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Not all depts. have an obvious pool of employers - how do we create a rational approach to communication with them? How do we not  let big corporations overshadow smaller ones? (There is a uni wg creating an employability strategy. Due out in the autumn)
What about academic knowledge of the skills students need? This shouldn’t be subordinated.
We need a broad set of Bath grad skills as well as dept specific
Can we obtain data on where students are 5 years from now? Can we map their career trajectories to see whether they stay in one post or if they move around aka might they be hireable but not employable long term?
Lack of understanding that systems will change in response to needs of newly developed programmes/courses

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International students as stakeholders in some cases e.g. those taking career breaks to study for specific reasons and CPD

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Table 2 4-5pm 27/06/18
Sps - overseas stakeholders; graduates take jobs abroad; how do we engage these employers? Social work accreditation; provide challenges as to how to engage?

New units in robotics - how develop in line with CT principles? Project work, group work; already have good links with employers;

Changing nature of knowledge

Employers might not be able to provide specific sense of graduate skills/attributes;
Can external stakeholders provide vital info on broader nature of change in future e.g. nature of knowledge - what will graduates/employers need in the future to navigate/work in this uncharteded context?

Does uni level groupwork accurately reflect ways of working within industry? E.g. reflect the hierarchical nature of working; that in real world there has to be someone leading a project; objectives of projects/groupwork is very different between education and workplace
Different experiences across different industries/sectors

Opportunities to bring employers into the teaching and learning experience e.g. problem based learning activities sponsored by companies

Sense that employers are looking for attributes/characteristics beyond simply disciplinary content

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Provision of academic writing, maths and language
International student rep coordination
Approach a subset of employers-ask what they need?
What do employers look for?
International aspect
Value of languages
Option to work or study abroad?
bath award - good for international students.
Overseas employers/organisations - how can we engage with them?

Prestige of UK university - attracts international students
Can students take Mfl modules alongside their course?
Inter-cultural awareness

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External stakeholders - placement providers, employers, Accreditation bodies, not just about employers - who else has a stake? Do students come to bath just to become employable? Skills broader than employability. Applicable to a wide field of work.
Stakeholders pre he eg school - do they have a stakeholder view
What students want to be -
Disciplinary aspects - do we produce different types of disciplinary graduates to other institutions?
Expose to variety of possible outcomes for graduates - focusing on specific employers might lead to over specific attributes

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Placement providers - good relationships already across departments, would be easy to communicate with providers to get their feedback.
Consultation already started in some areas.
Questionnaires to send to employers.
Highlight strengths and weaknesses of graduates
How can Skills centre help develop/prepare students?
How can depts/other professional services provide info re: Academic knowledge/transferable skills
Placement is a feature of the university
Student employability/transferable skills development whilst on placement- left to the placement to make this happen. what about students who don’t complete a placement?
Awareness of employable skills
Identify skills that aren’t being developed currently- group work
Feedback - students feel that they don’t get enough

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Mech eng have an industrial advisory board but it isn’t necessarily representative of all graduate employers.
In management they are using placement reports and data to inform employer feedback.
Not sure how the membership of these are made up.
In som there is a corporate engagement group which is sometimes then filtered down and corporate relationships are arranged this way.
It was felt that employers are quite well informed of the curriculum content.
Som used employer feedback to inform a gap in the a and f curriculum around the students and graduates computing skills.
Employers have reported or been seen to employ graduates from technical backgrounds in non traditional technical positions. Different employers will require different levels of different skills.

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What are the potential areas of conflict or difficulty? 

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What are the potential areas of conflict or difficulty? 

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How can employers or external stakeholders influence your graduate attributes? 

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How can employers or external stakeholders influence your graduate attributes? 

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How do you want to engage with employers or external stakeholders? 

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How do you want to engage with employers or external stakeholders? 