Employability is strongly linked to learning and teaching, particularly as students progress to latter stages of degree programs. This is not only in relation to the placement program but also higher level elective units.
Student Transitions and Employability team engage with the International Office in support of the Tokyo City University and New Colombo Plan programs providing workshops linked to employability topics.
The current service areas (outside of Schools) that the CEA's (Careers and Employability Advisers) support employability are:
The ECU Student Success Blueprint 2018-2021 strives to connect employability to all relevant areas of the University.
The table below shows the functions of SAE Institute Pty and the role each plays with employability.
SAE Function
Role in Supporting Employability
Academic and Student Services
Oversight of the implementation of the Institute's Learning and Teaching Policy including all aspects related to employability:
Yes. The table below shows the Governance bodies of SAE Institute Pty and the role each plays with employability.
Oversight of the Institute's Scholarship and Research Policy. As a practice based creative media Institute, the Scholarship and Research policy acknowledges creative work as research equivalent under specific conditions. This is a component of the Institute's approach to employability as it encourages SAE faculty remain as active practitioners of creative media and bring this experience to the classroom to benefit students.
Overall responsibility of the quality around embedding WIL and employability sits with in Curtin Learning and Teaching. This responsibility encompasses retention, curriculum design, assessment, professional accreditation and industry/community engagement. These priorities are reflected in policy and drivers for curriculum and the strategic directions of the university (see previous responses). Curtin International is heavily involved in promoting employability through the global mobility agenda. Research and Development drive collaborative research initiatives and are expanding WIL opportunities into the HDR experience to optimise student employability. Enterprise and Entrepreneurship is featuring more explicitly in a wide range of courses and is supported through an Entrepreneurship and innovation research centre.
See https://businesslaw.curtin.edu.au/our-research/programs-of-research/entrepreneurship-and-innovation/
Research Centres: Future of Work institute promotes productive and meaningful work as essential foundations of a healthy economy and society. The focus is on how people contribute to and benefit from new knowledge and practices with a mission to support people and organisations in the digital age. The Future of Work Institute is located in the heart of the Perth CBD with strong industry relationships. See https://campaign.curtin.edu.au/future-of-work-institute/
Innovation and Entrepreneurship.
Innovation and entrepreneurship learning is promoted strongly at Griffith, with a corresponding Graduate Attribute (GA3: innovative, creative and entrepreneurial), and top-level support in strategy. The Academic Plan indicates that Griffith will, increase opportunities for students to participate in courses and activities to develop the enterprise skills to be innovators and entrepreneurs, with a target that, by 2020, 70% of students will participate in an entrepreneurship course or extra-curricular activity.
The Griffith innovation and entrepreneurship page (https://www.griffith.edu.au/innovation-and-entrepreneurship
describes an innovation and entrepreneurship ecosystem that comprises interconnected innovation, knowledge exchange and entrepreneurship activities undertaken by students, staff, alumni, industry and community partners, and the government. University flagship innovation and entrepreneurship courses include 2043MKT Entrepreneurship and New Business Ventures, and 3031IBA Lean Launchpad, both of which are available as electives to students across the University. There is also a social entrepreneurship stream in the 3002LFC community internship course. A major in entrepreneurship is offered by the Business School. Outside the curriculum, major initiatives include the 3-Day Startup program, ODS Hackathon, GovHack, Global Business Challenge, Impact Social Enterprise Conference, Enactus, and others.
While the reality of the 21st century workforce is that far more graduates will be self-employed at least to some extent, not all students will start their own ventures. However, it is very likely that they will add value in different ways through complex problem-solving, innovation and creation of new knowledge. The Griffith Graduate Employability Review therefore has recommended that Griffith adopt a systematic a multi-tiered systems of support approach to innovation and entrepreneurship learning, grounded in an integrated curriculum framework. This would be supplemented by more specialised innovation and entrepreneurship learning opportunities in the curriculum and in co-curricular spaces for students who have specific aspirations and learning requirements. Learning for creative, innovative and entrepreneurial thinking, of value across many professional and other contexts, should be integrated into curriculum across all programs and embedded into the program review cycle. Resources should be developed to support program teams and academic staff to include innovation and entrepreneurship learning in the curriculum, with appropriate opportunity to receive support from, and co-design curriculum with staff who have specialist expertise in entrepreneurship learning (such as from Griffith Enterprise, or from other academic areas).
Specific courses for innovation and entrepreneurship learning, such as 2043MKT and Lean Launchpad, play an important role for learners and may be a strongly encouraged feature of programs where there is curriculum space and where students are likely to find benefit. Co-curricular opportunities such as co-working spaces, hatcheries and incubators, mentoring, and student venture development then form a third tier of learning. Pathways and scaffolds to assist students to discover their specific innovation and entrepreneurship learning requirements, given their aspirations, should be developed within programs, and also offered through the Careers and Employment Service, with tools to support students to make an informed choice available on the Griffith innovation and entrepreneurship site.
There is scope for innovation and entrepreneurship learning at Griffith to strengthen its brand and enhance communication with students and staff across the university. A central sub-brand for innovation and entrepreneurship learning would strengthen recognition and increase engagement and student employability. Returning to the idea of Griffith's innovation and entrepreneurship ecosystem, staff and alumni modelling of innovation and entrepreneurship and promotion of their successes helps to foster a culture of innovation and entrepreneurship across the university and supports students to recognise the value of their learning.
International: Global Mobility.
Griffith has seen significant growth in short-term global mobility experiences (ie the New Colombo Plan) which are an opportunity for students to apply and make sense of capabilities they have learned during their programs, along with further development of global and cultural capabilities (graduate attribute 5) https://www.griffith.edu.au/international/global-mobility
The New Colombo Plan supports Australian undergraduate students to participate in semester-based or short-term study, internships, mentorships, practicums and research in 40 host locations across the Indo-Pacific region. The Study Abroad and Exchange Program allows International students to complete one or two trimesters of study in Australia and earn credit towards their home degree.
Business and engagement:
Industry and alumni engagement. Griffith maintains numerous productive relationships with industry and community partners, including a highly strategic institutional drive around ˜super clients. One high profile example of the success of this approach is the Commonwealth Games internship program, where 250 students from programs across the University completed short internships with GOLDOC. The Griffith Industry Mentoring Program connects Griffith students with industry professionals who provide mentoring in-person and/or online. With more than 1000 industry mentors are signed on, the program aims to create mentoring relationships that enable students to overcome barriers to industry engagement.
Griffith's alumni are important sub-group of industry representatives who play multiple roles towards achievement of Griffith's graduate employability ambitions. There is often a desire to give back among alumni who have had a positive experience of the university, beyond donations and cash contributions. Some of the ways alumni contribute to employability include: consultation and collaboration on curriculum development; direct teaching of CDL or other employability learning in curriculum or co-curriculum e.g., by sharing their stories of career transition out trajectories; mentoring and coaching students; employing other Griffith graduates; and championing industry engagement with Griffith e.g., by promoting WIL in their workplaces.
Careers:
The Careers and Employment Service (C&ES). The C&ES, situated within the Student Success Unit, has adopted a multi-tiered systems of support approach to its work with career development learning. Under this model, all students have the opportunity to experience CDL (career development learning) 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).
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 Sam the bot AI, 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.
For many students, access to part-time employment while studying is a necessity. Griffith's C&ES has managed the successful CareerBoard for 19 years and over that time has posted 46,000 job vacancies and currently has more than 16,000 registered, active potential employers.
In 2016, Griffith became the first Australian University to join Unitemps, an employment service set up by the University of Warwick in the UK to facilitate part-time and casual employment for university students. By 2019, the university aims to place 1,000 students per annum in employment through Griffith Unitemps.
C&ES also runs a very popular and effective advisory service for students seeking information about future career directions and courses they should study in order to be able to fulfil their career goals. Currently, this service is limited largely to face-to-face counselling, which precludes many students, and is not scalable. Over the next 1-2 years CES will transition to a more proactive service, collaborating with Academic Groups to better embed employability skills in academic programs, and providing richer data and information about career options and the skills employers are seeking in accessible, online formats. The highly successful industry mentoring program which has run since 1994 is struggling to cope with demand for mentors. From 2017, this program will expand to include an online mentoring program, ensuring many more students have the opportunity to learn from someone (including our alumni) already working in the profession or industry they aspire to join.
Learning and Teaching. The Employability Committee is a sub-committee of the Learning and Teaching Committee. In their review of Graduate Employability at Griffith, the Employability Committee noted that there exists a reasonably large number of institutional strategic and policy documents that apply to different aspects of graduate employability. Indeed, this suite of documents contains complementary and appropriately cross-referenced messaging which strengthens and reinforces a set of integrated strategic messages across learning and teaching, student success, employability, digital engagement and others.
From a learning and teaching perspective, key University-level strategy and policy endeavours currently underway that are complementary to, and link in significant ways with Griffith’s graduate employability agenda include the university's Learning and Teaching Capability Framework and Learning and Teaching Standards.
The following areas (relevant to employability) are listed as focus areas for Griffith Grants for Learning and Teaching:
See https://policies.griffith.edu.au/pdf/GGLT%20Group%20Projects%20Scheme%20Guidelines.pdf
Excellence in Teaching Awards now recognise employability as one of the seven Excellence in Teaching Priority Area Awards: Employability in the Curriculum Award. The Employability in the Curriculum Award is open to all staff (academic and professional) for exemplary integration of best practice employability initiatives in the taught curriculum and who can demonstrate tangible impact on student outcomes or learning. This category is inclusive of Work Integrated Learning approaches to curriculum, including, but not limited to, situated learning, practicum, clinical education, work placement, cooperative education. Nomination is open to individuals and teaching teams and may include industry/community partners. (See https://policies.griffith.edu.au/pdf/Griffith%20Awards%20and%20Citations%20for%20Excellence%20in%20Teaching%20Guidelines.pdf
Promotion procedures now explicitly recognise employability related initiatives as contributing to a case for promotion. This is articulated as forming part of the case for teaching (8 and 10), and also part of the case for service and engagement. (See https://policies.griffith.edu.au/pdf/Promotion%20of%20Academic%20Staff%20Procedures.pdf
Griffith's Academic Staff Career Development Plan now recognises employability as a potential objective and outcome: Contributing to strategic initiatives such as student success and retention, graduate employability and technology-enhanced learning. See p.2: https://policies.griffith.edu.au/pdf/Academic-Staff-Career-Development-Plan.pdf
Research.
Griffith has been actively working towards enhancing industry-university collaboration at the HDR level and all four Academic Groups have presented strategies for the development and promotion of HDR candidate internship opportunities with research end-users to the Board of Graduate Research. A University strategy for HDR Industry engagement is currently being developed to be included into the current development of a University-wide employability action plan 2019 – 2020, specifically into the subtheme of WIL and industry engagement. In summary, the Griffith HDR Industry/research end-user engagement strategy has been designed as follows:
The Careers service is based in the academic registry and works closely with course advisers.
Learning and Teaching have been involved in an employability stocktake in 2014 and have contributed to the development of the employability framework, Kahurei, and the draft Learning and Teaching strategy, Paerangi.
The International Relations Office does not have any direct responsibility for employability of our international graduates. We do manage a bi-annual international student satisfaction survey where students are asked a series of questions relating to their study experience at Massey. As part of this survey there are questions around Opportunities to work while studying, Work Opportunities, and Earning Potential. The office also works with Colleges to assist with their international relationships with partner institutions. Many of the agreements that Colleges have with our partner institutions are specific to particular degrees or specified research, so students graduate with a specified qualification, which then directs them to a particular employment path.
The Office of Research and Enterprise offers a range of events and programmes to enterprising students to give them more exposure to business that would lead to greater employability (including the option of self-employment). The University also contracts the services of the ecentre which supports the development of entrepreneurial skills and connections for students.
Academic Registry (Student Services): C&E linked to providing support for Future Students teams, attending recruitment events and providing consultations to prospective students or students wanting to leave university or change degrees.
Health Clinic (formerly with Student Services): Work with Access and Inclusion Team to implement the USEP program, providing specialised employability support for Students with disability.
Centre for Teaching and Learning: C&E liaise with CTL staff on embedding employability resources into Schools and units. Participate in annual CTL symposium, provide access to CareerHub infrastructure for CTL staff appointments, written feedback, workshop booking system which results in cross-referrals of both departments to more students. C&E provide referrals of students for Peer support roles such as Study Buddi. C&E working on a training and Leadership Program recommendations for Study Buddies and other student work and volunteer programs within the University.
Engagement (including Enterprise and Entrepreneurship): Live Ideas, cross-referrals of industry contacts, CareerHub (for paid roles), student referrals to relevant opportunities, Volunteer Work Experience approvals, Campus Crew (work on campus system for students), CareerHub/CareerSuccess training resources, Volunteer Connect program for international students.
Alumni: Bright Futures Alumni Mentoring Program for students, job advertisements for students and graduates.
International: Orientation Workshops, Volunteer Connect, Jobs Club, support for at-risk student, mentoring and coaching of students.
Research: Provide Careers consultations and access to the Bright Futures Alumni Mentoring program for HDR students, access to online CareerHub/CareerSuccess resources.
Swinburne International with responsibility for educational partnerships (this includes student mobility arrangements) has a key link to employability through international internship opportunities. The benefits of an overseas internship is that the student:-
* Lives and works in another country and culture
* Develops independence
* Builds an international career network and
* Adds global work experience to their resume.
For students and staff since 2018 enrolled in a Doctor of Philosophy (PhD) course they concurrently undertake the Graduate Certificate of Research and Innovation Management. This course strengthens their capacity to contribute significantly to knowledge in chosen disciplines and create dynamic options for post PhD employability. The students are provided with a wider range of career opportunities by exposure to industry practices in their specific field through a range of professional development opportunities.
The Engagement Division at Swinburne fosters and expands opportunities for staff and students across the breadth of the university, by nurturing high-quality connections. The portfolio includes alumni, government, multicultural and indigenous relations, management of multi-faceted partnerships, and engagement with organisations who wish to work with our students, or draw on Swinburne expertise for their own staff development. These connections extend to on-campus life for students, ensuring they develop a sense of belonging through opportunities for volunteering and clubs activities.
The Professional Placements team,(as noted throughout submission) in partnership with academics, students and industry, are responsible for the delivery of high quality industry placement programs for students.
Examples of collaboration include
* Career Start module which is designed and implemented by the Careers and Employability team. This is a hurdle requirement for students prior to placement/internship.
* Opportunities that are not suitable for placements or internships etc are passed to Careers and Employability
* The Professional Placement team work closely with Alumni to engage potential partners and provide mutually beneficial networking events.
* The Professional Placement team is working closely with Swinburne Research to implement placements for PhD students.
* Collaboration and Partnerships and Professional Placements work closely together to engage new and existing industry partners and share/promote opportunities to extend partnership with Swinburne.
As detailed in 1.9 and 2.4, Careers and Employability provide a range of programs and services to students, faculty and other staff and externally. The purpose is to support the employability of students and help them develop career self-management skills.
Employability is connected through the following ways:
Careers: Through the programs, courses and services run by UNSW Careers and Employment. Also through embedding career education in the curriculum collaboratively with faculty staff and connecting students with employers and opportunities both as a students and as a graduate
Learning and Teaching: Through supporting curriculum design with a blended learning approach providing practical experience both in the classroom and in WIL experiences and providing support to academic staff on portfolio work, group-based work and reflective practice.
International: Through partnership with UNSW Careers and Employment and the International Office. Careers and Employment has a dedicated role called Global Manager, Employability, that supports international student employability at UNSW.
Enterprise & Entrepreneurship: The Division of Enterprise is comprised of four units; MCIC Foundations and Makerspace Network; Founders Programs; Ecosystems and Partnerships; and Strategic Development. The
MCIC Foundations unit design and deliver foundational programming at the Michael Crouch Innovation Centre as well as into coursework. This supports employability by giving students access to in-demand tools and methodologies such as design thinking, lean and rapid prototyping. The programming is also a gateway into the pipeline of more advanced programming.
The Founders Program unit manage our programs Founders Coach & Connect, New Wave Founders, FounderLab, Founders Start, Founders Launch, Founders Grow, Global Founders and Founders 10x Accelerator. These programs support employability by giving students access to free services that help develop, test and refine business ideas and take a startup to market.
The Ecosystems and Partnerships unit manage our relationships with key stakeholders and administer Work Integrated Learning for the whole team. They support employability by facilitating work placement with our startups and with external organisations.
Employability is linked to Learning and Teaching through the embedding of employability into curriculum through Work Integrated Learning, Career Development Learning and explicit employability messaging. The Student Employability Centre works with Higher Education academics within the UQ Institute for Teaching and Learning to develop staff employability resources, and to assist academic staff to embed employability into courses and programs, and provides twice yearly staff development courses to build staff capacity.
The central Careers team sits within the Student Employability Centre and supports students across all 4 stages of the UQ Employability Framework. The Careers team and Faculty Employability Teams, are critical in the dissemination of the employability approach and deliver key elements of the framework - in particular career development learning.
Employability is connected to the Office of Domestic Recruitment through the provision of training to High School Guidance Officers on employability tools and frameworks. The training is delivered as a series of lectures and workshops by the Senior Manager of UQ Careers as well as the Director, Student Employability. The intent is that key advice to students in the pre-arrival space begins to equip them with a basic understanding of employability. Our approach in this regard foreshadowed the Higher Education Standards Panel report on Improving Retention, Completion and Success in Higher Education, which recommends such activities.
Since April 2017, the International Recruitment team has incorporated the delivery of careers and employability workshops, keynote presentations and training into in-country visits to Indonesia and India. All employability information has been delivered by the Senior Manager of UQ Careers. The employability based materials are provided to audiences of: prospective students, students with an offer, high school guidance officers and teachers, and educational agents.
Enterprise and Entrepreneurship is closely linked to employability as both creating new opportunities and having an enterprising mindset will be critical for long term career satisfaction and success. The Student Employability Centre works with the Entrepreneurship and Innovation team to assist with employability messaging, to encourage student involvement in these activities to develop these valuable skills, and to embed entrepreneurial education into the curriculum.
The Alumni and Advancement teams provide a valuable connection to alumni to generate Work Integrated learning and internship opportunities, mentors for students, and guest presenters etc.
USC connects employability to the following organisational units and functions in the institution.
Evidence:
2.5a USC Organisational Units and Functions Employability Support
2.5b FoSHEE Volunteer Researchers Information
Academic Registry:
- Careers and employability is a component of the Student Success and Retention activity, including career counselling interventions particularly for students who demonstrate at risk status
Learning & Teaching:
L& T uses a range of methods to connect teaching and learning to employability, including but not limited to:
* USQ Qualities of a Graduate policy (Currently for gazettal)
* Provision of Graduate Diplomas, Associate Degrees and programs which facilitate pathways into higher education and certification at different stages
* Accreditation of programs and links to employability through accreditation
* Practical learning, such as performances by theatre students, Artworks Exhibitions, etc.
* Scenario based learning based on employability
* Internships, placements, WIL, IEP
* Using professionals and industry representatives as part of the curriculum
* Digital Literacy Project
* Clemente Program
* Capstone courses which are related to the TEQSA Threshold Learning Outcomes
* ePortfolios
* Proposed micro-credentialing
* Proposed institution wide 5 year Entrepreneurship and Innovation strategy
* Project based learning
Business & Engagement:
SocialHub hosts employability and career development social media resources for students: https://social.usq.edu.au/tags/career
International: Nil
Research & Innovation:
ReDTrain's Research Giant and Eminent Visiting Scholar Scheme (EVISS) funds research experts to visit with USQ so as to provide an opportunity for collaboration, knowledge and research capability growth for research students and researchers
Engagement in entrepreneurship for HDR students through On Prime program: ON Prime for researchers - https://www.usq.edu.au/current-students/career-development/student-professional-development/entrepreneurship/courses
Enterprise and Entrepreneurship:
2018 Ignition Project connects entrepreneurship and innovation to career and employability development : https://www.usq.edu.au/current-students/career-development/student-professional-development/entrepreneurship
Yes. The University connects employability through the Careers Centre. The Careers Centre hosts a variety of initiatives and resources. These include:
1. Career Mentor Link (matching mentors in industry with students)
2. Career Hub (an online database for students to find employment opportunities, resources, and resume support)
3. Career and Employability Award (which include completing modules on employability, career development activities, and experiential activities, and a self-reflection exercise)
The University also connects employability to Business and Engagement through Business Development. Business Development. This unit sits centrally, with staff represented in each faculty. This unit works to build and foster partnerships between industry and university, Within this unit, the UWA Innovation Quarter (UWA IQ) works to foster entrepreneurship, and industry engagement with academic staff and students at UWA. The UWA IQ has a dedicated space to hold networking event, and runs the following activities:
1. IQ Academy - a new 6 week pre-incubator for undergraduate students who want to work in teams to progress enterprising ideas “ will launch in March next year. It has been designed specifically to enhance the employability by helping students develop enterprise skills. It is also scalable (potential to train 500 students per year)
2. Some UWA departments have a policy of offering WIL placements each semester. For example Innovative and Industry Engagement (IIE) and IQX takes about 6 students every semester. It's based on the insight that we can offer students some rich work experiences right here at UWA
3. Discussions with academics who embed ideation/ pitching into their classrooms and have requested support to coach students on these soft skills.
4. LinkedIn learning is a potential solution
The Future Students/International arm has requested case studies and success stories of students who have had positive WIL experiences to promote UWA as a career-focused employability driven institution.
CEED seeks to support employability in students through sponsored internships paid by the organisation. Students work on an industry project with supervision from industry and an academic. The project can be completed as an Honours, Masters, and PhD levels.
The Graduate Research School (GRS) also provides students with research internships with industry. The GRS also provides professional development opportunities for HDR students including in academic careers, iPrep - a 6 week paid internship for UWA students who have submitted their thesis, UWA IQ: Innovation Quarter, which includes BloomLab (student startup entrepreneurship, UWA Makers (design, 3D printing, electronics, an interdisciplinary team tackling real-life problems).
The most important initiative introduced the the GRS is to increase the employability of UWA graduate research students is the development of the Researcher Training Framework (RTF) (http://www.postgraduate.uwa.edu.au/researcher-training-framework
The RTF is an interactive, online tool that assists graduate research students to:
1. identify the skills, attributes and experiences that are useful for their chosen career outcomes
2. build a research training curriculum around their project and career aspirations upon graduation
3. identify training events and resources being offered at UWA and beyond
4. present these skills in a language suitable for a non-academic employer
The principle aim of the RTF is to assist graduate research students to prepare themselves for the kind of employment they desire whilst in their program of study through self-directed skills development. The next stage of the project is to develop a system for students to record and reflect on their skills development achievements. This is being undertaken by the Faculty of Science through the Science Passport Project.
The Employability Strategy was developed by the Centre for Student Success with strong collaboration from the Employability Reference group (ERG) that consisted of senior staff across a wide range of the university services and functions. In inviting such collaboration the Strategy intrinsically links key objectives and initiatives to various institutional functions.
Furthermore, the Employability strategy seeks to implement its objectives through an annual Implementation Plan. The Implementation Plan sets out specific outcomes that need to be achieved and the tasks and activities that need to be completed to ensure that each outcome is met. Responsibility for each of these activities is allocated to various stakeholders within the institution and in this manner, the Strategy connects a wide variety of functions within the university to the goals of enhancing employability. This link is forged through an Employability Projects Officer who builds relationships with academic staff and facilitates careers and employability education and initiatives both within curriculum and through co-curricular activities.
Employability is also threaded through the work performed by Learning Hubs in supporting students. Learning Hubs are physical and virtual spaces designed to provide students and staff with key academic support and career services. In particular, Learning Coordinators (Careers) work with students and staff to deliver a range of career-related services such as drop-ins, workshops and lectures. Learning Hubs also play a crucial role in the VU Transformational agenda as they support the redesign of curriculum by offering a range of complementary activities that are conducted on a co-curricular basis.
The Employability Strategy seeks to create a direct link between the initiatives set out in the Strategy and the work done within academic colleges. The embedding of Career Development Learning into curriculum is a key priority.
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Supporting documents:
Employability Strategy - Implementation Plan 2018.pdf
The Careers and Alumni relations area work together as the Office of Employability and Graduate Success. This Office has built relationships with Learning Transformations through 21C, REDI, Strategic Partnerships, International, Academy and LaunchPad. The primary role of the central team is to develop bespoke student recruitment solutions, engage students in central employability education, work with internal units on connected services.
Yes, the dedicated WIL Office leads employability and works closely with other functions supporting employability.
The dedicated WIL Office which includes WIL Manager (1), WIL Placement Facilitators (4), WIL Assessment Facilitator (1) and an Administrator (1).
The WIL Office works with student cohorts across all programs to prepare students for and secure WIL Placements (Industry Training) which is compulsory in all UG and PG programs. The compulsory WIL Placements are academic subjects and are an integral part of the students program and course progression (being 9 nine month placements for UG and 6 month placements for PG).
The alignment of the WIL area under the DVC (Learning and Teaching) in 2018 reflects the intention to integrate WIL further under the broader Faculty structure and L&T processes. This will better strengthen the Placement experience as an integrated and cohesive piece in the students course outcomes (graduate capabilities) and learning experience.
The L&T alignment seeks to maintain and strengthen the learning component of WIL Placements (i.e. via integration to the subject review cycle) in order to support the academic quality assurance of our flagship employability program. The WIL Office is supported by the broader Academic / Registrar governance structures (i.e. moderation process, board of examiners) to ensure course progression and completion of the academic subjects (which make up the WIL Placements) are administered appropriately.
With connection to the WIL Office, the faculty and teaching staff support on-going employability activities including the use of industry speakers, industry site visits, industry case studies and industry inspired lecturers that present across all course levels. A number of subjects also have a practical / work focus by their very nature (i.e. hospitality students will learn in our Grand Dining Room and Events students will plan and deliver on-campus functions).
With connection to the WIL Office, the International and Marketing and Recruitment functions support employability in a number of ways. These functions engage students (both on a voluntary and paid basis) to help at functions which provide students with skills development (i.e. open day, student ambassadors, WIL Placements). The study abroad programs coordinated by these functions also embed employability activities such as on-site industry visits and short-term internship opportunities for visiting international students.
With connection to the WIL Office, the PG / research function oversees the academic component of the PG WIL Placement (being a research project). This supports employability as it allows PG students to apply their research project to solving a real world business problem faced at the workplace where the student is undertaking their 6 month work placement.
Macquarie has several portfolios (including Faculty Executive Deans) reporting to the Executive Group, Chaired by the Vice-Chancellor. Portfolio units with a major employability focus sit within the Deputy Vice-Chancellor (Academic) portfolio that includes: Programs and Pathways, Learning and Teaching, Student Engagement and Registrar, PACE and the Careers and Employment Service (as outlined in 11 2.1).
It is broadly accepted that the Deputy Vice-Chancellor (Academic) portfolio will lead future coordination of the employability agenda at Macquarie, however the Corporate Engagement and Advancement, International and Research portfolios and the Faculties will be engaged in aligning this strategic imperative. For example, the Corporate Engagement and Advancement team will enable and support the employability agenda through links with large corporate partners, Alumni, business incubation and start up based professional development programs.
Recently, the Careers Service team, Work Integrated Learning team, and Career Learning Spine team have been consolidated into one team, referred to as Curriculum + and report to the Pro Vice Chancellor Education. This allows for better cross collaboration between teams explicitly contributing to employability, and links employability with learning and teaching. The PVCE also has responsibility for Murdoch's new Innovation and Creativity minor, which creates links between enterprise and entrepreneurship and employability. Additionally, Murdoch has recently opened a new innovation space called the Launchpad, which houses the Careers and WIL team and has an Entrepreneur in Residence, which further strengthens this link.
The Graduate Research Centre coordinates a range of external initiatives to increase the employability of research students and early career researchers. Initiatives include connecting researchers with industry focused PhD fellowships with JTSI, encouraging involvement in the IMNIS program to connect researchers with industry, and investing in a license with Vitae to provide professional development and training for researchers. They also coordinate and promote industry placements for ECR's and PhD students through the iPrep program and APR.Intern program, and promote innovation and entrepreneurship through encouraging involvement with programs and initiatives such as Accelerating Australia / MTPConnect, the Centre for Entrepreneurial Research and Innovation (CERI), and an internally run Start something research innovation competition.
Few other areas would be explicitly connected to employability in their key priorities.
This is a very complicated question, which requires a longer discussion.
Course advisory panels, including external industry representatives, to comment on the extent to which the course/unit meet the needs of the industry.