Centre for Research and Evaluation
In November 2002 the Centre for Research and Evaluation conducted focus groups with staff to ascertain their views on employability. Staff were asked about the meaning of employability and to identify measures that would prepare students and help them to become more employable.
The first question staff were asked was ‘what does employability mean?’ Staff were given a selection of cards with definitions of what employability could mean and were asked to place them into the following categories:
Employability is very much about this
Employability is partly about this
Employability might or might not be about this
Employability is definitely not about this
This is irrelevant to employability
This section of the report will identify how staff ranked the different definitions of employability. Different definitions were ranked differently by different groups; however there were some areas where rankings were very similar. The responses have been categorised under sub headings by employability definition.
Getting work experience as part of the course
Two groups felt that employability is very much about getting work experience as part of the course and two groups thought that employability is partly about getting work experience as part of the course. One group indicated that employability might or might not be about this.
Learning about the world of work
All five groups felt that employability is partly about learning about the world of work.
Doing a vocational course
One group indicated that employability is partly about this, two groups thought that employability might or might not be about this. Two groups felt that employability is definitely not about doing a vocational course.
What employers want
Four groups thought that employability is partly about what employers want, one group indicated that employability might or might not be about this.
Meeting standards set by professional bodies
Two groups felt that employability is very much about meeting standards set by professional bodies, one group though that employability is partly about this and two groups indicated that employability might or might not be about this.
Social Engineering
There was not a consensus with regard to whether employability is about social engineering. Two groups felt that social engineering is irrelevant to employability and one group felt employability is definitely not about social engineering. One group thought employability might or might not be about this issue and another group thought employability was very much about social engineering.
The responsibility of the individual student
Employability is seen to be the responsibility of the individual student by all of the groups. Four groups thought that employability is partly about this and one thought that it is very much about the responsibility of the individual student.
Part of the contract between the HEI and the student
Four groups thought that employability might or might not be part of the contract between the higher education institution and the student and one group thought that it was irrelevant.
About job-getting techniques
One group thought that employability is definitely not about job getting techniques whereas four groups felt that it is partly about this.
Related to the academic process
There was a mixed response to whether employability is related to the academic process two groups felt that it is definitely not related to the academic process, two groups thought that it might or might not be about this issue. The remaining groups were undecided and therefore there were indications that people from each group thought it fell into one of all the categories.
A distraction from the academic agenda
Three groups stated that employability is definitely not about a distraction from the academic agenda, one group stated that it is irrelevant to employability and one group said it might or might not be a distraction from the academic agenda.
About reflecting on experience
The majority of groups thought that employability is about reflecting on experience, two groups thought that employability is very much about reflecting on experience and two groups thought it is partly about reflecting on experience. One group stated that employability may or may not be about reflecting on experience.
Developing critical, reflective citizens
Again results were varied regarding whether employability is about developing critical reflective citizens. Two groups felt employability is about this issue, one very much so and the other partly.
Encouraging extra curricular activity
Three groups thought that employability is definitely not about this issue, two groups felt that it might or might not be about this issue.
Benefiting from p/t, casual, voluntary jobs
The majority (four groups) thought that employability was partly about benefiting from p/t, casual or voluntary jobs. One group felt that employability might or might not be about this issue.
Preparing people for a range of lifestyle choices
Responses were mixed as to whether employability is about preparing people for a range of lifestyle choices and varied from the rating employability is very much about this (one group) to this is irrelevant to employability (one group). Two groups thought that employability may or may not be about preparing people for a range of lifestyle choices and one group thought employability is partly about this.
Something done in special modules
There was a unanimous response to this definition with all groups declaring that employability is not about something that is done in special modules.
The responsibility of the employer
Three groups thought that employability might or might not be about the responsibility of the employer. Two groups indicated that employability is partly about this.
About equality of opportunity for all
The majority of groups stated that employability might or might not be about equality of opportunity for all. One group felt that employability is partly about this.
The latest fad
All groups thought that this point was not related to employability. Two groups thought that employability is irrelevant to this and three groups felt that employability definitely had nothing to do with this issue.
Addressing the latest Government agenda
The groups gave a mixed response to this definition, although none of the groups felt that addressing the latest Government agenda was irrelevant to employability, one group did state that employability is definitely not about this issue. Two groups indicated that employability might or might not be about this and the other two groups were split between very much and partly about this issue.
The responsibility of the Careers Service (rather than academic staff)
Two groups appeared unsure about whether employability is to do with the responsibility of the Careers Service rather than academic staff, two groups stated it might or might not be about this. Two groups stated employability is definitely not about the responsibility of the Careers Service rather than academic staff. One group differed in that they felt it was partly about the responsibility of the Careers Service rather than academic staff.
Skills for life
There was a general consensus that employability is to do with skills for life. Four of the groups indicated that employability is very much about skills for life and one of the groups stated employability is partly about this issue.
Covering key skills
Again the groups seemed to agree that employability is to do with covering key skills; two groups thought that employability is very much about this issue and two groups thought that employability is partly about this issue. One group thought that employability might or might not be about covering key skills.
Creating a learning environment which develops students’ employment related attributes
There was a consensus that employability is about creating a learning environment which develops students’ employment related attributes. Three groups thought that employability is very much about this and two groups thought that employability is partly about this issue.
Outcomes
Groups were then asked to identify what they thought were the important outcomes of employability and what measures should be employed to ensure these are achieved:
Three groups felt that a student being self aware is a very important employability outcome. Methods that would be used to encourage this outcome included reflective learning, work experience or work based learning and portfolios or personal development plans.
Four groups felt that a quite important outcome is that students/graduates can identify their personal decision making style. However only one group identified a method to achieve this suggesting progress files (personal and professional development) embedded in course and particular to subject was a maths modelling course year 1 and 2- key skills development.
Four groups feel that a very important outcome is that students/graduates can continue developing in a changing world.
Three groups think students/graduates quickly making an effective contribution to an employer is a very important outcome. A popular method to achieve this was seen to be professional experience through work placements. Embedded skills and accreditation or certification were also seen to be effective methods.
Three groups think that a very important outcome is that graduates are creative in searching for jobs or other options. Methods to achieve this are seen to be encouraging students to consider the type of work that they want and then find out which companies operate in that field. Students should then be proactive about making contacts (i.e. not wait for jobs to be advertised) encourage students to trawl company websites.
Work based learning particularly Foundation degree for teaching assistants. Employment careers seminars and poster sessions after IT year (year out in industry) to make students aware of opportunities. Teach current s/w techniques used in industry and help students look for placements.
Graduates coping regardless of the prevailing employment market is thought to be quite an important outcome by four groups. Methods to ensure this occurs include developing transferable skills and qualities such as reflective practice. Key skills and profile development (PDPs) were also seen as useful tools.
Four groups think that a very important outcome is that students/graduates articulate and evidence their skills and knowledge, portfolios and work placements were thought to be useful methods to achieve this.
Three groups think it is very important that students/graduates can research the employment market. This can be done through the Internet and also by encouraging students to consider the type of work they want then find out which companies operate in that field- then be proactive about making contacts (i.e. not wait for jobs to be advertised). Employment and careers seminars as well as placements were seen to be useful.
Three groups believe that a very important outcome is that graduates progress within their chosen occupation/organisation. Methods to achieve this were seen to be working to nationally recognised curriculum and/or professional bodies. Placements were seen as to sometimes lead to full time job. Up to date curriculum, plus key skills. " fast track opportunities" due to vocational nature of course and exemptions.
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