Aims and objectives

1. The impact of work experience on student outcomes: implications for policy and practiceEducation and Employers TaskforceJanuary 23rd 2014Jane Artess and Keith Herrmann

2. Aims and objectives To share findings of research into the impact of work experiences on graduate outcomes To discuss the possible implications for policy and practice

3. Futuretrack • Longitudinal tracking study of the cohort of applicants to HE in 2006 • Funded by HECSU, conducted by the Institute for Employment Research at the University of Warwick under leadership of Professor Kate Purcell. • Four stages – captures student journey from application to post-graduation outcome. • Unprecedented data set

4. Research questions • What proportions of students participate in internship, sandwich placements, and work experiences and do these differ by socio-economic group, institution, subject, age, gender, ability and ethnicity? • What is the impact of work experiences on graduate outcomes and student aspirations? • Is there a relationship between socio-economic group and subject discipline in sandwich courses and choice of institution? • Is there a relationship between the level of participation in work/ work experience/placement and subject of study, and institutional type (i.e. whether highest – low tariff institution)? • In what way does the timing of participation in paid and unpaid work differ by institutional type?

5. Summary of findings • Paid work • Unpaid (voluntary) work • Structured work experiences • Those who had undertaken both paid work and structured work experience had the most positive outcomes • Those who had undertaken no work had the least positive outcomes

6. Pathways into and through HE

7. Previous Futuretrack findings • Participation in paid work during term time linked to socio-economic disadvantage and lower entry tariff institutions. • Work-related activities varied with institutional type and subject. • Stage 4 reported that integral work placements, vacation internships, and paid work for career experience – led to higher proportion who felt job was very appropriate than those who worked only for money.

8. Paid work • 33.7% men, 28.9% women and 40% of those aged 26 years+ did no paid work. • Women did more paid work in vacation and term times at stage 2. • More men in vacation-only work by stage 3. • 50% of Asian respondents did not do paid work at stage 2. • All ethnicities increased paid work by stage 3. • More from routine/manual backgrounds worked both vacation and term time. • Those of parents with HE experience – less likely to work both vacation and term-time and more likely to work during vacations-only.

9. Reasons for doing paid work by institution type - stage 2

10. Transitions into and out of paid work The overall pattern of movement into and out of paid work by students suggests that we can distinguish 3 groups of respondents with different relationships to paid work: a group who undertook paid work throughout the period of study (25 per cent), a group who did not undertake paid work while studying (15 per cent) and a group who move into and out of paid work in response to changing pattern of constraints and opportunities (60 per cent). (BIS, 2013, p 41)

11. Structured work experience • Work placements and sandwich years influenced by subject and institution type. • Placements more likely in Education and Subjects allied to medicine; sandwich more likely in Engineering and Business. • Least likely to do placement or sandwich at highest tariff but more likely to do vacation internship.

12. Work related learning by subject at stage 4

13. Work experiences by institution

14. Combining work experiences

15. Results

16. Work experiences

17. Quality : ASET guide

18. Accredited employability modules at Ulster • 2,000 students at Ulster go on placement every year. • 200 courses offer exemptions or carry professional accreditation. • Career Development Centre - suite of accredited employability modules

19. Professional training at Surrey Work placements embedded in degree programmes. 1,000 employer partners. Employability skills supported before, during and after placement.

20. In-house work placements at Essex • Frontrunners scheme offers in-house work experience on campus. • Short placements, range from 10-15 hours a week. • Flexible working to accommodate exams.

21. Business-facing at Hertfordshire • Partnering with SMEs part of institution’s DNA. • Careers and Placement Service has dedicated central SME engagement team. • Active relationships with several thousand SMEs offer work-related learning and placements

22. Student leadership skills at Manchester • Careers and Employability Division run the Manchester Leadership Programme. • Combine academic modules with 20-60 hours of volunteering. • Over 1,200 students involved in local organisations.

23. Modes of university-business interaction

24. Practice and policy - questions? • Quality work placements in all courses? • How to unlock benefits of university-business collaboration? • Should there be a uniform curriculum model for employability? • Further research on the impact of different forms of work-related activities?

25. Thank you Contact Jane Artess on j.artess@prospects.ac.uk or telephone 0161 277 5208 Keith Herrmann on kherrmann@me.com or telephone 07900 697544