Yes it does. ACAP publishes typical employment outcomes for graduates of its courses on the ACAP website.
The University's ‘Employability Framework provides an overarching outline of what Griffith’s students’ experience in employability will look like at Griffith. The Framework comprises four stages of a career success lifecycle: transition in, transition through, transition out and transition up:
1. Transition in Career development learning objectives • Clarifying sense of aspiration and connection to the field, and future pathways, • Confirming and commencing to build career direction, • Selecting majors if relevant. • Understanding employability and how to build it. • Creating the career e-portfolio. Career development learning Learning and assessment items designed to foster a sense of career direction, purpose and aspiration. Industry connection Raise awareness of possible career options leading from degree and how to increase employability. Student actions • Lay foundations of career development plan. • Commence building an e-portfolio, involvement in extracurricular activities, networks within the field and LinkedIn profile and contacts.
2. Transition through Career development learning objectives • Clarifying sense of purpose and capability and connection. • Building positive and professional graduate identity. • Capitalising on workplace learning. • Building sense of employability. • Building sense of professional connection. • Positioning for graduate recruitment. • Enriching the career e-portfolio. Career development learning Learning and assessment items designed to consolidate a sense of purpose and capability and foster a sense of employability and professional connection. Industry connection Facilitate workplace-based learning through methods such as: • authentic assessment items • work-integrated learning • mentoring • industry visits. Student actions • Refine career development plan and commence targeting opportunities. • Actively engage with the professional field and extracurricular activities, such as via Griffith Enrich. • Record completed career development learning activities in e-portfolio, resume and LinkedIn profile.
3. Transition out Career development learning objectives • Preparing for graduate employment (or further study). • Building sense of mastery. • Building graduate/professional identity and personal brand. • Building sense of professional community. • Achieving graduate success. • Leveraging the career e-portfolio with a growing portfolio of relevant experiences. Career development learning Learning and assessment items to foster a sense of graduate identity, professional community membership, mastery and employability. (Well-targeted capstone courses are an ideal vehicle). Industry connection Active engagement with industry, consolidate preferred industry relationships and apply for graduate roles. Student actions • Commence active job search process. • Proactive outreach to professional field and foster growing network. • Develop professional development plan for after graduation. • Record in e-portfolio, finalise resume and LinkedIn profile etc.
4. Transition up Career development learning objectives • Establishing a graduate role. • Consolidating professional identity. • Building sense of proficiency, leadership, contribution, progression and resilience. • Continuing to enhance the career e-portfolio. Career development learning (Largely self-directed, but scaffolded by learning in final year and earlier) • Establish self in role and industry and explore opportunities. Deepen connection to the field and support newcomers. • Implementation and ongoing refinement of career and PD plan. Continue to apply strategies for resilience and wellbeing. Industry connection • Learning on the job, via workplace development structures (eg mentoring, CPD plans, etc), professional/industry association membership and professional leadership. • Maintain relationship with graduates. Contributions invited for re-engaging with Griffith. Student actions • Continue to update e-portfolio, resume, LinkedIn and other social media. • Continue professional learning, including completion of any profession-required CPD. • Revise and renew career development plan. • Continue to grow and maintain professional network. • Seek ways to provide leadership within professional field. (https://www.griffith.edu.au/careers-employment/staff/griffith-employability-framework
SAE publishes typical employment outcomes, related to its programmes via the public website. This information is derived from the Program Statements, which is is informed by annual “industry scans”. Yes. All SAE module guides provide students with a ‘Brief’ for each assessment. The intent of the Brief statements is to contextualize the assessment within an authentic context. E.g. (Taken from CMR101 - Virtual Reality Technologies) Brief Interaction in virtual reality applications presents unique challenges for designers. One of the key challenges is assumptions that end users have regarding interactivity, or rather the perceived interactivity of virtual spaces. Often there are significant hardware limitations which can prove to be frustrating for end users, if the application does not quickly and clearly articulate its interaction parameters to the end user. This assessment looks specifically at this challenge through the lens of user interface (UI) design and application in virtual reality and how UI can be a powerful means to quickly assimilate end users into the interactions standards of the application.
This year, Swinburne has initiated within the three Faculties a Deans briefing. The briefing was provided to both commencing students and completing students by discipline and referenced the following points:
• The skills the student has or will develop through their course;
• How remaining units will maximise their real-world learning (completing students);
• How units are reviewed and refreshed to ensure employability outcomes; (commencing only)
• University initiatives improving their educational experience;
• How student feedback drives improvement within course (commencing only);
• Briefing on WIL and Swinburne Advantage activities (commencing only);
• How Swinburne supports their future; and
• How their educational experience compares with other students?
The University provides a Course Planner for each individual course, which provides the student with an overview of how their course will be scheduled over the course duration. This planner provides information for the student and links to website material on ‘Work Integrated Learning’ opportunities. The planner indicates for students the preferred timing to complete their ‘optional component’. The students can discuss their options and how that would work within their course with the Professional Placements Team, Careers and Employability Team, Course Adviser Specialists, Student HQ members or their Faculty WIL Coordinator and Faculty Discipline Academic Supervisor.
The students have access via the Learning Management System platform for each unit to download the Unit of Study Outline which provides for the student the Unit Learning outcomes and the Swinburne Graduate Attributes associated with this course and the competencies they will gain from completing the unit assessments and tasks. The course search entry for each course also outlines the employability outcomes students can explore upon completion.
The Swinburne Advantage (previously detailed) has its own website pages to explain the different activities that make up the portfolio which are accessible by students. There are brochures, duration, videos, testimonials, process steps, enrolment, fees and course credit explanations (where applicable) and the ability to register for information sessions for the upcoming intake into the activities.
Unit outlines are required to include this information.
The Student Transitions and Employability team have an informal framework that guides students on opportunities and strategies for each year of their study to develop employability skills and achieve graduate employment.
Some Schools provide a clear framework. All students receive unit outlines which include details on timelines of activities within that unit and how it links to other units through their course. This is particularly pertinent with students studying courses which include practicum placements.
Students have access to Online Career Development Modules, and ePortfolios to inform ‘Professional Identity’ from year one and connecting to professional competencies for specific industries.
Yes, but needs to go beyond the highly successful ICMS Industry Training Program.
Expectations and experiences made clear to students regarding the Industry Training Program but more to do in order to capture, articulate and measure employability activities across the entire course.
As the WIL Placement period (Industry Training) represents compulsory subjects in all UG and PG courses, this employability activity is part of the students overall course progression and is communicated via related course material. Expectations and the experience itself are also clearly communicated in introductory workshops and consultations which form part of compulsory non-award preparation subjects. Furthermore, all students have access to the subject outlines, an Industry Training Handbook and the LMS which contains tools and resources for students to better understand their WIL Placement (Industry Training) which is our flagship employability activity.
The industry / career focus of ICMS is also widely shared with students including our industry speakers, industry site visits, industry case studies and industry inspired lecturers that present across all course levels. But leveraging these employability activities further is being planned via the use of a student portfolio which will require students record and reflect upon all employability activities undertaken at ICMS.
We do, but these timelines and outlines are usually discipline specific. They can be viewed on the web when a student is deciding which degree to enrol in. This information is then complemented with embedded workshops that provide additional information.
Examples of different discipline approaches include: ESE: Extension and Professional Practice in Natural Resource Management, develops professional identity for new graduates in natural resource management. The focus is on skills in communication within organisations, stakeholders and the general public. The unit also focuses on skills that will be required in obtaining work. The unit uses a mock graduate assessment centre, informal networking with potential employers and development of a resume. The unit provides the scaffolding required for students to enrol in Internship Study unit where students are required to find an 8-week placement in industry. SBAT: Volunteer and internship opportunities encouraged and promoted via weekly emails and a dedicated WIL BB site, Internship Student Preparation Manual and Fact Sheet. SASS: Degrees which require professional placement (BSocWelf; MSW(ProfQual)) include a section detailing required hours of Professional Placement on the public course page.
Other degrees with optional Professional Placement indicate that Professional Placement is available via specific units and volunteering opportunities. SLJ: Hosts a Law Student Centre (a Blackboard information site), available to all students enrolled in the School. This site provides relevant information, resources and links to assist students to develop career aspirations and awareness, and promotes placement opportunities (as appropriate). This material also supports elective units provided in all of the School’s programs. The SLJ also works collaboratively with SCU law student societies and the SCU Careers & Employability Service, to promote career events and networking opportunities. OT: An OT student on Internship with C&E, developed a Prezi presentation with suggested CPD and activities that students could do in each year of the course to assist them with employability skill development, volunteering, joining professional associations, and CV enhancement etc. to improve employability. Sport & Exercise Science: Had embedded this content as a topic in a core first-year unit (2015-1017). However, staffing changes and C&E staffing shortages have meant this could not be offered in 2018. Nursing: Outline placement requirements on the SC website and embed a series of recorded and in-person workshops that provide further details on what employability looks like at each stage. Midwifery: Has selected units where this is outlined.
Education: Education Students must complete practicum experiences in schools as part of the course requirements. This has a set timeline depending on the degree. SCU College: offers pathway programs, which build on student’s skills and expertise that leads to further Bachelor level study and careers. On the SCU College course web pages for the Award programs (i.e. Diplomas and Associate Degrees), career opportunities are clearly outlined. There are also English language pathways, in particular, Career Start, which are designed for study abroad students to study in their discipline of interest leading to their chosen careers. In the Preparing for Success Program (PSP), an assessment focuses on developing a Career Plan. Careers and Employability present during one Tutorial session to assist students map out their own personalised employability pathway. Students will often book follow up appointments to ensure they are on track or to explore other options. This helps students explore employability skill development in a way that is personalised and made relevant to them. It also helps them choose a degree best suited to their interests, skills and values and also assists with retention. A core unit called Learning for Future Careers was embedded in second session of first year for all Associate degrees (2015-2017). In 2018 this unit changed to an elective unit and will be removed in 2019.
In the case of courses that do have employability components embedded within them, Course Handbooks give detailed information about unit content, clinical placement and WIL activities throughout the duration of the course. Unit Guides give further detail on the graduate attributes that will developed in each unit.
******** Supporting documents: Course Delivery Plan 2017 for the Bachelor of Sport Management
An outcome of the Employability Strategy was the development of a dashboard which validates various forms of Graduate Capital for students and will be provided to inform their studies. An Employability Threshold Framework has also been developed to ensure minimal standards are met in both curricula and extra curricula activities. In those areas with placement or industry partner arrangements the structure and requirements for these programs are clearly laid out and communicated to students. However, the institution considers that employability related attitudes and skills are best fostered when they are integrated with and woven through the total educational experience of the students which makes it difficult to identify and map a timeline for these sort of activities.
Schools and disciplines provide a broad calendar of placements, internships and experiences of work placed learning to showcase where and when these experiences will and can occur. Others are embedded within actual units, for example the School of Nursing and Midwifery offer Professional Placement Units where the placement experience is an assessable part of the curriculum, and is included in assessment of the completion of that unit. Also, for Schools and disciplines that require special requirements to be adhered to, their placement structure and delivery is also tied to the success of the student completing and meeting these requirements. However, as these are set externally to the University, there is an impact on the availability of placement experiences within particular industries.
The School of Medical Science has developed a WIL rubric to enable the identification and mapping of WIL experiences which promote employability across the degree program and are currently using this to make the commitment to employability more explicit in their redesigned (21C) curriculum. In other areas such as engineering, students enrol in a zero-point unit until they complete a 12-week industrial experience, however for some students, the ability to be employment savvy in order to seek their own placement, approach industries and external organisations and promote their employability as a soon to be graduate can be impacted without a coordinated approach to supporting students on this journey. A future area for consideration will be the next phase in reviewing the current Student Placement Policy, with more connections to learning, teaching and assessment policies, processes and practices to consider the student journey and experience pre-acquisition of the placement experience.
This is not provided across the program of study. At a course level, all students are provided with a WIL Handbook which provides an outline of experiences connected to employability. Eg workshops, online resources, volunteer opportunities, and industry placements. An indicative timeline is also included, and students receive an outline in their first workshop.
Not for all students as this varies depending on the programme of study and how much work integrated learning (WIL) is involved.
Macquarie does not currently have a system that enables student visibility of employability opportunities/experiences as part of a timeline in their program of study (course). However, as part of Course Structure information, prospective students can view the required PACE unit and other specific requirement details e.g. professional experience, placements, practicums etc. The University’s website also provides students with course related career opportunities, professions, employers, and salary guides.
In the CourseFinder section of the Macquarie website and on most academic Department’s webpages, prospecting students considering a particular degree at Macquarie can see graduate outcomes, alumni experiences/stories, PACE experiences and a high-level outline of potential careers/job titles relevant to that degree program. Although not specifically aimed at current students, this information is accessible to current students and provides some examples of careers and where alumni have gone on to work with this degree.
The following examples outline efforts to engage students mapping their learning journey at Macquarie (including opportunities for enhancing employability):
In 2017, the Office of the Deputy Vice-Chancellor (Academic) developed a Student Experience Map for undergraduates and postgraduates that highlights several pathways available through academic, self, and community development programming. This is made available to students on the starting at Macquarie web pages.
• PACEWise (an online resource available through iLearn, the University’s Moodle-based LMS) has been developed to communicate with students about how PACE fits into their degree program, the operational requirements of their PACE unit, and how to get the most out their PACE experience and boost their employability. Beyond this, web-based infographics help demonstrate to students where employability activities / opportunities take place: including through GLP, PACE, and programs offered by the Career and Employment Service.
• In 2018 the Career and Employment Service developed an interactive Careers Student Experience Map for undergraduate students. This is available to students through the Career and Employment Service web pages on employability, through CareerWise (which all new commencing students at Macquarie are automatically enrolled in) and also through some of the Faculties for example: o Within the Faculty of Arts, two online support resources were created for all Arts students within Moodle (the LMS) to help students navigate their degree/Macquarie experience and how to develop their employability. One, ‘Arts@MQ – how to be a successful student’ - provides an outline to students of all the things that will support their learning and experience while at Macquarie, including links to the Career and Employment Service, employability of their Arts degree and Arts-specific support resources and information. The second, ‘Explore your potential’, is an online learning module – yet to be completed.
It is envisaged that the University’s new curriculum management and student management systems will enable online preview / articulation of student pathways through and experiences in learning (embedded and extra-curricular), including employability programming. It is anticipated that a focus on the process for this will be driven by University adoption of a Practice Based Learning (PBL) pedagogy, pending approval by Academic Senate (in early 2019).
Students are encouraged to book a career advice appointment with a Careers Consultant at UNSW Careers and Employment (The university’s central careers service) at the beginning of their degree to plan out their degree and think about their careers and employability early. In addition to career development support, courses, programs and services UNSW Careers and Employment has the following resources and information available to help all students plan out their degree to ensure optimum employability: Career Development Plan: This info sheet provides a year by year action plan for all students. It encourages students to think about their career from their first year of university and take active steps throughout their degree to improve their employability: https://careersonline.unsw.edu.au/docs/213/Info-Sheet_Career-Development-Plan.pdf
International Student Careers site: This site on the UNSW current students website brings together resources for international students and information about programs, events, and courses which will enhance international students’ global employability, and empower them to succeed beyond the classroom and find employment, throughout and after university. International Student Employability Guide: This guide, for international students, found on the above website includes tips on how to be employable and a suggested timeline for activities: http://www.careers.unsw.edu.au/Portals/0/UploadedFiles/Docs/International%20Student%20Employability%20Guide%202017.pdf?
Professional degree programs such as Education, Allied Health programs, and Law, provide students with a comprehensive and well defined degree structure, including timelines for employability experiences such as Work Integrated Learning and Career Development Learning.
More generalist degrees across UQ have gradually been aligning their programs with the UQ Employability Framework and identifying courses or co-curricular activities that students can engage in and at what stage of study they are most appropriate.
The UQ Employability Award encourages all students regardless of degree or campus to engage in employability developing activities and recommends that students take a whole of degree perspective to planning and engaging in experiences that will enhance their capabilities. The Employability Award timeline provides students with a guide to when they may like to engage in particular employability development activities, but this is not prescriptive.
The review of UQ’s program architecture will enable degree programs to factor in employability development activities where previously there may have been limited opportunities for students to become involved especially where programs were very structured.
In 2019, the Faculty of Business, Economics, and Law will undertake an audit of the learning outcomes across all courses (units) and programs (collective units) in order to identify embedded employability outcomes. The intent is to be able to evidence the breadth and depth of employability development within the Faculty, and ensure that all students are able to see, understand, and evidence their employability development through the curriculum. This pilot will then be applied in other Faculties to develop a whole of UQ view of embedded employability.
There is an initiative currently being rolled out to gather data on when employability touch points occur across and over the life of programs. This will be captured through the course outline templates which will allow us to accurately map and communicate these pathways for students. In addition, indicative timelines for employability touch points/activities across students’ studies are available in some programs and courses e.g. Occupational Therapy and Nursing.
Evidence:
1.6a Mapping employability in courses
*We will answer the question based on the understanding that program of study refers to major.
No, but UWA has established the WIL Strategy Group with an aim to working towards embedding a WIL component in every major and providing all students with opportunities to undertake a placement across the course of their degree. Planning the students’ journey of employability activities and milestones may be part of this strategy. Because UWA’s course model aligns with the Bologna model, with exception of some professional degrees, students have wide-ranging flexibility of units and course directions they can undertake. Therefore, this suggests mapping predetermined employability activities to be a difficult process.
Presently, O-week (Orientation week gives students an overview of what to expect on campus before the semester starts), Careers Fairs, Student drop-in sessions and online information are the key channels for students to obtain information about activities and units that can be undertaken to achieve employability goals.
In particular students are also being encouraged to complete a Careers and Employability Award program through the Career Centre. This program begins with an application and progresses through modules that enables students to identify their preferred career pathways, career development activities, experiential activities and ends with a reflection activity. Upon completion of the recommended workflow, students are awarded the UWA Careers and Employability Award. This will appear on the supplementary transcript at graduation. Moreover, the AskUWA web page provides information on how students are able to make themselves more employable.
There is currently no consistent approach for mapping students’ experiences in employability across their program of study. Policy stipulates the expectation that students develop Curtin’s Graduate Capabilities during their course of study. The Graduate Capabilities are listed below: Curtin graduates acquire discipline, knowledge and professional capabilities that enable them to transform lives and communities or the better.
Curtin graduates are:
• Culturally competent to engage respectfully with local First Peoples and other diverse cultures Graduates will demonstrate cross-cultural capability and have an applied understanding of local First Peoples’ “katajininy warniny” (translated from the Nyungar language as “ways of being, knowing and doing”.
• Innovative, creative and entrepreneurial. Graduates will be able to apply their discipline knowledge with intellectual inquiry, be creative leaders in problem solving and challenge traditional ideas.
• Globally engaged and responsive. Graduates will be able to engage with global perspectives in ethical and sustainable ways, and understand how to apply and adapt their knowledge and skills to a changing environment.
• Effective communicators with digital competence. Graduates will be able to effectively communicate, and confidently access, use and adapt information and technology to meet the needs of life, learning and future work.
• Industry-connected and career-capable. Graduates will be capable of collaboration with industry and other stakeholders, enabling them to contribute skilled work that is valued by industry, government and community, and that reflects high ethical and moral standards. While developing employability skills is embedded in Curtin’s policy and across programs, students are not provided with a clear outline of their employability experiences. There is no consistency across teaching areas of how employability is communicated. For courses with professional accreditation requirements, employability may be more clearly articulated, however this also varies. In courses with multiple placements in industry, a timeline and overview of expectations is usually included in a course overview, but employability outcomes are rarely included. The Graduate Capabilities are included in the unit (subject) outlines (Attachment 6).
This is not something that is generally made available, or where there may be something related, it is not explicitly linked to employability, relevant to a specific program of study, or made available to all students. For instance, the Career Learning Spine course component and units are listed in a student’s course structure. Additionally, any available or required WIL or placement units are listed in a student’s course structure. However, it is not explicit how this contributes to employability, nor does it encompass all of a student’s experiences in employability. Additionally, the Careers Service has developed an outline based on three stages of undergraduate study, available in handouts, digital format and through a series of online employability modules delivered through the University’s Learning Management System. However, this is not specific to a student’s program of study.
There may be examples in the more vocational courses such as education, nursing, and veterinary medicine.