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Some year 3 ECS write very positive reflections following placement which demonstrate the value this has had in preparing them

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Embedding Changemaker values in Professional Development modules  and encouraging the students to evidence this within annual assessed professional dialogues

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Sound preparation, good, positive relationships with placements and the development of mentors in the workplace.

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Question 1
* Teaching English language to international students providing them with a positive opportunity to communicate with fluency.
* Opportunities within the university becoming ambassadors. Add skill developments throughout the different courses.
* Adding change maker skills throughout the projects.
Employability sports course with accreditation including first aid, swimming, tennis, FMS, basketball, street soccer and many more.

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All students are employed however next steps for career progression are considered. Done by career advice sessions, transferable skills sessions, coaching in skills tests, developing cv workshops.
Undergrads - professional development sessions which teach reflection, personal skill recognition.  Set sessions on changemaker  attributes with action planning - have to discuss at an assessed dialogue

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Placements, professional development sessions, previous students, role models

Placements help with students understanding and knowing what level/age they would prefer working with.

Mentors- within the placements and also the PATs to help develop skills

Professional development sessions- skills of lecturers (they will give their refelective accounts), use of changemaker hub staff

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Course designed around employability e.g ITT.

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1. Placements
2. WBL module
3. Embedding changemaker attributes into assessments - using a reflective module - how well do they meet the attributes.
4. Presentations - confident speakers and communicators, act as preparation for interviews
5. Team working assessments
6. Voice over/kaltura video assessments
7. Embed learning development and changemaker in sessions
8. Assessed interviews in every year based on WBL like a mock work interview
9. Students assess themselves against QTS standards, tracking their performance, helps with applications

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Involving PhD studentsin teaching and learning

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Younger and younger students - they do not engage with Changemaker and Employability plus. Students may get confused as they find it difficult to think about transferable skills. They perhaps cannot see how they might go into different areas

Students may go back to what they know (previous work experience)

Work based experiences- move into new areas or might be seen as 'scary'

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Embedding skills in assignments and module teaching.

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Supporting them to build a network of research

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Engaging with learning societies
Supporting with publications
Supporting dissemination skills
Organisational skills, i.e. Organising conferences

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Good prep before going - providers and students
Expectations from providers
Quality assurance in workplace
Good mentoring
Realise that getting the most is not about just going into one job - so expect to learn for life
Plan for when during the course the placement is provided
Ethos which will develop confidence in students

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Kyffin's team: embedding professional standards, professional behaviours - assessed within setting. Future week: speakers / alumni about transferable skills: explicit about what the employable skills are, for example précis, presentation.

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Kyffin's team: embedding professional standards, professional behaviours - assessed within setting. Future week: speakers / alumni about transferable skills: explicit about what the employable skills are, for example précis, presentation.

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Recognise the broad range of employment opportunities and help match this up for students to articulate this. For example articlaute competence against professional standard / behaviour : professional development tutorials.

Flip this: transfer employability skills / knowledge into academic study capabilities. Get over barrier of deficit model 'can't do'.

Ensure a critical awareness of politics: it matters in its' influence and helps make students 'be bothered' by this

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Range of student cognisance of what graduate employment means and some don't have a clear sense of what they want to get out of their studies - programmes need to be responsive to this eg via tutorials, NQT targets, use of career aims discussions, provision of bespoke events which include employer input,

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This is something we need to engage with on our programmes.

Be careful to not guide students into certain job roles or employments.

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Skills diary kept by students
In ITT justification of the value added of academic skills is more of an issue - perhaps the reverse of most courses
Work based learning modules

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A research project has highlighted that the support of mentors is the most valued support prior to attending placement. Lack of confidence and fear of the unknown was the greatest barrier to a positive experience. Hence the need to increase confidence prior to the opportunity

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Core values of attendance, respect, punctuality intrinsic part of courses and academic values. Challenging students in relation to the above and more, can often be what students do not want or will resist but these are the core components of employability.

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Should start at this question - what do students think ?
Can students make connection ?
School / placements - may see as separate assignment and not linked  to uni
Different for those on degrees with no vocational drive so students need to have emphasised to them the skills e.g. Communication

Students may not have personal experiences e.g. Home or first person in family to get degree so therefore being able to articulate learning not just getting degree
And also identify ways to provide networks for them - international world of work
In itt there is a national survey on their perceptions about this issue

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Students on Foundation Year/Year 1 potentially shadow students on work based courses.

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Making opportunities available but you cannot force PhD students to attend?

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No placements but transferable skills (group work).

Making students realise that these tasks help to develop transferable skills.

Subject futures week.

BBC Radio book review club

Undergraduate symposiums

Huge amount of transferable skills and how these will be applicable outside of university and graduation.

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Being involved in research project, organising conferences, seminars and volunteering

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Building specific and clear career pathways within and across programmes

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As students are already work based they can see how theory links to practice. A debate module gives good feedback as students feel it extends knowledge and gives confidence at interview.

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Our programmes offer opportunities for work based learning, industry based experiences, using experts locally and globally. We also see extra opportunities being offered to develop skills for their career. Employability is embedded within modules .

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*This could be built upon by adding further finances to support the programs that we have on offer already.
* Wider university processes to support us further the projects.
* Time students are underpressure  to start because they are working to support their time at Northampton.
* Networking and relationships the opportunity to develop projects and the time on the work load to make a difference and develop these projects further.

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Degrees do include activities to promote skills which are transferable - make them explicit - tutors say "this is a transferable skills "
Make use of international students who can provide info on international world of work
Use international students to support inspiring children in the future
Provide advice for career changers or those on next steps in careers so that students who did a degree here to get updates on their skills
Uni debating society in student union
Set up conference for ug to present something - speaking skills

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1. Using language with students that demonstrated what they are doing so they can see 'this is what negotiation looks like'. Students can then see the relevance and application of what they are doing.
2. Good support for starting placement, interpersonal skills, confidence, effective communication

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Provide provide timetabled time for events that bring in outside speakers - opens minds to different opportunities.

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Ensuring that all students have access toa research community

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It would be improved by embedding it further in years 1-3 and post grad. Embedding how to communicate this and understanding how they are developing the skills. Making the links to assessed work and activities in sessions in meta analysis of what this can offer the. In the future. Embedding reflective elements into courses.  Consider the modules offered to international students and how they can be better catered for. Look at using Skype or other means of linking with their home country. Using alumni to talk about their experiences and career. Look at twinning with our partner universities to develop changemeker values and employability skills in other countries.

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Using futures week
Tutors saying things during sessions
Write a specific module in each degree on employability skills
Set assignments e.g. Reading aloud a poem in English and presentation in ITT to develop confidence
ITT embedded in professionally regulated placements
Attendance and punctuality in work is treated differrntly at work and uni

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Linking studies to centres of excellence

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Linking studies to centres of excellence

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Providing students with chance to visit settings with good practice and link this to their reflection on how this has contributed to their degree studies in relation to knowledge and skills gained.

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There is an emphasis on reflective practice - what have students learnt from their work placement experiences - built into the programmes.

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Could use my psd to get them to articulate their learning
Encourage reflection

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Move away from graduate level employment - the transferability skills/ making connections/ life skills ---- build the confidence and being able to articulate themselves will help the student

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Developing further the student's ability to recognise, evaluate and improve their employability skills through self and peer reflection.

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We do it but maybe not explicitly. Need to flag it more often.

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Target some of these through tutotriald. Transitional bridging- use different people's expertise to help guide the student.

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Benefit of shared learning embedded in the process of group project related to work based learning and theopportunity to evaluate this in relation to how this has contributed to their studies and enhanced their confidence

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Encouraging students to highlight their skills and knowledge through development of impact stories that students can refer to when being interviewed

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Attributes like resilience, building relationships with a sound skill set, social and communication skills - joining an established team for example.

Positional clash: being a student and also being a professional.

Being a consumer / student and understanding 'difficult advice'. Being realistic - hand holding v agency.

Understanding 'the rules of the game'. Developing agency: motivation and investment.

Work on improving interpersonal collaboration - they simply need do this - even if it's not popular. We can model this.

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Annual review should include a reflection of the skills acquired and planning future employability skills development

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*Articulation of feedback throughout assignments reflecting on their placements.
* The placement develops their confidence and connection between pedagogy and practice.
*Scaffolding the developments on placement.
*Recording and report the impact they have made on placement for reflection and progression.

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Professional dialogue gives opportunity for undergrads to present themselves and their development. This makes them think how their learning relates to their employa

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Ensuring students have an effective work-based mentor. Face to face and online training of mentors by the University - working in partnership with the setting. Recognising the contribution of the mentors e.g certification

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On the whole those who are in placements lots have skills that are developing- this is caught not taught. Rules of the game- we know that they are clear on professional expectations for practice. Varies with programme. Improves with age/time and is developing over the time of their course with expectations to match. Often it might be not knowing what they want to do in the future that makes it difficult to envision the skills they need. This is a PAT opportunity in beginning to support and think about job opportunities.

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Staff should have up to date knowledge and experience in the relevant field of work so that students are receiving consistent messages.

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Placements and assignments

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It varies from student to student. Sometimes not able to describe what they have learned. Having the power and the confidence to articulate what they have learnt as it may challenge current practice.
2. Self skills audit so they can see how they have improved and track key skills.

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Reaching hard to reach students. Often the variety of opportunities on offer are taken up by students who would be self motivated.

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Broaden our understanding of what a post PhD career would be like
Ask changemake Hub to develop career advice for PhD students

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Students report that role playing prior to placement help prepare them for the unexp

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Student experiences in and from the work based placement need to be valued and form part of the discursive process.

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E.g. Assessment that uses methods used in work-based practice and gives relevant opportunities for reflection.

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We have many opportunities
But access can vary for individual PhD students

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Use a process of critical reflection at the end of sessions to unpick the underlying academic or practical skills used by the lecturers in preparing and / or delivering the session that are relevant to WBL skills

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Depends on the strength of the mention and the schools - school based teaching training

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This varies with programme and opportunities within modules. Consider a generic careers module on programmes.

We are not sure they really understand and articulate what they are capable of and this should be something we are helping them to verbalise. Perhaps we need to support them in seeing the layer below knowledge and looking at skills and attributes.

Courses with a wider remit such as ed studies it is difficult to pin down the skills, on vocational courses it is more simple to identify what they can do.

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Consideration of students' preferences and needs as far as possible matched to the environment they are going to be placed into.

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Adequately

Soft skills built in however we do not prepare students to articulate them to other audiences

Opportunity does not always present itself

Get students to think about why they are doing these activities and how they can use it in the future

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Too develop the post graduate and international student support in careers development. Perhaps developing links to voluntary work opportunities in international students' home countries, maybe with an opportunity for this to be changemaker validated.

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1. Has to be meaningful, relevant, clear to link course
2. Meaningful activities during placements
3. Support, support, support - WBL coordinator, mentors in placement, admin
4. Has to elements of choice and chance for students to take ownership of their own experience
5. Using case studies to demonstrate why we do this and why placements are highly valuable - through research, previous students, employers.
6. Links to assessment - application of their learning
7. The power of graduates to share their experiences

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Appropriate placements
Mentor training, support and selection
Range of opportunities
Investing in good relationships
Appropriate admin
Resourcing and investment
Understanding of expectations between employer and student

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Some yes, but there is great variation and more needs to be done

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This could have a negative effect as the student then cannot see the successful skills to be used in the future

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We sometimes fail to acknowledge that many students are already in work e.g. bars, nursery workers etc. etc. The often come with the core interpersonal skills and practice based skills. Placements can give the opportunity to look at practice and see how it fits with theory.

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Kyffin's Band
Need to engender a genuine level of passion and enthusiasm in students that they can convey at interview - trying to get them to find what they feel excited about and interested in.

Resilience and agency are key attributes that we need to foster in students.

Need to let them see that they are not bound to a single profession but can pursue different career paths and enthusiasm.

Need to provide a safe space of sorts for students to engage in risk-taking and learning - to make mistakes without feeling compromised or that they have failed in some way.

Some students seem ill prepared for the level of independence and initiative demanded in the workplace. Need to recover from their 'mistakes' and learn to negotiate with others.

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Helping students to be aware of and articulate the differences between the settings and experiences they have had - scaffolding group discussion, modelling this and providing seminar discussions to scaffold.

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Financial support
Scaffolding progression
Variety of experiences.
The students are provided with a deliberate challenge a variety of settings providing them with the opportunity to step out of their comfort zone to progress and develop.

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Celebrating risk takers

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Is hard to measure. Varies by student. Can be encouraged by assessment, mock interviews, PAT support,

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To learn how to articulate l
Line skills they need and for supervisors to help students to articulate  skills
To build further PhD supervisors development training embedding employability into their supervisors
Professional development

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Assessment- personal tutors

Professional dialogue with tutor- use this as a reflection, talk about their studies  and their degree.

Impact on students- degree etc.

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A supportive mentor and adequate resourcing. Good communication between settings and the institution. Purposeful assignments
e.g. Not just for the individual grades but useful for the placement setting such as projects to support the placement setting.

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History has a 3rd yr placement module- not very popular. How do we get students enthused?

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Some courses are so generic in their remit is is difficult for the students to identify a direction for themselves and the skills this might need. International students experience conflicting expectations of employability skills.

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Definitely an area to explore

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English no w/p module as yet. Employability skills embedded in modules and through CFW

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Scaffolding of student skills of integrating into the professional environment at regular points throughout a placement and course

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Not to overload with placements.

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We feel it has to be developed from scaffolding their experiences.
Having something concrete to share on interview as to how they have demonstrated key skills on placement and had an impact throughout this process.

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Cross faculty space for W/P module?

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Students understand/ conceptualise what placement is for. E.g not work experience as undertaken at school

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Clear expectations

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The engaged, articulate and motivated students yes , for other students this can be challenging.