All activities have been outlined in previous responses.
Within the Directorate of Student Life, supporting the Student Transitions and Employability team, there is a dedicated communications staff member (HEW 6 x 1 FTE) for both external and internal communications to students and employers.
Areas of Good Practice
As mentioned throughout this response, Griffith recently undertook a review of its Graduate Employability with the view of improving its approaches and related employability initiatives. As such, the University is currently increasing the development of support and resources for specific cohorts and student subgroups (e.g., international students, HDR).
The review also found that while Griffith offers some transitions-out support to students after they complete their programs (such as access to the Careers and Employment service), offering a more systematic and tailored range of support and development opportunities to graduates as they transition to the workforce will enhance both short-term and longer-term outcomes.
Careers Service staff often liaise with staff from other services to ensure there is an awareness of all support service available and that referrals between services can be made when appropriate.
SAE has introduced a deliberate practice to support students in the development of Transferable Skills. This framework is a key component of SAE's approach to student assessment. Deliberate Practice of Transferable Skills is now a requirement for all SAE programs.
University Specialist Employment Partnership (USEP). Southern Cross University has partnered with ON-Q, a Disability Employment Service Provider servicing the Gold Coast and Northern Rivers to implement the USEP program.
USEP provides students with disability, access to a specialist USEP Consultant who can work with them to identify their career and employment goals and develop an action plan that complements their studies and goals. This may include volunteer work experience or part-time employment.
Swinburne activity designed to address employability in terms of support is provided through the following:-
As described in earlier sections, staff have been appointed both centrally and at a Faculty level to provide support for students to develop their employability. In addition to this explicit investment in employability support, appointments have also been made in other areas such as the integration of entrepreneurial education in the curriculum which supports and enhances the Employability agenda at UQ.
Since 2013, the university has offered an institution-wide Employability Award for students who have engaged in a range of experiences outside of their academic studies. The program asks students to reflect on their involvement with a range of activities (both facilitated by UQ and outside of the university) and to reflect on and identify the skill and attribute development that they have gained from these experiences. To achieve the Award, students must submit an application that explains how these experiences can contributed to their employability development and how this will benefit them as they embark on their careers, and then attend an interview where they will also have to effectively communicate this to the interview panel. To date we have approximately 10% of the student population registered for the Award.
Recent investment in a placement management system and an eportfolio platform has also contributed to the support available. The placement management system enables tracking and reporting of WIL placements, and a systematic way of managing placement allocation and prerequisites. The e-portfolio platform allows staff and students to track their progress across a program and for students to collate and curate artefacts as evidence of their employability development. From 2019 the Employability Award will require participants to showcase evidence of their employability development on the eportfolio in order to progress to the final stages of the Award.
The Student Strategy funded Students as Partners initiative provides valuable opportunities for students and staff to partner in the enhancement of the UQ student experience and, by so doing, enhance their employability. By October, over 300 student partners almost 100 academics and nearly 50 professional staff had collaborated on over 110 projects across UQ. These ranged from co-designing curriculum content and developing digital learning modules, to developing inclusive career learning pathways and contributing to university strategy. UQ hosted a Student-Staff Partnerships Showcase in October with 114 delegates from 18 universities attending.
A Work Integrated Learning Community of Practice has been in place since 2012 with a prime purpose of furthering our collaborative approach between work integrated learning practitioners at USC. The aim of the WIL CoP is to:
In short to provide a space for us, the WIL practitioners to communicate, and share best practice to advance effective management of WIL at USC.
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Beyond the major institutional activities supporting employability directly: PACE, GLP, Careers and/or indirectly: Student representative programming, student groups, and mentor activities etc; Support for employability is implicit in dialogues about and service for teaching and professional development and forms part of our quality assurance processes in maintaining an engaged and informed workforce.
The IRU 'Reimagining work integrated learning project' aims to enhance the provision of WIL at the IRU members, with the ultimate aim of improving student and graduate satisfaction and outcomes, including employability. Through a range of collaborative activities, including sharing data and resources, a change academy, and a webinar series, members will explore innovative ways of providing WIL at scale and investigate models for WIL that are responsive to the changing nature of work.
See response to 3.5
No, but the WIL Strategy Working Group has recently commenced, whereby it will agree on a set definition for Work Integrated Learning, a taxonomy of WIL activities, management and coordination of WIL, and establish policies for equity and quality assurance of WIL activities.
No information provided
No, nothing in addition to that already mentioned.
Worth mentioning again that the recent appointment of a Human Resource Manager at ICMS (for the first time) will see the development of a more structured onboarding process for new staff. The development of a robust onboarding process, will allow the WIL area to better inform and prepare staff to assist ICMS' employability focus (as articulated in the ICMS vision and purpose).
No
Not planned for at this stage.
Not at this stage
Other than the support already outlined in previous sections.