Understanding higher education careers services

7/28/2019 Understanding higher education careers services

1/22

Understanding higher education

careers services

A session for Matrix assessors

Tristram Hooley

www.derby.ac.uk/icegs
http://www.derby.ac.uk/educationhttp://www.derby.ac.uk/education


2/22

Session objectives

At the end of the session delegates will: have an understanding of emerging research recently

undertaken in the HE sector

understand the key features of HE careers services

be aware of the key challenges faced by these services



3/22

What should I tell you?

I asked Twitter. Advisers in my network suggested thefollowing:

To explore where the voice of students influences careers

IAG delivery.

Individual targets for HE careers advisers aremeaningless, that is measure of activity not impact.

To understand the context - the cultural differences

between careers guidance in HE and elsewhere.



4/22

Who used their careers service at university?


Tell us about your

experience


5/22

Who has worked in a university careers

service?


Tell us about your

experience


6/22

Why do universities have careers services?


Discuss in groups

Come up with a top 3 for each group


7/22

Good reasons

To support students To enhance the student experience

Because university is about learning for living

To help students to make the most of their degrees

To support staff to increase the relevance of their courses

To help the effective functioning of the labour market and

the economy

Al l good reasons, but the truth may be more sel f -

interested.



8/22

The importance of employabilty

www.derby.ac.uk/icegshttp://unistats.direct.gov.uk/


9/22

Englands No.1 University for Employability



10/22

Destinations of Leavers of Higher Education

(DLHE)

The Destinations of Leavers from Higher Education

survey (DLHE) is a survey conducted by the United

Kingdom's Higher Education Statistics Agency (HESA).

DLHE contacts UK and EU domiciled graduates of UK

universities six months after graduation and to establish

what type of employment or further study they were

engaged in, and their income, on one specific day in the

survey period.


http://www.hesa.ac.uk/index.php?option=com_studrec&Itemid=232&mnl=12018
http://www.derby.ac.uk/educationhttp://www.hesa.ac.uk/index.php?option=com_studrec&Itemid=232&mnl=12018http://www.hesa.ac.uk/index.php?option=com_studrec&Itemid=232&mnl=12018http://www.hesa.ac.uk/index.php?option=com_studrec&Itemid=232&mnl=12018http://www.derby.ac.uk/education


11/22

Wilson Review

This Government commissioned report supported Internships and sandwich degrees

Improving career and labour market information Improving information about and for postgraduates

Improving information about careers in SMEs

The Higher Education Achievement Record (HEAR)

Skill and career development for students throughout their

studies



12/22

Different ways that universities see

employability

Employability as an individual opportunity

Employability as a campaign

Employability as an educational outcome



13/22

What issues do these kinds of drivers raise

for Matrix assessors?


Discuss in groups


14/22

Who do HE careers services actually serve?


How do you engage each

of these groups?

How might the

requirements of these

different client groups

differ?

Brainstorm


15/22

What do services do?



16/22

Remember not all are the same

From one adviser in a college to


Scale accounts

for a lot.

But the

institutional

culture is just as

important
http://www.derby.ac.uk/educationhttp://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=8QzArMR3vHZIoM&tbnid=RTOomrBo4lS-lM:&ved=0CAUQjRw&url=http://directory.thesun.co.uk/13393754&ei=A5K3UdO1Iuer0QWh3IH4Aw&bvm=bv.47534661,d.d2k&psig=AFQjCNH_X5jxTiRvqJPVgZVKDGKz4ZilKA&ust=1371071352593843http://www.derby.ac.uk/education


17/22

Different types of provision

Pre-entry provision Provision of information and resources

Career assessments and tests

One-to-one advice, coaching and counselling services.

One-to-many/group interventions Curriculum-based intervention

Provision of employer engagement opportunities

Provision of work-related and work-based learning

Provision of a framework for reflection

Awards and other mechanisms to recognise and accredit

experience

Graduate and alumni serviceswww.derby.ac.uk/icegs


18/22

These include



19/22

Is there anything surprising in that list?


What are the

challenges

for the

assessor?


20/22

What does the evidence say is effective?

The research base remains weaker than we might hope.However, it indicates that the following are probably features

of effective provision.

Work experience and placements

Employer and contacts Supporting students to build their networks

Embedding provision in academic curricula

Offering strong extra-curricular career relevant

experiences (perhaps incentivised through awards).



21/22

Useful resources

AGCAS http://www.agcas.org.uk/ Higher Education Careers Services Unit

http://www.hecsu.ac.uk/

iCeGS http://www.derby.ac.uk/icegs

Prospects http://www.prospects.ac.uk/

http://www.agcas.org.uk/http://www.hecsu.ac.uk/http://www.derby.ac.uk/icegshttp://www.prospects.ac.uk/http://www.derby.ac.uk/educationhttp://www.prospects.ac.uk/http://www.prospects.ac.uk/http://www.derby.ac.uk/icegshttp://www.hecsu.ac.uk/http://www.hecsu.ac.uk/http://www.agcas.org.uk/http://www.agcas.org.uk/http://www.derby.ac.uk/education


22/22


Tristram Hooley

Reader in Career Development

iCeGS

University of Derby

http://www.derby.ac.uk/icegs

[email protected]

@pigironjoe

Blog at

http://adventuresincareerdevelopme

nt.wordpress.com
http://www.derby.ac.uk/educationhttp://www.derby.ac.uk/icegsmailto:[email protected]://adventuresincareerdevelopment.wordpress.com/http://adventuresincareerdevelopment.wordpress.com/http://adventuresincareerdevelopment.wordpress.com/http://adventuresincareerdevelopment.wordpress.com/mailto:[email protected]://www.derby.ac.uk/icegshttp://www.derby.ac.uk/education

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