KPM#3.1: Does your institution use any external points of reference to inform your work in employability at an institutional level e.g. TEQSA, WIL, research based or any other institutions / organizations? If so please provide further details. Please list the evidence to support your rationale.
KPM#3.1: Does your institution use any external points of reference to inform your work in employability at an institutional level e.g. TEQSA, WIL, research based or any other institutions / organizations? If so please provide further details. Please list the evidence to support your rationale.
Yes
Yes
Curtin University
Curtin University
Curtin is actively involved in benchmarking WIL and employability activities across the sector. Sonia Ferns and Dr Julie Howell are members of the Australian Technology Network (ATN) WIL and Employability Working Party which has undertaken extensive benchmarking across the ATN universities. The Working Party reports regularly to the Deputy Vice Chancellors Academic on progress. The purpose of the Working Party is to scope the activities of the ATN universities in these areas (including a collation of ATN activities and ATN students involved in WIL). An emphasis for the ATN WIL and Employability Working Party is on initiatives that support students to create work, particularly through entrepreneurship. The intention is to identify opportunities for the ATN universities to work together in an effort to reduce duplication. The group is focusing on the following areas:
Curtin is actively involved in benchmarking WIL and employability activities across the sector. Sonia Ferns and Dr Julie Howell are members of the Australian Technology Network (ATN) WIL and Employability Working Party which has undertaken extensive benchmarking across the ATN universities. The Working Party reports regularly to the Deputy Vice Chancellors Academic on progress. The purpose of the Working Party is to scope the activities of the ATN universities in these areas (including a collation of ATN activities and ATN students involved in WIL). An emphasis for the ATN WIL and Employability Working Party is on initiatives that support students to create work, particularly through entrepreneurship. The intention is to identify opportunities for the ATN universities to work together in an effort to reduce duplication. The group is focusing on the following areas:
o Map what is occurring within ATN universities in regards to WIL and employability initiatives
o Map what is occurring within ATN universities in regards to WIL and employability initiatives
o Identify and scope potential joint initiatives across the ATN universities
o Identify and scope potential joint initiatives across the ATN universities
o Develop mechanisms to share best practice across ATN universities around WIL and employability
o Develop mechanisms to share best practice across ATN universities around WIL and employability
o Develop mechanisms and identify initiatives to leverage the ATN profile nationally
o Develop mechanisms and identify initiatives to leverage the ATN profile nationally
o Strengthen ATN's involvement in the WIL and employability area
o Strengthen ATN's involvement in the WIL and employability area
Furthermore, several Curtin staff are currently leading national research activities in relation to WIL. These collaborative projects enable benchmarking and sharing of ideas. Curtin staff are currently involved in four ATN national projects. National and international benchmarking activities are promoted across the institution to ensure an evidence-based approach to inform practice. Adherence to the Higher Education Standards are monitored. Many of the degrees offered by Curtin University undergo professional accreditation which is a valuable external reference mechanism for ensuring industry currency and employability outcomes for students.
Furthermore, several Curtin staff are currently leading national research activities in relation to WIL. These collaborative projects enable benchmarking and sharing of ideas. Curtin staff are currently involved in four ATN national projects. National and international benchmarking activities are promoted across the institution to ensure an evidence-based approach to inform practice. Adherence to the Higher Education Standards are monitored. Many of the degrees offered by Curtin University undergo professional accreditation which is a valuable external reference mechanism for ensuring industry currency and employability outcomes for students.
ECU
ECU
As evidenced through the curriculum policy framework, ECU uses the following external points of reference to inform work in employability at an institutional level:
As evidenced through the curriculum policy framework, ECU uses the following external points of reference to inform work in employability at an institutional level:
* Australian Qualifications Framework
* Australian Qualifications Framework
* Higher Education Standards Framework; Threshold learning outcomes
* Higher Education Standards Framework; Threshold learning outcomes
* TEQSA Guidance Notes
* TEQSA Guidance Notes
*Case studies of good practice, reports on national projects and professional development activities to improve practice and benchmark delivery provided through ACEN, NAGCAS, CDAA, AAGE
*Case studies of good practice, reports on national projects and professional development activities to improve practice and benchmark delivery provided through ACEN, NAGCAS, CDAA, AAGE
* Government reporting and initiatives, such as the Core Skills for Work Framework
* Government reporting and initiatives, such as the Core Skills for Work Framework
* Graduate Outcomes Survey and Graduate Destination Survey
* Graduate Outcomes Survey and Graduate Destination Survey
* Federal Government employment initiatives such as LMIP (Labour Market Information Portal); and
* Federal Government employment initiatives such as LMIP (Labour Market Information Portal); and
* External keynote speakers to the ECUlture Conferences
* External keynote speakers to the ECUlture Conferences
ECU is actively engaged with, and holds institutional membership to, ACEN (http://acen.edu.au/). The Australian Collaborative Education Network Limited (ACEN) is the professional association for practitioners and researchers from the tertiary education sector, industry, community and government representatives, involved in work integrated learning (WIL) in Australia.
ECU is actively engaged with, and holds institutional membership to, ACEN (http://acen.edu.au/). The Australian Collaborative Education Network Limited (ACEN) is the professional association for practitioners and researchers from the tertiary education sector, industry, community and government representatives, involved in work integrated learning (WIL) in Australia.
ACEN provides strategic leadership for work-integrated learning research, scholarship and practice in Australia, for its members and other stakeholders.
ACEN provides strategic leadership for work-integrated learning research, scholarship and practice in Australia, for its members and other stakeholders.
Griffith University
Griffith University
Griffith University uses many external points of reference to inform its work in employability at an institutional level, including:
Griffith University uses many external points of reference to inform its work in employability at an institutional level, including:
- TEQSA and ACEN sectoral guidelines and best practice guides on Work Integrated Learning
- TEQSA and ACEN sectoral guidelines and best practice guides on Work Integrated Learning
- OLT National Fellowships and national funded projects conducted by Griffith staff such as Jess Vanderlelie (alumni engagement), Stephen Billett (Work Integrated Learning), Ruth Bridgstock (industry engagement)
- OLT National Fellowships and national funded projects conducted by Griffith staff such as Jess Vanderlelie (alumni engagement), Stephen Billett (Work Integrated Learning), Ruth Bridgstock (industry engagement)
- OLT National Fellowships and national funded projects conducted by those in Griffith’s scholarly network such as Nicolette Lee (capstones), Dawn Bennett (employability as metacognition), WIL (Sonia Ferns, Julie Howell)
- OLT National Fellowships and national funded projects conducted by those in Griffith’s scholarly network such as Nicolette Lee (capstones), Dawn Bennett (employability as metacognition), WIL (Sonia Ferns, Julie Howell)
- Scholarly and research work currently being conducted by members of ACEN, NAGCAS, HERDSA such as career development learning integration into curriculum - ‘registration’ approach (Bob Gilworth, Eluned Jones – Universities of London and Birmingham); Bridgstock’s recent research into integration of career development learning into curriculum across 9 universities – see Bridgstock, R., Grant-Iramu, M., and McAlpine, A. (2019, in press). Integrating career development learning into the curriculum: Collaboration with the careers service for employability. The Journal of Learning and Teaching for Graduate Employability.
- Scholarly and research work currently being conducted by members of ACEN, NAGCAS, HERDSA such as career development learning integration into curriculum - ‘registration’ approach (Bob Gilworth, Eluned Jones – Universities of London and Birmingham); Bridgstock’s recent research into integration of career development learning into curriculum across 9 universities – see Bridgstock, R., Grant-Iramu, M., and McAlpine, A. (2019, in press). Integrating career development learning into the curriculum: Collaboration with the careers service for employability. The Journal of Learning and Teaching for Graduate Employability.
In reviewing Griffith’s approaches to Graduate Employability and developing recommendations for how to improve its approach employability in late 2018, a wide range of resources were used, including exemplars in employability initiatives at other universities.
In reviewing Griffith’s approaches to Graduate Employability and developing recommendations for how to improve its approach employability in late 2018, a wide range of resources were used, including exemplars in employability initiatives at other universities.
Exemplars noted from other Universities used to inform Griffith employability initiatives include:
Exemplars noted from other Universities used to inform Griffith employability initiatives include:
*Career development learning and industry mentoring: Monash, Deakin and Curtin and Latrobe universities all have innovative career development/employability 'dashboards'/apps/or extensive interactive online resources to support students in career decision making and career management skills.
*Career development learning and industry mentoring: Monash, Deakin and Curtin and Latrobe universities all have innovative career development/employability 'dashboards'/apps/or extensive interactive online resources to support students in career decision making and career management skills.
* Career development learning and industry mentoring: UniSA. Experience program offered through UniSA's Business School
* Career development learning and industry mentoring: UniSA. Experience program offered through UniSA's Business School
* Career development learning and industry mentoring in the HDR space: Cambridge University has an excellent resource: CVs and Cover letters for PhD students/postdocs - practical, focused and based upon labour market trends and jobs
* Career development learning and industry mentoring in the HDR space: Cambridge University has an excellent resource: CVs and Cover letters for PhD students/postdocs - practical, focused and based upon labour market trends and jobs
* Career development learning and industry mentoring in the HDR space: Job search tool - Inger Mewburn (ANU) has released a basic version of a tool developed for PhD students to find non-academic jobs. According to the website, machine learning has been used to reveal the ‘hidden job market’ for PhD graduates – their algorithm can recognise ‘PhD shaped’ jobs i.e. job ads which imply the person needs advanced research skills, but which don’t explicitly mention the PhD
* Career development learning and industry mentoring in the HDR space: Job search tool - Inger Mewburn (ANU) has released a basic version of a tool developed for PhD students to find non-academic jobs. According to the website, machine learning has been used to reveal the ‘hidden job market’ for PhD graduates – their algorithm can recognise ‘PhD shaped’ jobs i.e. job ads which imply the person needs advanced research skills, but which don’t explicitly mention the PhD
* Alumni engagement: Sheffield University in the UK have a Think Ahead blog which profiles via Twitter HDR career pathways and journeys.
* Alumni engagement: Sheffield University in the UK have a Think Ahead blog which profiles via Twitter HDR career pathways and journeys.
* Alumni engagement: Other universities have university-wide Alumni weeks with workshops, networking events and cap it off with an award ceremony.
* Alumni engagement: Other universities have university-wide Alumni weeks with workshops, networking events and cap it off with an award ceremony.
* Industry engagement for learning and teaching consultation outcomes: UNSW - Careers Team offer a course (funded from enrolments) to prepare and place students as an optional elective. Allows robust career development and employability skills.
* Industry engagement for learning and teaching consultation outcomes: UNSW - Careers Team offer a course (funded from enrolments) to prepare and place students as an optional elective. Allows robust career development and employability skills.
* Industry engagement for learning and teaching consultation outcomes: UQ and QUT both incentivise internship/industry engagement activity for the HDR cohort and have well developed online training modules to support the agenda. They also have staffing structures and systems in place.
* Industry engagement for learning and teaching consultation outcomes: UQ and QUT both incentivise internship/industry engagement activity for the HDR cohort and have well developed online training modules to support the agenda. They also have staffing structures and systems in place.
Resources used to inform Griffith’s recent review of employability:
Resources used to inform Griffith’s recent review of employability:
* Bennett, D., Knight, E. B., Divan, A., Kuchel, L., Horn, J., van Reyk, D., & Burke da Silva, K. (2017). How do research-intensive universities portray employability strategies? A review of their websites. Australian Journal of Career Development, 26(2), 52-61.
* Bennett, D., Knight, E. B., Divan, A., Kuchel, L., Horn, J., van Reyk, D., & Burke da Silva, K. (2017). How do research-intensive universities portray employability strategies? A review of their websites. Australian Journal of Career Development, 26(2), 52-61.
* Bennett, D., Richardson, S., Mahat, M., Coates, H., & MacKinnon, P. (2015). Navigating uncertainty and complexity: Higher education and the dilemma of employability. In Proceedings, 38th Higher Education Research and Development Conference. HERD Society of Australasia.
* Bennett, D., Richardson, S., Mahat, M., Coates, H., & MacKinnon, P. (2015). Navigating uncertainty and complexity: Higher education and the dilemma of employability. In Proceedings, 38th Higher Education Research and Development Conference. HERD Society of Australasia.
* Bergmark, U., & Westman, S. (2016). Co-creating curriculum in higher education: promoting democratic values and a multidimensional view on learning. International Journal for Academic Development, 21(1), 28-40.
* Bergmark, U., & Westman, S. (2016). Co-creating curriculum in higher education: promoting democratic values and a multidimensional view on learning. International Journal for Academic Development, 21(1), 28-40.
*Bovill, C. (2014). An investigation of co-created curricula within higher education in the UK, Ireland and the USA. Innovations in Education and Teaching International, 51(1), 15-25.
*Bovill, C. (2014). An investigation of co-created curricula within higher education in the UK, Ireland and the USA. Innovations in Education and Teaching International, 51(1), 15-25.
* Bridgstock, R. (2009). The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills. Higher Education Research & Development, 28(1), 31-44.
* Bridgstock, R. (2009). The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills. Higher Education Research & Development, 28(1), 31-44.
* Bridgstock, R. (2018). Fostering graduate employability in higher education: A strategic, evidence-based approach. Paper for discussion, Griffith University.
* Bridgstock, R. (2018). Fostering graduate employability in higher education: A strategic, evidence-based approach. Paper for discussion, Griffith University.
* Bridgstock, R. (2019). Graduate Employability 2.0: Enhancing the Connectedness of Learners, Teachers and Higher Education Institutions. Final Report of the National Senior Teaching Fellowship. Canberra: Department of Education and Training.
* Bridgstock, R. (2019). Graduate Employability 2.0: Enhancing the Connectedness of Learners, Teachers and Higher Education Institutions. Final Report of the National Senior Teaching Fellowship. Canberra: Department of Education and Training.
* Bridgstock, R., Grant-Iramu, M., and McAlpine, A. (2019, in press). Integrating career development learning into the curriculum: Collaboration with the careers service for employability. The Journal of Learning and Teaching for Graduate Employability.
* Bridgstock, R., Grant-Iramu, M., and McAlpine, A. (2019, in press). Integrating career development learning into the curriculum: Collaboration with the careers service for employability. The Journal of Learning and Teaching for Graduate Employability.
* Bridgstock, R., Jackson, D., Lloyd, K & Tofa, M. (2019, in press). Social Connectedness and Graduate Employability: Exploring the professional networks of graduates from Business and Creative Industries. In Bridgstock, R., & Tippett, N. (eds). Higher Education and the Future of Graduate Employability: A Connectedness Learning Approach. London: Edward Elgar.
* Bridgstock, R., Jackson, D., Lloyd, K & Tofa, M. (2019, in press). Social Connectedness and Graduate Employability: Exploring the professional networks of graduates from Business and Creative Industries. In Bridgstock, R., & Tippett, N. (eds). Higher Education and the Future of Graduate Employability: A Connectedness Learning Approach. London: Edward Elgar.
*Buckley, P., & Lee, P. (2018). The impact of extra-curricular activity on the student experience. Active Learning in Higher Education.
*Buckley, P., & Lee, P. (2018). The impact of extra-curricular activity on the student experience. Active Learning in Higher Education.
* Clark, G., Marsden, R., Whyatt, J. D., Thompson, L., & Walker, M. (2015). ‘It’s everything else you do…’: Alumni views on extracurricular activities and employability. Active Learning in Higher Education, 16(2), 133-147.
* Clark, G., Marsden, R., Whyatt, J. D., Thompson, L., & Walker, M. (2015). ‘It’s everything else you do…’: Alumni views on extracurricular activities and employability. Active Learning in Higher Education, 16(2), 133-147.
* Coleman, J. D. (2018). Engaging undergraduate students in a co-curricular digital badging platform. Education and Information Technologies, 23(1), 211-224.
* Coleman, J. D. (2018). Engaging undergraduate students in a co-curricular digital badging platform. Education and Information Technologies, 23(1), 211-224.
* Farenga, S., & Quinlan, K.(2016). Classifying university employability strategies: Three case studies and implications for practice and research, Journal of Education and Work, 29(7), 767-787.
* Farenga, S., & Quinlan, K.(2016). Classifying university employability strategies: Three case studies and implications for practice and research, Journal of Education and Work, 29(7), 767-787.
* Foundation for Young Australians. (2015). The New Work Order: Ensuring young Australians have skills and experience for the jobs of the future, not the past. Melbourne: Foundation for Young Australians.
* Foundation for Young Australians. (2015). The New Work Order: Ensuring young Australians have skills and experience for the jobs of the future, not the past. Melbourne: Foundation for Young Australians.
* Fullan, M. (1993). Change forces: Probing the depths of educational change. London: Falmer.
* Fullan, M. (1993). Change forces: Probing the depths of educational change. London: Falmer.
* Griffith University. (2018). Work Integrated Learning, Work Experience and Work Readiness: Griffith University’s Strategies and Actions that Achieve Positive Outcomes for Students. Response to Senator the Honourable Simon Birmingham, Minister for Education and Training. Nathan: Griffith University.
* Griffith University. (2018). Work Integrated Learning, Work Experience and Work Readiness: Griffith University’s Strategies and Actions that Achieve Positive Outcomes for Students. Response to Senator the Honourable Simon Birmingham, Minister for Education and Training. Nathan: Griffith University.
*Griffith University. (2017). Strategic Plan 2018-2019. Retrieved from https://www.griffith.edu.au/__data/assets/pdf_file/0040/169879/strategic-plan.pdf
*Griffith University. (2017). Strategic Plan 2018-2019. Retrieved from https://www.griffith.edu.au/__data/assets/pdf_file/0040/169879/strategic-plan.pdf
* Jackson, D. (2014). Factors influencing job attainment in recent Bachelor graduates: evidence from Australia. Higher Education, 68(1), 135-153.
* Jackson, D. (2014). Factors influencing job attainment in recent Bachelor graduates: evidence from Australia. Higher Education, 68(1), 135-153.
* Jackson, D., & Bridgstock, R. (2018). Evidencing student success in the contemporary world-of-work: renewing our thinking. Higher Education Research & Development, 37(5), 984-998.
* Jackson, D., & Bridgstock, R. (2018). Evidencing student success in the contemporary world-of-work: renewing our thinking. Higher Education Research & Development, 37(5), 984-998.
* Karmel, T., & Carroll, D. (2016). Has the graduate job market been swamped? NILS working paper series No.228/2016. Adelaide, SA: Flinders University.
* Karmel, T., & Carroll, D. (2016). Has the graduate job market been swamped? NILS working paper series No.228/2016. Adelaide, SA: Flinders University.
* Krause, K. L., & Coates, H. (2008). Students’ engagement in first-year university. Assessment & Evaluation in Higher Education, 33(5), 493-505.
* Krause, K. L., & Coates, H. (2008). Students’ engagement in first-year university. Assessment & Evaluation in Higher Education, 33(5), 493-505.
* Lee, N., & Loton, D. J. (2015). Capstone curriculum across disciplines: Synthesising theory, practice and policy to provide practical tools for curriculum design. OLT National Senior Fellowship. Office for Learning and Teaching, Sydney.
* Lee, N., & Loton, D. J. (2015). Capstone curriculum across disciplines: Synthesising theory, practice and policy to provide practical tools for curriculum design. OLT National Senior Fellowship. Office for Learning and Teaching, Sydney.
* Lizzio, A. (2011). The student lifecycle: An integrative framework for guiding practice. Retrieved from https://app.griffith.edu.au/assessment-matters/pdfs/student-lifecycle-framework.pdf
* Lizzio, A. (2011). The student lifecycle: An integrative framework for guiding practice. Retrieved from https://app.griffith.edu.au/assessment-matters/pdfs/student-lifecycle-framework.pdf
* Lloyd, K., Bilous, R., Clark, L., Hammersley, L., Baker, M., Coffey, E., & Rawlings-Sanaei, F. (2017). Exploring the reciprocal benefits of community-university engagement through PACE. In Learning Through Community Engagement (pp. 245-261). Springer, Singapore.
* Lloyd, K., Bilous, R., Clark, L., Hammersley, L., Baker, M., Coffey, E., & Rawlings-Sanaei, F. (2017). Exploring the reciprocal benefits of community-university engagement through PACE. In Learning Through Community Engagement (pp. 245-261). Springer, Singapore.
* Oliver, B. (2016) 21C credentials. Final Report of the OLT Strategic Priority Project Curate, credential and carry forward digital learning evidence. Retrieved from http://www.assuringgraduatecapabilities.com/uploads/4/5/0/5/45053363/sp13-3236_deakin_ccc_final_report__final_draft_.pdf
* Oliver, B. (2016) 21C credentials. Final Report of the OLT Strategic Priority Project Curate, credential and carry forward digital learning evidence. Retrieved from http://www.assuringgraduatecapabilities.com/uploads/4/5/0/5/45053363/sp13-3236_deakin_ccc_final_report__final_draft_.pdf
* Patrick, C-J., Peach, D., Pocknee, C., Webb, F., Fletcher, M., Pretto, G. (2008). The WIL [Work Integrated Learning] report: A national scoping study [Australian Learning and Teaching Council (ALTC) Final report]. Brisbane: Queensland University of Technology.
* Patrick, C-J., Peach, D., Pocknee, C., Webb, F., Fletcher, M., Pretto, G. (2008). The WIL [Work Integrated Learning] report: A national scoping study [Australian Learning and Teaching Council (ALTC) Final report]. Brisbane: Queensland University of Technology.
*Pham, T., Bao, D., Saito, E., & Chowdhury, R. (2018). Employability of international students: Strategies to enhance their experience on work-integrated learning (WIL) programs. Journal of Teaching and Learning for Graduate Employability, 9(1), 62-83.
*Pham, T., Bao, D., Saito, E., & Chowdhury, R. (2018). Employability of international students: Strategies to enhance their experience on work-integrated learning (WIL) programs. Journal of Teaching and Learning for Graduate Employability, 9(1), 62-83.
* PhilipsKPA (2016). Griffith University Graduate Employability ‘Health Check’: Final Report May 2016. RMIT. (2018). Work integrated learning resources: Staff general WIL information. Retrieved from http://mams.rmit.edu.au/pkzdtua62bgs1.pdf
* PhilipsKPA (2016). Griffith University Graduate Employability ‘Health Check’: Final Report May 2016. RMIT. (2018). Work integrated learning resources: Staff general WIL information. Retrieved from http://mams.rmit.edu.au/pkzdtua62bgs1.pdf
* Ruskin, J., & Bilous, R. (2017). Co-creating curriculum on a shoestring with student, industry partner and staff engagement. In Higher Education Research and Development Society of Australasia Inc. Curriculum Transformation (pp. 42-52)
* Ruskin, J., & Bilous, R. (2017). Co-creating curriculum on a shoestring with student, industry partner and staff engagement. In Higher Education Research and Development Society of Australasia Inc. Curriculum Transformation (pp. 42-52)
* Sachs, J., & Rowe, A. (2016). 2016 Good Practice Report – Work Integrated Learning (WIL). Canberra: Department of Education and Training.
* Sachs, J., & Rowe, A. (2016). 2016 Good Practice Report – Work Integrated Learning (WIL). Canberra: Department of Education and Training.
* Silverberg, M., Warner, E., Fong, M., & Goodwin, D. (2004). National Assessment of Vocational Education. Final Report to Congress. Washington, DC: US Department of Education.
* Silverberg, M., Warner, E., Fong, M., & Goodwin, D. (2004). National Assessment of Vocational Education. Final Report to Congress. Washington, DC: US Department of Education.
* TEQSA (2017). Guidance Note: Work Integrated Learning. Retrieved from https://www.teqsa.gov.au/latestnews/publications/guidance-note-work-integrated-learning
* TEQSA (2017). Guidance Note: Work Integrated Learning. Retrieved from https://www.teqsa.gov.au/latestnews/publications/guidance-note-work-integrated-learning
* Tomlinson, M. (2017). Forms of graduate capital and their relationship to graduate employability. Education+Training, 59(4), 338-352.
* Tomlinson, M. (2017). Forms of graduate capital and their relationship to graduate employability. Education+Training, 59(4), 338-352.
* Tran, T. T. (2016). Enhancing graduate employability and the need for university-enterprise collaboration. Journal of Teaching and Learning for Graduate Employability, 7(1), 58-71.
* Tran, T. T. (2016). Enhancing graduate employability and the need for university-enterprise collaboration. Journal of Teaching and Learning for Graduate Employability, 7(1), 58-71.
* Vanderlelie, J. (2017). Supercharging Employability: How to harness the power of your graduates. Retrieved from http://unistars.org/papers/STARS2017/07B.pdf
* Vanderlelie, J. (2017). Supercharging Employability: How to harness the power of your graduates. Retrieved from http://unistars.org/papers/STARS2017/07B.pdf
* Wilson, R., Murray, G. & Clarke, B. (2018). The RMIT belonging strategy: fostering student engagement in higher education. In D. Wache and D. Houston (Eds.), Research and Development in Higher Education: (Re) Valuing Higher Education, 41 (257 - 266) . Adelaide, Australia, 2-5 July 2018.
* Wilson, R., Murray, G. & Clarke, B. (2018). The RMIT belonging strategy: fostering student engagement in higher education. In D. Wache and D. Houston (Eds.), Research and Development in Higher Education: (Re) Valuing Higher Education, 41 (257 - 266) . Adelaide, Australia, 2-5 July 2018.
Macquarie University
Macquarie University
A range of external points of reference provide support for employability programming. These include the Higher Education Standards Framework which, at 1.4(2)c, mandate that:
A range of external points of reference provide support for employability programming. These include the Higher Education Standards Framework which, at 1.4(2)c, mandate that:
The specified learning outcomes for each course of study encompass discipline-related and generic outcomes, including:
The specified learning outcomes for each course of study encompass discipline-related and generic outcomes, including:
c. knowledge and skills required for employment and further study related to the course of study, including those required to be eligible to seek registration to practise where applicable...
c. knowledge and skills required for employment and further study related to the course of study, including those required to be eligible to seek registration to practise where applicable...
The TEQSA Guidance Note on Work Integrated Learning is another reference point both in terms of compliance, but also in terms of quality assurance and program design; WIL integration related to Learning Outcomes and Assessment types.
The TEQSA Guidance Note on Work Integrated Learning is another reference point both in terms of compliance, but also in terms of quality assurance and program design; WIL integration related to Learning Outcomes and Assessment types.
PACE
PACE
As noted earlier, the PACE program is aligned with and directly addresses several priority areas identified by the National WIL Strategy (2015). These include: the development of University resources, processes and systems to develop WIL and engage business and community partners; and ensuring that investment in WIL is well-targeted and enables sustainable, high quality experiences, stakeholder participation and growth (National WIL Strategy 2015). The University (via PACE) is a member of the Australian Collaborative Education Network (ACEN) - the premier professional association for WIL practitioners and researchers in Australia - and WACE, the only international professional organization dedicated to developing, expanding, branding and advocating for cooperative and work-integrated education programs within industry and educational institutions.
As noted earlier, the PACE program is aligned with and directly addresses several priority areas identified by the National WIL Strategy (2015). These include: the development of University resources, processes and systems to develop WIL and engage business and community partners; and ensuring that investment in WIL is well-targeted and enables sustainable, high quality experiences, stakeholder participation and growth (National WIL Strategy 2015). The University (via PACE) is a member of the Australian Collaborative Education Network (ACEN) - the premier professional association for WIL practitioners and researchers in Australia - and WACE, the only international professional organization dedicated to developing, expanding, branding and advocating for cooperative and work-integrated education programs within industry and educational institutions.
Careers and Employment Service
Careers and Employment Service
The Careers and Employment Services team are members of NAGCAS (National Association of Career Advisory Services) and AAGE (Australian Association of Graduate Employers). Through these memberships the team engages in current discourse, best practices and service standards for Careers practitioners. The team have presented employability information back to the University community at several Learning and Teaching week events: e.g. “Employability - it’s everyone’s businessâ€. This team have also showcased academic staff who are embedding employability activities within their units to give context and share learning.
The Careers and Employment Services team are members of NAGCAS (National Association of Career Advisory Services) and AAGE (Australian Association of Graduate Employers). Through these memberships the team engages in current discourse, best practices and service standards for Careers practitioners. The team have presented employability information back to the University community at several Learning and Teaching week events: e.g. “Employability - it’s everyone’s businessâ€. This team have also showcased academic staff who are embedding employability activities within their units to give context and share learning.
The Learning Innovation Hub (LIH) represent the University as members of:
The Learning Innovation Hub (LIH) represent the University as members of:
* The Council of Australasian University Leaders in Learning and Teaching (CAULLT, formerly CADAD), the peak professional body for leaders in University learning and teaching whose responsibilities include academic development, and
* The Council of Australasian University Leaders in Learning and Teaching (CAULLT, formerly CADAD), the peak professional body for leaders in University learning and teaching whose responsibilities include academic development, and
* The Australasian Council on Open, Distance and e-Learning (ACODE), the peak Australasian organisation for universities engaged or interested in technology enhanced learning and teaching.
* The Australasian Council on Open, Distance and e-Learning (ACODE), the peak Australasian organisation for universities engaged or interested in technology enhanced learning and teaching.
LIH team attendance at respective conferences and workshops provide current and cutting-edge perspectives on best practices as well as networking opportunities to exchange ideas and partnerships. The intention is that University representatives then ‘bring this knowledge back’ to the campus and share learnings through newsletters, blogs, workshops, seminars and other events.
LIH team attendance at respective conferences and workshops provide current and cutting-edge perspectives on best practices as well as networking opportunities to exchange ideas and partnerships. The intention is that University representatives then ‘bring this knowledge back’ to the campus and share learnings through newsletters, blogs, workshops, seminars and other events.
Murdoch University
Murdoch University
The Work Integrated Learning Team use TEQSA Guidelines on WIL, WIL National Strategy, Active engagement with ACEN, and their WIL Policy, Procedures and Guidelines are benchmarked against other Australian universities. Additionally, the institution is involved in collaboration with IRU universities, especially through the IRU Vice Chancellors Fellows.
The Work Integrated Learning Team use TEQSA Guidelines on WIL, WIL National Strategy, Active engagement with ACEN, and their WIL Policy, Procedures and Guidelines are benchmarked against other Australian universities. Additionally, the institution is involved in collaboration with IRU universities, especially through the IRU Vice Chancellors Fellows.
The Careers Service use National Association of Graduate Careers Advisory Services (NAGCAS), The Careers Industry Council of Australia (CICA) and Australian Government labour market information to inform current practice. The Careers Service also hold associate membership of the Australian Association of Graduate Employers (AAGE).
The Careers Service use National Association of Graduate Careers Advisory Services (NAGCAS), The Careers Industry Council of Australia (CICA) and Australian Government labour market information to inform current practice. The Careers Service also hold associate membership of the Australian Association of Graduate Employers (AAGE).
SAE
SAE
SAE participates in all aspects of the QILT surveys. This provides benchmarking and performance data relating to graduate outcomes.
SAE participates in all aspects of the QILT surveys. This provides benchmarking and performance data relating to graduate outcomes.
SAE Institute is subject to quality assurance on two levels 1. as a registered provider of Higher Education under TEQSA and 2. as part of the corporate structure of Navitas Careers and Industry Division. The Careers and Industry Division incorporates;
SAE Institute is subject to quality assurance on two levels 1. as a registered provider of Higher Education under TEQSA and 2. as part of the corporate structure of Navitas Careers and Industry Division. The Careers and Industry Division incorporates;
All Navitas non-university approved tertiary institutes:
All Navitas non-university approved tertiary institutes:
SAE Creative Media Institute
SAE Creative Media Institute
Australian College of Applied Psychology (ACAP
Australian College of Applied Psychology (ACAP
Navitas College of Public Safety (NCPS)
Navitas College of Public Safety (NCPS)
Health Skills Australia (HSA); and
Health Skills Australia (HSA); and
Government contracts delivered through the Adult Migrant English Program (AMEP), Skills for Education and Employment (SEE) and Humanitarian Settlement Services (HSS).
Government contracts delivered through the Adult Migrant English Program (AMEP), Skills for Education and Employment (SEE) and Humanitarian Settlement Services (HSS).
Careers and Internships
Careers and Internships
Within this structure SAE gains access to further resourcing, benchmarking in the areas of Learning Technology and Compliance Services and employability initiatives of which the division is focused on.
Within this structure SAE gains access to further resourcing, benchmarking in the areas of Learning Technology and Compliance Services and employability initiatives of which the division is focused on.
Swinburne University of Technology
Swinburne University of Technology
As a University the main external point of reference is TEQSA as our regulator and their advice through Guidance Note: WIL is utilised to inform the university standpoint regarding employability strategies and initiatives. In keeping at the forefront of ongoing discussions that TEQSA defines graduate attributes as generic learning outcomes that are transferrable, non-discipline specific skills that have application in study, work and life contexts.² It is through TEQSA Higher Education Standards that we also in building any initiative that SUT ensure our compliance with Clauses on Wellbeing & Safety, Third party learning, Learning outcomes and assessment, RPL for WIL and Course Design.
As a University the main external point of reference is TEQSA as our regulator and their advice through Guidance Note: WIL is utilised to inform the university standpoint regarding employability strategies and initiatives. In keeping at the forefront of ongoing discussions that TEQSA defines graduate attributes as generic learning outcomes that are transferrable, non-discipline specific skills that have application in study, work and life contexts.² It is through TEQSA Higher Education Standards that we also in building any initiative that SUT ensure our compliance with Clauses on Wellbeing & Safety, Third party learning, Learning outcomes and assessment, RPL for WIL and Course Design.
As referenced previously in this submission under question (1.4) relating to research assisting in shaping Swinburne objectives around employability, the Nous Group are often utilised by Swinburne in research data. The Nous Group in this case, provided consulting services in relation to the building of design frameworks for the graduate attributes, course curriculum and future learning experience.
As referenced previously in this submission under question (1.4) relating to research assisting in shaping Swinburne objectives around employability, the Nous Group are often utilised by Swinburne in research data. The Nous Group in this case, provided consulting services in relation to the building of design frameworks for the graduate attributes, course curriculum and future learning experience.
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*²Australian Government TEQSA, TEQSA glossary of terms, 2017
*²Australian Government TEQSA, TEQSA glossary of terms, 2017
UNSW
UNSW
* Professional Accreditation: please see attached spreadsheet with professional accreditation requirements for UNSW degrees.
* Professional Accreditation: please see attached spreadsheet with professional accreditation requirements for UNSW degrees.
* Tertiary Education Quality and Standards Agency (TEQSA) guidelines and standards inform WIL practice.
* Tertiary Education Quality and Standards Agency (TEQSA) guidelines and standards inform WIL practice.
* Registered Career Development Practitioners are guided by the Career Industry Council of Australia (CICA) professional standards: https://cica.org.au/wp-content/uploads/cica_prof_standards_booklet.pdf
* Registered Career Development Practitioners are guided by the Career Industry Council of Australia (CICA) professional standards: https://cica.org.au/wp-content/uploads/cica_prof_standards_booklet.pdf
*Registered Career Development Practitioners are members of various professional associations including CICA, the National Association of Graduate Careers Advisory Services (NAGCAS), the Association of Australian Graduate Employers (AAGE), The Australian Collaborative Education Network (ACEN), the Career Development Association of Australia (CDAA).
*Registered Career Development Practitioners are members of various professional associations including CICA, the National Association of Graduate Careers Advisory Services (NAGCAS), the Association of Australian Graduate Employers (AAGE), The Australian Collaborative Education Network (ACEN), the Career Development Association of Australia (CDAA).
UQ
UQ
UQ refers to a number of external points to inform work in employability. We refer to TEQSA and in particular the Work Integrated Learning Guidance notes to ensure the quality of Work Integrated Learning activities.
UQ refers to a number of external points to inform work in employability. We refer to TEQSA and in particular the Work Integrated Learning Guidance notes to ensure the quality of Work Integrated Learning activities.
We also refer to the Australian Collaborative Education Network National WIL strategy to align our practice around Work Integrated Learning with key strategic action nationally.
We also refer to the Australian Collaborative Education Network National WIL strategy to align our practice around Work Integrated Learning with key strategic action nationally.
Higher Education Academy ‘Embedding Employability in Higher Education’ resources are used in day to day conversations and work with staff across the institution to provide a common language and understanding of employability, as well as explaining how employability can be scaffolded across a program.
Higher Education Academy ‘Embedding Employability in Higher Education’ resources are used in day to day conversations and work with staff across the institution to provide a common language and understanding of employability, as well as explaining how employability can be scaffolded across a program.
The Higher Education Learning Framework provides guiding principles for teaching and learning and are a reference point also for the teaching of career education, and work integrated learning. As the UQ Employability Framework is predicated on experiential learning, principles 1 'Learning as becoming' and 2 'Contextual learning' of the framework have particular relevance.
The Higher Education Learning Framework provides guiding principles for teaching and learning and are a reference point also for the teaching of career education, and work integrated learning. As the UQ Employability Framework is predicated on experiential learning, principles 1 'Learning as becoming' and 2 'Contextual learning' of the framework have particular relevance.
The UQ Employability Framework references several key learning theories but in particular Kolb’s experiential learning theory, The Career EDGE Model of Employability, developed by Dacre Pool and Sewell (2007), and Transformative Learning theory (Mezirow 1991).
The UQ Employability Framework references several key learning theories but in particular Kolb’s experiential learning theory, The Career EDGE Model of Employability, developed by Dacre Pool and Sewell (2007), and Transformative Learning theory (Mezirow 1991).
USC
USC
USC uses external points of reference to inform work on employability at an institutional level e.g. TEQSA Guidance Notes, government learning and teaching bodies grants and projects (OLT, DET), sector WIL and employability initiatives, SoTL and research.
USC uses external points of reference to inform work on employability at an institutional level e.g. TEQSA Guidance Notes, government learning and teaching bodies grants and projects (OLT, DET), sector WIL and employability initiatives, SoTL and research.
Many academic and professional staff engage with the Australian Collaborative Education Network Limited (ACEN). It is the professional association for practitioners and researchers from the tertiary education sector, industry, community and government representatives, involved in work integrated learning (WIL) in Australia. ACEN provides strategic leadership for work-integrated learning research, scholarship and practice in Australia, for its members and other stakeholders.
Many academic and professional staff engage with the Australian Collaborative Education Network Limited (ACEN). It is the professional association for practitioners and researchers from the tertiary education sector, industry, community and government representatives, involved in work integrated learning (WIL) in Australia. ACEN provides strategic leadership for work-integrated learning research, scholarship and practice in Australia, for its members and other stakeholders.
Evidence:
Evidence:
3.1a Guidance Note: Work Integrated Learning Version 1.2 (11 October 2017)
3.1a Guidance Note: Work Integrated Learning Version 1.2 (11 October 2017)
3.1b OLT Employability Projects 2010-Current
3.1b OLT Employability Projects 2010-Current
3.1c See 1.1a Appendix 1
3.1c See 1.1a Appendix 1
USQ
USQ
 Professional accreditation bodies e.g. Queensland College of Teachers are regularly consulted
 Professional accreditation bodies e.g. Queensland College of Teachers are regularly consulted
 Industry Advisory Groups inform curriculum development, accreditation and meet regularly with faculty staff to discuss if graduates are meeting industry standards
 Industry Advisory Groups inform curriculum development, accreditation and meet regularly with faculty staff to discuss if graduates are meeting industry standards
 Other peak bodies are regularly consulted and engaged in curriculum development and accreditation including Southern Queensland Rural Health, Australian Collaborative Education Network
 Other peak bodies are regularly consulted and engaged in curriculum development and accreditation including Southern Queensland Rural Health, Australian Collaborative Education Network
 QILT
 QILT
 QS Graduate Employability Rankings – USQ submits data but has been unable to achieve a ranking
 QS Graduate Employability Rankings – USQ submits data but has been unable to achieve a ranking
 International Student Barometer Rankings
 International Student Barometer Rankings
 Student Barometer Rankings
 Student Barometer Rankings
 IGOS
 IGOS
 TEQSA
 TEQSA
 Careers & Employability staff meeting 1:1 with students and providing careers and employability education are accredited by the Careers Industry Council of Australia (CICA) meeting the Professional Standards for Career Development Practitioners: Professional Standards for Career Practitioners: https://cica.org.au/professional-standards/
 Careers & Employability staff meeting 1:1 with students and providing careers and employability education are accredited by the Careers Industry Council of Australia (CICA) meeting the Professional Standards for Career Development Practitioners: Professional Standards for Career Practitioners: https://cica.org.au/professional-standards/
UTAS
UTAS
External reference points are regularly used, such as the TEQSA Guidance Note on Work Integrated Learning and related sector wide scholarship.
External reference points are regularly used, such as the TEQSA Guidance Note on Work Integrated Learning and related sector wide scholarship.
UWA
UWA
Yes. Earlier in the year UWA participated in the Universities Australia Work Integrated Learning (WIL) Project. This project aimed to establish a profile and national baseline of WIL. Once the data was collected it was analysed to assess how many majors have a unit which has some form of WIL activity in it. From this it was concluded 67% of all majors at UWA have a WIL unit, and 55% of these units are core units (core units are essential to majors, and must be taken at each level for students to progress through to completion of the major). These figures are a starting point to inform how the University proceeds forward with embedding WIL into the curriculum.
Yes. Earlier in the year UWA participated in the Universities Australia Work Integrated Learning (WIL) Project. This project aimed to establish a profile and national baseline of WIL. Once the data was collected it was analysed to assess how many majors have a unit which has some form of WIL activity in it. From this it was concluded 67% of all majors at UWA have a WIL unit, and 55% of these units are core units (core units are essential to majors, and must be taken at each level for students to progress through to completion of the major). These figures are a starting point to inform how the University proceeds forward with embedding WIL into the curriculum.
The University is also in the process of mapping out the professional practicum for Engineering students. This process includes administration (who is responsible for what and when), and the student experience (including a pre-placement module, placement agreements for paid/unpaid positions, and so forth). This process has been guided by the TEQSA Guidance Notes on Work Integrated Learning. It has also included understanding how other universities map out agreements between institutions and organisations, and collaborative conversations with the Associate Dean for Teaching and Learning for the engineering faculty, the Chair in Engineering Education, the legal team, the manager for Student Experience in the Service Delivery Centre, and the the Manager for Compliance, Policy, and Quality Assurance.
The University is also in the process of mapping out the professional practicum for Engineering students. This process includes administration (who is responsible for what and when), and the student experience (including a pre-placement module, placement agreements for paid/unpaid positions, and so forth). This process has been guided by the TEQSA Guidance Notes on Work Integrated Learning. It has also included understanding how other universities map out agreements between institutions and organisations, and collaborative conversations with the Associate Dean for Teaching and Learning for the engineering faculty, the Chair in Engineering Education, the legal team, the manager for Student Experience in the Service Delivery Centre, and the the Manager for Compliance, Policy, and Quality Assurance.
There is a position paper on Employability currently written by the Research team in the Educational Enhancement Unit. The purpose of this paper is to capture current examples of WIL activities embedded in the majors, and the strengths and challenges faced by unit coordinators around the topic. Interviews are conducted with key stakeholders, including unit coordinators, Student Guild representatives, Student Assist (counselling support services for students), Business Engagement, and Alumni. The position paper will establish the University’s approach to Employability in a succinct, easy-to-read booklet accessible to the UWA community.
There is a position paper on Employability currently written by the Research team in the Educational Enhancement Unit. The purpose of this paper is to capture current examples of WIL activities embedded in the majors, and the strengths and challenges faced by unit coordinators around the topic. Interviews are conducted with key stakeholders, including unit coordinators, Student Guild representatives, Student Assist (counselling support services for students), Business Engagement, and Alumni. The position paper will establish the University’s approach to Employability in a succinct, easy-to-read booklet accessible to the UWA community.
Furthermore, the University has engaged the services of an external consulting organisation to benchmark placement process against five other universities in Australia. This benchmarking will be specifically for two WIL units (in the Faculty of Arts, Business, Law, and Education, and the Faculty of Science), and for the Engineering Professional Practicum (Faculty of Engineering and Mathematical Sciences).
Furthermore, the University has engaged the services of an external consulting organisation to benchmark placement process against five other universities in Australia. This benchmarking will be specifically for two WIL units (in the Faculty of Arts, Business, Law, and Education, and the Faculty of Science), and for the Engineering Professional Practicum (Faculty of Engineering and Mathematical Sciences).
The Strategy Associate Director for the central EEU which caretakes WIL is a WA board member for Australian Collaborative Education Network (ACEN), and the University is also a member.
The Strategy Associate Director for the central EEU which caretakes WIL is a WA board member for Australian Collaborative Education Network (ACEN), and the University is also a member.
Victoria University
Victoria University
In developing the Employability Strategy, the literature was systematically reviewed to derive strategies for which there was empirical evidence for positive impact on employability. Furthermore national survey data and institution-specific data was analysed to derive appropriate targets and benchmarks for graduate outcomes. Institution specific data was used to identify cohorts least likely to make successful transitions into the workplace and the Strategy sought to address these outcomes with the creation of targeted programs and services.
In developing the Employability Strategy, the literature was systematically reviewed to derive strategies for which there was empirical evidence for positive impact on employability. Furthermore national survey data and institution-specific data was analysed to derive appropriate targets and benchmarks for graduate outcomes. Institution specific data was used to identify cohorts least likely to make successful transitions into the workplace and the Strategy sought to address these outcomes with the creation of targeted programs and services.
Research and data sources used in formulating the Strategy:
Research and data sources used in formulating the Strategy:
Yorke 2006 –Employability in Higher Education: What it is – what it is not.
Yorke 2006 –Employability in Higher Education: What it is – what it is not.
16 Watts A, 2006 Career Development Learning and Employability, The Higher Education Academy
16 Watts A, 2006 Career Development Learning and Employability, The Higher Education Academy
Richardson S, Bennett D & Roberts L, 2016 - Investigating the Relationship between Equity and Graduate Outcomes in Australia, National Centre for Student Equity in Higher Education, Curtin University
Richardson S, Bennett D & Roberts L, 2016 - Investigating the Relationship between Equity and Graduate Outcomes in Australia, National Centre for Student Equity in Higher Education, Curtin University
Kinnash S, Crane L, Judd M, Good Practice Report: Nurturing graduate employability in higher education, Bond University
Kinnash S, Crane L, Judd M, Good Practice Report: Nurturing graduate employability in higher education, Bond University
Karmel T & Carroll D, 2016 Has the graduate job market been swamped? NILS Working Paper Series No. 228
Karmel T & Carroll D, 2016 Has the graduate job market been swamped? NILS Working Paper Series No. 228
Foundations for Young Australians (FYA) 2015 The new work order – Ensuring Young Australians have the skills and experience for the jobs of the future, not the past.
Foundations for Young Australians (FYA) 2015 The new work order – Ensuring Young Australians have the skills and experience for the jobs of the future, not the past.
Deloitte Access Economics – The future of work: How can we adapt to survive and thrive?
Deloitte Access Economics – The future of work: How can we adapt to survive and thrive?
Quality Indicators for Teaching and Learning - Graduate Destinations Survey 2013-2015, https://www.qilt.edu.au
Quality Indicators for Teaching and Learning - Graduate Destinations Survey 2013-2015, https://www.qilt.edu.au
NCVER 2015 Australian vocational education and training statistics - Government funded student outcomes 2015
NCVER 2015 Australian vocational education and training statistics - Government funded student outcomes 2015
Western Sydney University
Western Sydney University
There are a range of external points of reference used, including the HESF standards and TEQSA guidance relating to the quality assurance and course outcome integration of WIL, QILT data (SES, GOS, GOS-L, ESS), the ISB, QS and THE Employability Rankings.
There are a range of external points of reference used, including the HESF standards and TEQSA guidance relating to the quality assurance and course outcome integration of WIL, QILT data (SES, GOS, GOS-L, ESS), the ISB, QS and THE Employability Rankings.
Further, the ACEN and IRU Network provide a wealth of WIL research that can be used to rationalise strategy and activity in the Schools.
Further, the ACEN and IRU Network provide a wealth of WIL research that can be used to rationalise strategy and activity in the Schools.
The Graduate Capital model provides a useful framework, however further research to validate its effectiveness as a framework at the University is required. The University of Southampton is currently testing the usefulness of the model and it will be beneficial to draw on their findings here.
The Graduate Capital model provides a useful framework, however further research to validate its effectiveness as a framework at the University is required. The University of Southampton is currently testing the usefulness of the model and it will be beneficial to draw on their findings here.
The University, through the Office of Quality and Performance, centrally supports all professional accreditations which are mandatory for practice post-graduation. The majority of professionally accredited degrees have mandatory WIL and/or practicum components embedded within their standards and core competency requirements. Comprehensive evidence of the efficacy of WIL and practicum practices for these programs must be collected and reviewed as part of all cyclical accreditation renewal. The central coordination and support of key professional accreditations enables the University to consider accreditation holistically and utilise the associated standards, competencies and requirements as external points of reference and guidance to inform employability at broader institutional level.
The University, through the Office of Quality and Performance, centrally supports all professional accreditations which are mandatory for practice post-graduation. The majority of professionally accredited degrees have mandatory WIL and/or practicum components embedded within their standards and core competency requirements. Comprehensive evidence of the efficacy of WIL and practicum practices for these programs must be collected and reviewed as part of all cyclical accreditation renewal. The central coordination and support of key professional accreditations enables the University to consider accreditation holistically and utilise the associated standards, competencies and requirements as external points of reference and guidance to inform employability at broader institutional level.
Numerous external advisory committees, comprising relevant industry professionals, alumni, academic staff at other institutions and key internal School staff, are in place across Schools, at a course, program or discipline level. These groups are a vital external referencing component to assist in developing and validating programs to reflect current issues, practices and employability. These committees report to both the specific School Academic Committees, and the Academic Planning and Courses Approvals Committee as part of the course academic governance framework.
Numerous external advisory committees, comprising relevant industry professionals, alumni, academic staff at other institutions and key internal School staff, are in place across Schools, at a course, program or discipline level. These groups are a vital external referencing component to assist in developing and validating programs to reflect current issues, practices and employability. These committees report to both the specific School Academic Committees, and the Academic Planning and Courses Approvals Committee as part of the course academic governance framework.
Yes, but
Yes, but
ICMS
ICMS
Yes, but more to do. QILT survey data and industry feedback are collated for use to inform progress against the ICMS vision and purpose (see below).
Yes, but more to do. QILT survey data and industry feedback are collated for use to inform progress against the ICMS vision and purpose (see below).
ICMS Vision: Australia's Leader of Career-Focused Education
ICMS Vision: Australia's Leader of Career-Focused Education
ICMS Purpose: Educating students for Personal Success in their Professional Life
ICMS Purpose: Educating students for Personal Success in their Professional Life
To date, the data has been used to great effect for marketing purposes when compared against other institutions, as ICMS has much to be proud of in this space i.e. 90% of ICMS students graduate with a job in their field and 100% of ICMS students graduate with industry experience.
To date, the data has been used to great effect for marketing purposes when compared against other institutions, as ICMS has much to be proud of in this space i.e. 90% of ICMS students graduate with a job in their field and 100% of ICMS students graduate with industry experience.
With the WIL Office moving into the Learning and Teaching Department from 2018, an analytical, learning and teaching based approach to the currently available data is underway. In addition, better data collection approaches are being implemented i.e. employer evaluations data of students on WIL Placements ( Industry Training). These approaches aim to better inform future employability approaches on measures such as student preparedness and the achievement of graduate capabilities.
With the WIL Office moving into the Learning and Teaching Department from 2018, an analytical, learning and teaching based approach to the currently available data is underway. In addition, better data collection approaches are being implemented i.e. employer evaluations data of students on WIL Placements ( Industry Training). These approaches aim to better inform future employability approaches on measures such as student preparedness and the achievement of graduate capabilities.
There are also plans underway to expand the ICMS QILT measures to include an employability focus.
There are also plans underway to expand the ICMS QILT measures to include an employability focus.
Employability benchmarking with other institutions is on-going as a means to share information and better inform our own practice (i.e. in 2017 with COPHE and this current Advance HE Employability Project).
Employability benchmarking with other institutions is on-going as a means to share information and better inform our own practice (i.e. in 2017 with COPHE and this current Advance HE Employability Project).
Massey University
Massey University
The University is using benchmarks (against its own performance) on employability rankings, as well as Post-Study Outcome data. This is not yet informing development of policies and strategies.
The University is using benchmarks (against its own performance) on employability rankings, as well as Post-Study Outcome data. This is not yet informing development of policies and strategies.
No, but
No, but
No
No