Yes. ACAP participates in the QILT surveys. This provides benchmarking and performance data relating to graduate outcomes.
Please refer to 1.8 above many ACAP courses have work placement requirements and it is through undertaking these placements that ACAP students not only satisfy the requirements of professional bodies but also can beneficial work experience.
ACAP 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:
Within this structure ACAP gains access to further resourcing, benchmarking in the areas of learning technology, compliance and employability initiatives on which the division is focused.
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 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 and identify initiatives to leverage the ATN profile nationally
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.
As evidenced through the curriculum policy framework, ECU uses the following external points of reference to inform work in employability at an institutional level:
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.
Griffith University uses many external points of reference to inform its work in employability at an institutional level, including:
In reviewing Griffith' 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:
Literature has been used in the development of the WIL framework.
TEQSA guidelines are followed
Current institutional research to support an institutional approach to employability:
- How can curriculum close the gap between capabilities required by the hospitality industry and the students level of development?
- Investigation into the impact of the educational institutions brand on graduate employability
- Developing students' capabilities in the digital age
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:.
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.
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.
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 business. 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:
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.
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.
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).
Additionally, the institution is involved in collaboration with IRU universities, especially through the IRU Vice Chancellors Fellows.
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;
All Navitas non-university approved tertiary institutes:
SAE Creative Media Institute
Australian College of Applied Psychology (ACAP
Navitas College of Public Safety (NCPS)
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).
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.
Professional accrediting bodies, e.g.:
Submitted
Whelan, M. B. and A. Reichelt-Brushett (NA). "Using internship placements to road test threshold learning outcomes for environment and sustainability." Journal of Teaching and Learning for Graduate Employability.
Conference
Whelan, M., Newell, D., Purdy, J., den Exter, K., Fletcher, H. (2017). Industry-teaching nexus: improving curriculum and assessment via industry engagement. . Surveying and Spatial Science Institute NSW & Act Annual Conference, . Bathurst.
Peer-reviewed
Whelan, M. (2017). "Academic work-integrated learning (WIL): Reengaging teaching-focused academics with industry." Journal of Teaching and Learning for Graduate Employability 8(1).
Whelan, M. (2017). "Road testing graduate attributes and course learning outcomes of an environmental science degree via a work-integrated learning placement." Asia-Pacific Journal of Cooperative Education 18(1): 1-13.
Baker, L. (2014). Enhancing employability skills and graduate attributes through work-integrated learning, NCVER, Adelaide,
Baker, L., Caldicott, C., Spowart, J. (2011) Cooperative education and work-integrated learning in hospitality and tourism in Richard K. Coll and Karsten Zegwaard, (eds). International Handbook for Cooperative and Work-Integrated Education, 2nd edn, Waikato Print, Hamilton, NZ.
Baker, L. (2010). The role of WIL in assessing and developing graduate attributes and
employability skills. Working paper presented at the Australian Association of Collaborative
Education (ACEN) Conference, September 27 October 2, 2010, Perth, Australia.
Benchmarking
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. 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.
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Australian Government TEQSA, TEQSA glossary of terms, 2017
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.
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 UQ Employability Framework references several key learning theories but in particular Kolba's experiential learning theory, The Career EDGE Model of Employability, developed by Dacre Pool and Sewell (2007), and Transformative Learning theory (Mezirow 1991).
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.
Evidence:
3.1a Guidance Note: Work Integrated Learning Version 1.2 (11 October 2017)
3.1b OLT Employability Projects 2010-Current
3.1c See 1.1a Appendix 1
External reference points are regularly used, such as the TEQSA Guidance Note on Work Integrated Learning and related sector wide scholarship.
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.
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).
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.
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:
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
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
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.
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
NCVER 2015 Australian vocational education and training statistics - Government funded student outcomes 2015
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.
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.
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 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 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.
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.
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).
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.