Guest host: Emma Vincent
In an ever-changing world where uncertainty is the only constant how can we prepare our students for the future? This is the challenge that many institutions are grappling with. As higher education professionals we are committed to enabling our students to succeed in their future careers. However, what is success and how and why do we measure it? The core Higher Education measure of success we have currently is the Office for Student's (OfS) definition, which is articulated through B3 student outcomes metrics. These metrics may define success at an institutional level but how do we balance this with what it means to an individual or to us as professionals?
The landscape in higher education has shifted significantly from when I moved into the sector in 2005 fresh from 10 years' experience nationally and internationally in Human Resources roles at Marks and Spencer. Looking back, I do not ever remember anyone mentioning the words value for money in the context of careers service provision; Now the words metrics, outcomes and satisfaction are high on the agenda and are becoming increasingly synonymous with the word employability. This can be largely attributed to the maturity of the OfS and the transition to the revised Teaching Excellence Framework. The B3 Student Outcomes metrics with minimum numerical thresholds require institutions to be transparent about graduate outcomes. Being someone who likes data and meticulously working through it to find a narrative, I find myself overwhelmed with the sheer scale and complexity of information that is now available to institutions, so much so that I do wonder whether it is even possible to ever get to grips truly with everything available.
I moved into the world of employability to inspire and empower others to succeed in whatever they choose to do; without judgement I coach amazing individuals to identify their talents and articulate them to others. Reflecting as I write this blog, I realise that my true passion and drive in all of this is to ensure students receive a high-quality student experience, constantly pushing the boundaries of what is possible to remove the inequalities that exist in higher education and society today. As a girl born in Newcastle, first in family to go to university I can identify with many of the challenges our students face today. I can also recognise the added value of having a holistic one stop shop approach to delivering student support, co-creating and signposting to development pathways that can truly make a difference.
So, what should leaders do? I suggest we collaborate across professional services and academic schools; we share innovative ideas and more than ever we gather momentum and energy in institutions to face the future world of work together. Our value proposition as communities is that by joining forces, we become powerful changemakers, making a difference to all our students, sparking their curiosity in continuous learning and opening doors to employers and sectors they did not even know existed.
Using our collective passion and enthusiasm to encourage others to succeed I suggest we create employability strategies that are used in parallel with Access and Partnership Plans that are complementary, fit for purpose and more importantly are genuinely seen as a priority by institutions.
Strategies can't however be built solely on shared values and promising ideas. As a leader I recognise the need to continually face the challenge of adapting our work to meet evolving demands. To measure, articulate and share the success of our interventions, we must embrace the new world of data informed decision making, by using robust mechanisms to gather feedback and evaluation on what works.
As the needs of the student body evolve and universities digital maturity transformation continues this requires teams to adopt a more agile approach to delivering services to students. The emergence of artificial intelligence, together with significant societal changes and an increase in students with poor mental health, calls for a regular re-evaluation and enhancement of all institutional employability strategies.
To set the scene for our upcoming LTHEchat where we will delve into some of the most pressing issues surrounding student futures, I propose that a strong employability strategy would need to consider integrating several key elements:
- 1. Technological innovation: Our strategies must equip students with the AI and data literacy skills needed within the workplace and the confidence to continuously learn and adapt to using technology to leverage career success.
- 2. Inclusive and accessible pedagogy: Providing a diverse portfolio of equitable opportunities within the curriculum so that all students can engage will ensure that graduates are future ready. To achieve this, we must influence our networks to understand and address the unconscious barriers and bias that may exist within the workplace.
- 3. Career preparedness: By integrating and scaffolding employability skills in the curriculum, we can empower all students to make informed choices about their future and thrive post-graduation.
- 4. Scalable provision: As student populations expand and become more diverse, emerging holistic university operating models and underpinning systems and processes must adapt accordingly. We require scalable solutions that do not compromise personalised guidance quality while leveraging technology to enhance student engagement.
- 5. Mental health support: The link between mental health and employability is undeniable. All universities have been strongly urged to sign up to the Student Minds Mental Health Charter Programme by September 2024, signalling now more than ever institutions are being encouraged to make cultural changes so that all aspects of university life support mental health. This support and learning can only have a positive influence on students transitioning into the labour market.
- 6. Evidence informed practice: Our continuous evolution of employability strategies should be grounded in rigorous research that elevates graduate outcomes for all. This collaborative research should inform our practice as professionals and enable us to create personalised pathways that meet the specific diverse needs of learners.
To explore these themes in depth, I invite you to participate in our upcoming LTHEchat, designed to engage participants in a meaningful dialogue about shaping the future of employability. I look forward to an evening of rich exchange of ideas, sharing of best practices, and collaborative problem-solving.
References
- Evans, C., and Yusof, Z. (2020). The importance of parttime work to UK university students. Industry and Higher Education, 35(6), 725-735.
- Lyden, T (2020). Raising undergraduate aspirations through career mentoring. [blog]
- TASO Evidence Toolkit https://taso.org.uk/evidence/toolkit/
- TASO (2022). What works to reduce equality gaps in employment and employability?
- TASO (2022). What works to tackle mental health inequalities in higher education?
Guest Biography
Emma Vincent has been Deputy Director at Teesside University since 2021. She is a senior leader within the Student and Library Services directorate with specific responsibility for Student Futures. Prior to joining Teesside Emma spent 16 years at York St John University in a variety of roles, most latterly as Head of Student Success and Widening Participation. Prior to joining the sector Emma held of several leadership roles within Human Resources both nationally and internationally with Marks and Spencer.
She recently led on the creation of Teesside 2027 Student Futures Strategy, voted by experts and employers as the winner of the targetjobs Best University Strategy of the Year Award 2024.
In recognition of her work as a strong advocate for creating accessible opportunities that address the progression gaps that exist for students Emma won the Fair Career Progression award at The Purpose Coalition Levelling Up Universities Awards 2021. She has used this passion and knowledge to collaborate with colleagues at Teesside to create the university's new Access and Participation Plan (2024-2028).
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