International Dimensions of Employability

1. International Dimensions of Employability Welcome to Sheffield Hallam Patricia Quinn Associate Director Employability CETL

2. Employability – what do we mean? • “A set of achievements – skills, understandings and personal attributes – that make graduates more likely to gain employment and be successful in their chosen occupations, which benefits themselves, the workforce, the community and the economy.” • Yorke, 2004, p7.

3. ...and at Sheffield Hallam University • 'enabling students to acquire the knowledge, personal and professional skills and encouraging the attitudes that will support their future developmentand employment’ (Sheffield Hallam, 2002).

4. 2004 Employability Framework Essential Framework features • Progressive development of autonomy. • Skills development (intellectual; subject; professional; Key Skills). • Personal Development Planning (PDP). • Inclusion of activities reflecting external environments. • Reflection on the use of knowledge and skills between contexts. • The development of career management skills. • Engagement with learning from work (LfW). Additional features for appropriate courses • Preparation for professions. • Engagement with enterprise.

5. SHU Employability CETLs • Centres For Excellence in Teaching and Learning • Established by the Funding Council through competitive bidding • Stimulate curriculum change • SHU – 3 CETLs: • E3i [Embedding, Enhancing and Integrating Employability] • Promoting Learner Autonomy • Interprofessional Learning [joint]

6. CETL Operational Structure

7. Communities of practice and networks

8. The big picture “ The issue of the expansion of Higher Education is international and so too is the employability agenda. Global economic factors mean that graduates are not necessarily restricted by national borders in their search for employment. Increasingly, it will be necessary to have a model of generic skills that are not just nationally but internationally recognised.” (Bowers - Brown and Harvey 2004 Careers Advisory Services and International Students )

9. The facts and figures • International students a substantial and growing proportion of the UK HE population • Two thirds of students on taught postgraduate courses are from outside the UK. • International students are attracted to study in the UK primarily through the reputation of the higher education available, and the perception of increased employability following their studies. • A competitive market

10. Student expectations • Many initially keen to work in the UK….reality dawns • Students blame work-permit bureaucracy, regulations which favour EU problems with English language for their uphill struggle • Employment with multi-nationals perceived as a more likely prospect for some • Employer targeting of certain Universities [Leverhulme Trust research] •. Students from some countries (predominantly Asian and American) expect programmes of study to be more employment focused • Cultural difference between roles of careers services in UK and some other countries • Disappointment that UK university careers services do not place students in jobs, either during or after studies. • Many do not see the immediate value of a CAS designed to enhance employability as opposed to directly providing employment. • International students often resentful of lack of support they receive, believing that UK universities keen to get them in but then provide limited support particularly with regard to careers. • Students would like lists of employers

11. Today's agenda