so that career advice and employment skill development is industry-relevant and involves workplace and professional association mentors 20

A diverse range of degree options should be continued including career-specific pathways such as education and accounting, and generalist degrees such as humanities, life sciences, computer sciences and visual/performing arts The employability focus of universities should be on work while learning and the focus of employers should be on learning while at work Campaigns must be developed to raise the awareness of students and graduates as to: the importance of extracurricular activity; the understanding that non-career-related part-time work does not enhance their employability and; the relevance of career-related volunteering as an effective means of bridging education into employment 21

www.graduateemployability.com Shelley Kinash skinash@bond.edu.au Linda Crane lcrane@bond.edu.au Mark Schulz mschulz@bond.edu.au 22

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