ACAP does not have a dedicated careers staff, however placement/field education (WIL) and teaching staff do offer this service to students. These staff provide students with careers education, e.g. information sessions involving industry professionals.
Embedding of career development learning within the curriculum is implemented across courses, with this being an ongoing and developing practice to ensure coverage of all courses. .
In 2017, over 2,100 student appointments were delivered. The following statistics indicate the usage of the services and the variety of services offered by the Careers and Employability Advisers:
• Total students registered on CareerHub as at 20/10/2018 = 22,038
• Total students registered on CareerHub up to 31/12/2017 = 18,162
• Total students logins to CareerHub = 7,569
• 184 customised workshops and events developed and delivered to 4,792 students
• 77 promotional workshops delivered to 2,764 students
• 6,157 resource views on CareerHub in 2017 (20% increase from 2016)
Schools will often undertake activities to make opportunities for careers education available for students, such as the School of Business and Law, who provide students with an annual Careers Fair where stakeholders and industry are encouraged to share graduate employment opportunities. SBL lecturers regularly invite industry contacts to campus for guest lecturing spots to enhance exposure and foster industry engagement.
Career development learning (CDL) is found in the Griffith Academic Plan 2017-2020 in two places. First, the Plan states that Program Directors and the Careers and Employment will “collaborate to better embed employability and career development skills into programs”. Second, it also states that, “Careers and Employment will improve careers advising to ensure it is scalable, relevant, and accessible to every student, with online careers advising implemented in 2019”. Griffith’s Graduate Employability Review found numerous instances where academic staff had championed CDL in their areas and integrated it, to great effect, into the curriculum. In other programs, certain kinds of career development learning are stipulated by professional accreditation bodies, or Group/School policies lay down individual organisational area requirements.
The Careers and Employment Service (C&ES), situated within the Student Success Unit, has adopted a (somewhat implicit) ‘multi-tiered systems of support’ approach to its work with career development learning. Under this model, all students have the opportunity to experience CDL in the curriculum. Students with more specialised or complex needs have access to more specialised support and development. In terms of CDL in curriculum, C&ES have an Account Management allocation of Career Development Consultants to support each group in curriculum design and development partnership, providing 0.5 FTE to each. The service has produced Career Focus online modules that can be deployed into curriculum that reached some 5,000 students in 2018, along with resources to support academic staff to embed career development learning into curriculum. The Academic Skills workbook, published in conjunction with Library Services, also contains some career development learning. C&ES do some direct teaching into curriculum (165 lectures this year – 6,100 students in 2018).
Griffith has 5.8 FTE Career Development Consultants and in 2018, 18,297 students have engaged the Careers and Employment Service through a combination of CDL Delivered Within Courses, Extracuricular, Events on campus and student appointments Co-curricular career development learning opportunities such as workshops, a variety of online resources, and more traditional 1-on-1 counselling supplement the curricular activity undertaken by C&ES. Innovative models of co-curricular CDL implemented by C&ES include e-Career Coach (in partnership with Griffith Business School), which outsources online career coaching to industry partners, and AI ‘Sam’, which will be used to field students’ simpler career queries online from 2019. These last two options represent interesting and scalable developments in the light of an increasing number of students enrolled in Griffith’s digital campus offerings, but do not replace in-curriculum first tier CDL.
Macquarie has 8.4 full-time equivalent Careers and Employment Service staff engaging in over 10,000 student interactions each year, through in-lecture faculty support, careers fairs, workshops, employer presentations, career consultations and online support through Zoom, telephone, CareerHub, and CareerWise (an online toolkit developed by the Careers team on ilearn, the University’s learning and teaching portal).
The Service has also recently created MyMQ Career Zone: an online resource that connects with CareerHub for students through a single sign-on. The application is continuously updated with training videos, resources, articles, action plans, and advice from experts in their field for student consumption. The idea is that students will be able to receive careers-related advice tailored to their needs at any time they require it.
The Career and Employment Service is located centrally near Student Connect (student enquiry service) and regularly shows careers videos in this active learning space. International students are avid users of the Career and Employment Service and 50% of the students seen by the service are international.
Macquarie Graduate School of Management (MGSM) Careers has 3 full-time staff and access to 3 external career development consultants for coaching and workshops. MGSM Careers has over 520 one-to-one career consultation sessions with students each year.
All students are automatically registered with Careerhub an online employability portal. We have four full time equivalent careers staff across three campuses and for distance students. Please see attached infographics for key data on 2016 and 2017 engagement with career services.
Each SAE campus employs a full time Industry Liaison Coordinator. The table below provides an overview of the total count of unique students who undertake Work Integrated Learning each calendar year. Currently SAE does not track individual student consultations with the Industry Liaison Coordinators outside of formal Work Integrated Learning placement.
SCU has CareerHub (jobs board and portal). CareerSuccess online resources (Abintegro subscription) can be accessed from MySCU and the CareerHub portal. Automatically available to all students. Staff can request access to these resources through the SCU Service Desk. In the most recent Graduate Outcome Survey (2018), graduates identified the Careers service website or jobs board as the most useful source of information (30%), followed by Employer websites (25%). SCU employed the equivalent of 3 FTE Careers staff in the central Careers & Employability (C&E) team for most of 2018 (a reduction from 5 in early 2017).
In October/November C&E recruited an additional 1.6 casual staff on short-term contracts, i.e. a total of 4.6 staff to temporarily address this shortfall. The current total of 4.6 FTE staff gives SCU a ration of 1: 2224 Careers Staff to students, placing SCU below the national average of 1:1701 staff to student ratio (NAGCAS 2017). C&E provided approximately 1642 personalised appointments in 2017 and presented workshops to approximately 6250 students (online and face to face). See below summary charts of C&E totals.
Please see attached evidence folder for tables with full details.
Swinburne students have access to the Careers and Employability Team and SwinEmploy with a wealth of resources. The total FTE for Careers and Employability is 13.6FTE which includes staff delivering programs to students and employers as well as administration and management. The team supports students wishing to discuss career paths available to them, or how their qualification can assist them achieve their Professional Purpose or to learn the most effective ways to network with influential people within their chosen industry.
Statistics from 1 Jan 2018 to 31 August 2018 Careers and Employability conducted:
In addition, there were a total of 55,607 logins to SwinEmploy (Career Hub), the online platform for jobs, resources and events)
Career Development
The Career Development team’s approach is educative rather than reactive, enabling students to develop lifelong career management skills in order to navigate the changing world of work. Although 1:1 services are available, the aim is to provide a 1 to many scalable approach. The way to ensure that the maximum number of students are exposed to Career Development Learning is by embedding it in the core curriculum. Relationships have been developed with faculties – each career Consultant is allocated to a faculty to manage the relationship.
Digital Resources
Digital Employability Programs and Resources aligned to employability best practice and pedagogy form a pivotal component of the Careers and Employment triage service model. We are working to develop a consistent and tailored suite of employability resources / online services targeted to disciplines within Faculties and PAVE Divisions and for all student cohorts.
The online employability platform SwinEmploy, is an essential online employability tool that allows students and graduates to:
The following digital resources ensure careers education is scalable and accessible for all students;
Opportunities for careers education through: • Career Development seminars and appointments available to all students • Career Education course available to all undergraduate students as a general education unit: Creating Your Career: Employability for the Future: https://student.unsw.edu.au/employability
• Career education embedded into a selection of courses across all faculties Eg. Engineering online modules – available to all Engineering students and compulsory to all students from 2018 before completing compulsory industrial training. FTE Careers Staff: 17 How many students engage with C&E: In 2017 the careers service online portal had 23704 unique logins from students and recent grads, 10,800 students attend events run by the careers service, 4947 students attended a career advice appointment.
Careers education is made accessible to all UQ students through a number of different delivery points or modes. Any one student could potentially access career education through one or several of these service points during their degree: - Central Careers Service - Faculty based employability teams - Graduate School Career Development team - Embedded career development learning in the curriculum (for some degree programs only)
There are approximately 19.2 FTE staff working to deliver Career Education across UQ. This does not include a large number of academic staff that directly teach Career Development Learning as part of their course or program. Student Strategy funding has supported the appointment of an additional 5 Career Development Advisers who will be deployed in 5 of the 6 UQ Faculties bringing the total number of dedicated Careers staff up to 24.2 FTE in 2019.
From October 2017 - October 2018 the following services were provided to students Central Career Service 5 FTE (available to all UQ students): 2697 appointments with 1979 student attendees 124 CDLworkshops with 1413 student attendees 41 careers events with 1627 student attendees Careers Fair – 4000 student attendees
Graduate School 2 FTE: 90 appointments with 85 student attendees 136 workshops with 1889 student attendees
Faculty of Business, Economics and Law Employability Team 5 FTE Career specific 2548 appointments with 1710 student attendees 69 workshops with 1522 student attendees 15 careers events with 967 student attendees
Faculty of Engineering, Architecture and IT Employability Team 5 FTE 747 appointments with 583 students supported 85 workshops with 586 student attendees 43 careers events with 341 student attendees
Faculty of Medicine 1.2 FTE 12 appointments (1 month old) -no clear number of of students supported at this stage
USQ offers a number of online career development programs:
1. 2019 EMP2020 and EMP2030
2. Discipline specific careers embedded into curriculum include:
3. Graduate Employability Modules underpinned by Fugate and Kinicki’s psycho-social model of employability
4. Headstrong university preparation program (underpinned by Acceptance and Commitment Theory): Headstrong Program: https://social.usq.edu.au/uni-lifestyle/headstrong-page
5. Webinars on a range of career education topics provided to all students in online format
6. GradFair: Virtual Careers Fair for all USQ students to connect with employers and engage in career development learning: GradFair: https://www.usq.edu.au/current-students/life/events-activities/2018/03/vfair
7. Graduate Employability Online modules: Graduate Employability Online modules:
https://www.usq.edu.au/current-students/career-development/student-professional-development
8. Careers & Employability services: Career Development: https://www.usq.edu.au/current-students/career-development/career-planning-advice
Full-time equivalent careers staff: 3
Full-time equivalent business development staff: 4
Full time equivalent outreach (HEPPP funded): 5
Full time equivalent staff - entrepreneurship: 1
Careers education is available to all students. See Career Development and Employment
Yes. Careers education is scalable as every student is eligible to engage with Careers Centre via online or by dropping in. All students have the opportunity to participate in the Careers and Employability Award.
In the Careers Centre, there are currently five full time staff. Students engage with the Careers Centre to look for jobs, resources posted on the portal, advice, careers fairs, employability workshops, the Careers and Employability Award and career mentor link.
Below are the statistics of student engagement with Career Centre for the period 1 January 2018 to 23 November 2018: 1. CareerHub jobs – 530 published in 2018 to date, with 23,668 student views of these jobs 2. CareerHub resources – 12,185 views of CareerHub Resources 3. Careers Drop Ins – 981 students (10 minute appointments – triage) 4. Career Advice appointments – 588 attended; 11 absent; 41 not booked; 18 unspecified (total is 658) 5. Careers Fairs – 1,300 (March fair) 1,200 (August fair) – estimate only 6. Employability workshops (92 workshops; 2,293 attended; 549 absent; 38 waitlist; 2,906 bookings) 7. Employer presentations (54 events; 1,592 bookings; 1,224 attended; 236 absent) 8. Careers and Employability Award – 166 applications; 10 completed (Award commenced as a pilot in 2018 and launched in October 2018). 9. Career Mentor Link – EOI = 662, Matched with mentor – 353 10.Current student logins on CareerHub portal – 110,559 up from 85,189 for 2017. 11. VMock resume checking service: 482 students signed up since July 2018; 668 resumes uploaded (since July 2018)
Career Development Learning is one of the key elements of VU’s Employability Strategy and is underpinned by the notions of scalability and accessibility. Due to VU’s Transformational Agenda and the consequent restructuring of student support services, VU no longer has a “careers service” in the traditional sense.
In 2018, academic support teams and careers service teams were restructured and brought together under a new Learning Hub model. Learning Hubs are a one-stop-shop for student support services and are physically located at the various VU campuses and also accessed online through the Learning Hub portal. Learning Hubs run a range of career-related workshops and drop-in services for students. To ensure equity of access for students unable to be physically present on campus, online career support is offered through our LH Tutoring portal (supported by Smarthinking).
The university employs 3 FTE staff as Learning Advisors (Careers) and in addition, careers education takes place in the classroom in many academic programs. For example, the Bachelor of Business and the Bachelor of Sport Management each have core units where CDL is embedded into the curriculum. In these instances, CDL is taught by academics some of whom have a qualification in career guidance.
Careers education is available to all students through the Careers and Employment area. The Curtin Employability Program helps provide students with career management and professional development skills (http://life.curtin.edu.au/careers/employability-program.htm). A series of modules and a self-sourced industry experience provide a co-curricular experience available to all students. Upon completion, students receive formal recognition of their achievement via the Curtin Extra Certificate. Topics include networking, emotional intelligence, effective interview techniques, understanding industry, personal branding and self-awareness, and writing cover letters and resumes.
Where possible Careers staff work with teaching areas to embed career development in curriculum but this is not a consistent, institutional wide practice. Students and staff report positive outcomes as a result of this collaboration when it occurs.
There are currently 6 Fulltime equivalent staff employed in the careers and employment area. Four of these FTE work as part of the Employer Engagement team. To date 19, 453 students have engaged directly with the Careers and Employment centre in 2018.
Yes, careers education accessible to all students currently but further scalability approaches being planned.
ICMS has a dedicated WIL Office which includes WIL Manager (1), WIL Placement Facilitators (4), WIL Assessment Facilitator (1) and an Administrator (1).
Upon entering, all UG students are introduced to the Industry Training Program and aspects of career planning (incl. industry research, skills development) via a compulsory non-award subject (i.e. ICMS 101).
The term prior to the Industry Training Placement, all students undertake Placement preparation workshops which include aspects of career planning (incl. employer research, self-assessment and mock interviews with WIL staff) via compulsory non-award subjects (i.e. IND200).
All UG and PG students undertake a compulsory and assessable WIL Placement (nine months in the middle of the UG degree and six months at end of PG program). Each year the WIL team will prepare and secure WIL Placements for up 750 UG and PG students. The WIL Placement allows students to experience industry and network in order to make more informed career planning decisions and the compulsory assessment items during Placement develop skills required in career planning such as self-reflection and identifying areas of strength and areas for self development.
All students have access to the LMS which contains tools and resources students need to help them develop their knowledge before, during and after the Placement period.
With a city campus (in addition to Manly), WIL has contributed to the campus equity strategy to ensure a staffing presence in the city campus in regards to preparation workshops and student consultations.
As ICMS continues to grow student numbers, the use of technology (zoom for student consultations, on-line modules for career planning content) is being planned to ensure scalability of careers education.
Reflecting the organisation size, the organisation does not have a separate careers service with activity undertaken by the Industry Engagement Discipline. The DOTS model is embedded within the WIL units and therefore, careers education is scalable and accessed by 100% of students.
The Graduate and Alumni Department provides career guidance and support to graduates and alumni. This is an ancillary service offered within the final six months of a student’s journey and continues when they become alumni. 1FTE has this as an element of their role.
Although we have this activity it is not explicit at an institutional level in the policy or processes.
All students are automatically registered with Careerhub an online employability portal. We have four full time equivalent careers staff across three campuses and for distance students. Please see attached infographics for key data on 2016 and 2017 engagement with career services.
Careers education is provided co-curricular by the Careers Service team. The team is currently 5 FTE with 2.2 FTE equivalent Career Development Advisors. The Careers Service provide online resources and services delivered through CareerConnect (CareerHub), such as the ability to submit a question or job application document for review to a Career Development Advisor, and this is accessible and scalable to all students. However, more resource intensive services such as one-on-one appointments are not scalable with current staffing. Hundreds of students engage with the Careers Service either in person or online, but this is a small proportion of the student cohort.
Career Launch makes careers education scalable and accessible for all students via an online CareerHub, but is currently funded under SSAF and therefore vulnerable. Regular Careers education services (consultants, programs) have limited resources to deliver career education and, although available to all interested students, is running to capacity and not able to be scaled further without secure investment in the Career Launch (or other suitable) model. We have 3.1FTE permanently funded Career Education Consultants. Other staff are employed across Careers but spend less time in delivering education. We see around 17000 students engage with Careers annually but many are single log-ins on CareerHub (mostly browsing jobs and not engaging in actual Careers education activity). Approximately 11,000 students sign in regularly and undertake various activities.
Currently opportunities for careers education are not scalable however we are currently trialling webinar workshops at present to ensure that workshops can be scaled up to be available/accessible to students in all USC locations. There is, however, a wide range of employability resources are available to students across all campuses via Student Hub. Online/phone appointments are underutilised as students continue to preference face to face.
Students currently engage with the career development team via:
- 1-2-1 appointments (f2f, zoom, phone)
- Workshops (f2f, and currently rolling out zoom webinars)
- Drop ins
- Embedding into lecturers/tutorials
- Events (National Student Volunteer Week, employer information sessions)
- Accessing employability resources online
- Submitting resume/application paperwork for review and feedback vonline.
2.6 FTE Career Advisers across all campuses; 4 student casuals working from 2-11 hrs per week across 4 campuses.
To date in 2018, 1306 unique students have accessed careers consultations, events and workshops (1838 attendances). A further 266 students have submitted resume checks and 32 have completed work experience placements. A further 140 prospective students have accessed consultations. These numbers do not include the students in courses that engage with embedded activities in curriculum.
At this point in time WIL opportunities are not available to students in all programs. The newly introduced Work Experience Scheme is a strategy to address this, however it is currently being managed by a small team with limited resources (Careers 2.6 FTE), so scaling this availability up is challenging at present.
WIL opportunities are scalable as per the WIL Integrated Learning Academic Policy below, however, practice is spasmodic, not systemic or consistent across the institution:
4.1 Work integrated learning (WIL) is an umbrella term for a range of approaches and strategies that integrate theory with the practice of work within a purposefully designed curriculum (as provided in The WIL Report by Carol-Joy Patrick et al 2009).
4.2 Within this definition the University recognises three categories of work integrated learning:
- Workplace and industry PLACEMENT “ immerses a student in a workplace related to their discipline or career goals. Ideally, placement combines both class-based learning and structured and supported workplace activity with opportunities to reflect on learning and seek timely feedback on performance. Examples include: Internships, work placements, practicums, clinical placements, work shadowing, supervised professional experience, co-operative education, cadetship, traineeship or service learning.
- Workplace and industry COMPONENT “ aspects or components of the workplace are applied to the learning situation of the student, thus integrating work-based experiences with University-based learning. Examples include: applied research projects, workshops, case studies, simulation-based learning, role plays, gaming, virtual business learning, project-based learning or work-related problem-solving projects.
- Workplace and industry INTERACTIONS “ interactions which take place to expose and engage students with work practices or with workplace or industry experts. Examples include: field trips, site visits, guest lecturers from industry, practical or work experience, or mentoring.
A recent change to Coursework Curriculum Design “ Academic Policy effective 1 June 2018 states all bachelor degree programs, must provide an opportunity for students to develop and improve their employability skills by including one or more employability/WIL experience courses. The implementation of the Coursework Curriculum Design - Academic Policy and Coursework Curriculum Design - Procedures will be phased in, with full compliance expected by Semester 1, 2021.
Note: All data hereon in is provided by Faculty: Faculty of Science, Health, Education and Engineering (FoSHEE), Faculty of Arts, Business and Law (FABL)
FABL
4.2 FTE dedicated to WIL for the professionally accredited disciplines of Social Work and Human Services,
1.00 FTE dedicated to WIL for the professionally accredited discipline of Counselling
0.3 FTE for all the business disciplines
2.5 FTE staff who are responsible for undertaking all the ‘back-end’ administrative work required to manage our WIL compliance obligations. This includes risk assessments and completion of contractual paperwork with host organisations and occurs after other Faculty staff have done the work of ‘matching’ students to the most appropriate WIL opportunity.
In addition to the dedicated WIL staff listed above a large number of academic staff in diverse disciplines (such as journalism, design, criminology) coordinate the matching of students with an appropriate host organisation for an internship placement. These are teaching staff who undertake the WIL work as a responsibility related to their teaching in terms of enabling opportunities for students in their discipline to have relevant industry experience prior to graduation.
FoSHEE
18.1 FTE
Evidence:
1.8a FTE WIL Dedicated Staff
1.8b Student participation in WIL related activities
1.8b Faculty commentary on WIL related activities