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Students need the opportunity to work in a way which models real-world working i.e. having opportunities to understand other disciplinary perspectives. 

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Students need the opportunity to work in a way which models real-world working i.e. having opportunities to understand other disciplinary perspectives. 

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To be game-changing requires confidence and therefore a scaffold-ed approach that requires challenge from day 1 of their programme is important. Some students are privileged in their extra-curricular opportunities, these opportunities may offer risk in a low-stakes environment. Our students are largely from non-privileged backgrounds, non-assessed opportunities to take risk, try new ideas and learn from the results are critical.

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Invite the community in to deliver or participate in taster classes. Opportunities for those in the community to be the 'experts' by appreciating the role that they play in generating social/economic change. 

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Invite the community in to deliver or participate in taster classes. Opportunities for those in the community to be the 'experts' by appreciating the role that they play in generating social/economic change. 

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By creating an open community that includes not just current students but also future students, past students, staff, employers, charities and local communities the University can change the way it, and its students, are perceived in a dramatic fashion. Opening up learning resources and opportunities to everybody is scary at first, and can then be a genuine gamechanger in a market dominated by shuttered thinking. Embedding Open Educational Resources, Open Access, Open Research Data and opening up learning opportunities will raise the University's profile.

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Ensuring that opportunities to develop social capital are embedded in the programme- so that students aren't reliant on unpaid internships that they cannot afford to undertake post-graduation. Establishing networks so that they do not face opportunities that are inaccessible to them through lack of family connections. These opportunities to connect are not solely through work placements and mentoring but could be through disciplinary conferences/professional bodies...etc

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Developing a curriculum model that does not rely solely on content /knowledge acquisition. Setting assessments that require adaptability, flexibility and team working (virtual or face-to-face)- in doing so ensuring students are prepared to cope with such challenges- this becomes part of the teaching as well as the assessment.

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Radically changing what we currently have. More live briefs, more opportunities for interdisciplinary working, greater digital engagement, less focus on presenteeism and more focus on active engagement. The expectations of staff have to change along with the expectations of students.

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Understanding that not all our students are academically minded - they can learn to be if provided with the correct tools at the correct times, foundation, access, pre- and post- application. Teach them how to learn properly, once you know how to learn, you won't stop learning.

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Our students want to come away from University with an excellent CV - enable them to engage with a range of opportunities that will boost not only their CV, but will also help them to achieve beyond expectations. Telling a student they are in charge of project X is tantamount to telling them they are valued by the University and their lecturers.

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Students should have the opportunity to express their civic responsibility, what better way than have them help solve problems for charities, from international to local. The ability of our students to have an impact will not only build their CVs, it will also help the society around them and indeed help shape society.

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Pretty elementary and already in operation - engage students throughout the journey with LinkedIn, but also get employers involved. Let's see job-postings there for example? Graduate opportunities?

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Everything needs to be seamless, the norm and embedded as everyday activity. To be game changers this requires really clever curriculum design and staff in Colleges to be behind the approach. The museum of making project could form a great case study to demsonstraye how we are already doing this kind of work albeit on a very small scale.

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Give everybody in the University one day of volunteering - somewhere that links to their subject area. Or for non- college staff linked to opportunity area, businesses, community engagement etc.

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We need to define what we mean by transformational 

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We need to define what we mean by transformational 

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Everyone uses this term - what does it mean how do we know it has happened?

Employability opportunities beyond discipline areas provide broader horizons and deeper insight so we need to be creative in this.

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Developing opportunities for developing transferable skills to enhance confidence so that uncertainty and ambiguity are viewed positively and our students see the big picture and what they can offer.

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Make stage 1 a more formative approach to learning.
Provide opportunities for students to demonstrate what they can really do rather than trotting out the same old exam/assignments year after year. Truly authentic tasks and projects. Student led. Student designed. Student driven.

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Stop doing everything we currently do.  

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Stop doing everything we currently do.  

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Rip it all up and start again

Properly understand our cohorts, their interests, their potential.

Work with them to draw out their passion and interest and encourage them to take up opportunities in competitions, conferences, etc ... provide them with really engaging opportunities to excel.

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https://www.google.co.uk/amp/s/www.bbc.co.uk/news/amp/uk-england-nottinghamshire-46536375

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Our students have many skills that can benefit and have a positive impact on our local communities. Every student should have the opportunity to engage with local communities. We should be harnessing our best resource in ways we aren't currently doing eg Marketing students undertaking marketing/digital projects for small charities who can't afford to buy in marketing resource; art students running free art classes for local people/asylum seekers etc; Maths students running after school maths clubs. The thought of what we could achieve if we built civic engagement into all our programmes is so exciting, and there would be huge pay off for students in soft skills development.

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Just building on Fiona's thoughts, we employ around 120 students as ambassadors who act as positive role models to that next generation of learner. We should review the ambassador training process to ensure the language and key messages our students use when engaging with potential students mirrors what we want to see in our own student body. The pay off is two-fold, one, potential students progressing to Derby already understand our expectations, learning environment and the language we use, it supports their feelings of belonging and aids a smooth transition. And two, for our current students it reinforces what they should be expecting to see as part of their own learning experience, whilst also building on some of the key qualities, particularly optimism and confidence.

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We need to address the view, still prevalent amongst some staff, that it's just Derby or these are just Derby students, we need to instil in our outputs/teaching, and believe ourselves, that our students are capable of achieving so much (because they are!). We need to recognise and address areas where this thought pattern might consciously or unconsciously pervade our language, teaching and culture.

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Krumboltz's theory of planned happenstance, of planning for being unplanned, and taking best advantage of unpredictable life events would fit well with preparing our students for a rapidly changing labour market. Worth looking into.