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Learning and Teaching Investment Fund final report

WeLink: Networking students, staff, alumni and industry to enhance employability Prof. Emilio Badoer School of Health and Biomedical Sciences / College of Science, Engineering and Health

8 February 2017

Strategic objectives addressed: Priority 1: Graduating ready for life and work

The project aligns with the Graduate Future Careers project, in particular the student engagement quadrant. It has links to the digital strategy, with connections to micro-credentialing and portfolios.

Internal order number: 360545 Project leader contact details: Email: [email protected]

Phone: 9925 7081

Project team members:

• Assoc. Prof. Andrea Chester

• Yvette Hollings (Project Officer)

Funding scheme (please type an ‘X’ in the correct box)

LTIF contestable X

Program Development Fund

RMIT Vietnam Program Development Fund

Title of Report Unclassified

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Status: DRAFT Version: 0.1

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Author: Project leader

Save Date: 12/04/2017 Page 2 of 12

1 Executive summary The WeLink project was designed to increase RMIT graduates' employability by preparing them for a world of work that is more digitally connected than ever before, and where the use of professional networking sites as a recruitment tool is growing.

The pilot project developed and tested a model for embedding training in the use of one of the most popular platforms, LinkedIn, into undergraduate programs. Working with the University’s Career Development Learning team, the WeLink project developed a number of assessments and class outlines that are customisable and can therefore be adapted for other programs across all RMIT colleges.

Another aspect the project was explored was how to encourage and support better networking between students at all levels, alumni, staff and industry partners of a specific program. A LinkedIn group was established for the Pharmaceutical Sciences program to this end, and two face-to-face networking events arranged to stimulate better information sharing and connections between all program stakeholders.

Project activities were evaluated through a combination of pre- and post-activity surveys and focus groups. The results are being incorporated into a research paper on the topic of the benefits of embedding learning about online professional networking into undergraduate program curriculum.

A website has been developed to share the project’s results and resources and a dissemination event is planned for early 2017.

2 Outcomes The project trialled embedding new curriculum content and assessments into undergraduate programs to help students learn how to use online professional networking sites: in this case, LinkedIn was the focus platform. Pre- and post-activity evaluation surveys were conducted to assess the extent to which the new curriculum content helped to improve students’ use of, and confidence in, this environment.

The project also established a group on LinkedIn which connects students, alumni, staff and industry partners of a specific program of study, in order to encourage better networking and information sharing. A set of written guidelines was development to help guide the use and management of such a group.

We developed a website which introduces the project and shares the project’s curriculum resources, videos, case studies, and assessment tasks which can act as templates for other programs. We will also disseminate our work and results at the School and University levels with seminars and participation in Teaching and Learning events.

As a result project resources are now available for staff across RMIT University to adapt and use, should they wish to implement similar learning in their own programs.

The project worked with the entire Bachelor of Biomedical Science (Pharmaceutical Sciences) program – approximately 150 students – and was also piloted with first year students of the Bachelor of Communications (Advertising) program students.

A research paper is currently being finalised for submission to The American Journal of Pharmaceutical Education.


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3 Project outcomes and impacts

3.1 Aim The project was designed to pilot and evaluate the development of professional networking skills through in-class activities and assessment tasks scaffolded across a program in the Pharmaceutical Sciences discipline. Specifically the study i) examined use of social networking by students, ii) compared students’ awareness of, attitudes towards, and use of LInkedIn prior to and following the introduction of curriculum-based activities and iii) compared experiences across year levels. We hypothesised that embedding professional networking activities into the curriculum would increase awareness of the importance of professional networking platforms such as LinkedIn, whilst also increasing students’ confidence with, and use of, these platforms.

3.2 Introduction Graduate employability is an increasingly important outcome by which the quality of a university and its students is measured. In order to provide competitive job seekers and promote the employability of students and alumni in an already crowded job market, universities must anticipate trends and changes in recruitment. One major change in recruitment has been the shift from traditional hardcopy CVs, newspaper job ads and attendance at job fairs, to the ubiquitous use of the Internet for many aspects of job recruitment. Professional networking sites, such as LinkedIn, have quickly become an indispensable tool, presenting both challenges and opportunities for universities seeking to enhance graduate employability and better support student outcomes.

The world of digital media has changed the way we work and network. LinkedIn is one of the largest online professional networking platform, and has a multi-faceted role in online recruitment practices. It can be used to broadcast positions and employment vacancies. It also allows employers to conduct background checks, while allowing potential employees to advertise themselves, promote their skills and availability as well as build networks. LinkedIn and other online profiles are used by recruiters and employers to seek information about applicants and conduct informal background checks. It is important for job seekers to be aware of their online presence and maintain professional and current profiles. To this end, universities can play a role in informing students about social media skills, online communication, and professional social networking (Benson et al., 2014).

The relative lack of LinkedIn use among young adults and undergraduate students indicates an opportunity for universities to promote effective professional social networking and online etiquette, fostering graduate employability. Universities have a key role in educating students regarding social media skills, online communication, online safety, and professional networking (Beaman, 2014; Benson et al., 2014; Brown & Vaughn, 2011; Chester, Kienhuis, Pisani, Shahwan-Akl, & White, 2013).

3.3 Methods A pretest-posttest design was used to compare students’ awareness, attitudes and use of LinkedIn prior to and after completing activities scaffolded across the year levels. The study used surveys with both closed and open ended questions, prior to and following completion of the scaffolded activities. The study took place over the course of a single academic year.

Participants were students in all four years of an undergraduate program in the pharmaceutical sciences discipline. All students enrolled in the program (approximately 150) were invited to participate in the study, of which 102 completed the pretest survey and 63 completed the posttest survey. In addition three focus groups were run.

A brief voluntary, anonymous survey was designed. Drawing on questions used in previous studies (e.g., Benson et al., 2014; Gerard, 2012) the pre and posttest surveys focused on students’ use of social and professional networking sites, their attitudes towards professional networking, and


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confidence using LinkedIn. Open-ended questions invited reflections on the role of LinkedIn in their professional development. Surveys were administered either online or in class, depending on the structure of the course in which the activities were embedded. Focus group questions explored the students’ experiences of the targeted classroom activities and related assessment tasks as well as their attitudes towards LInkedIn more broadly.

Building on the scaffolded model advocated by Benson et al. (2014), a suite of activities and assessment tasks was designed across the four years of the program providing an opportunity to test the relative effectiveness of different approaches. In-class activities were designed in years one, three and four. In comparison to these activities embedded in the curriculum, the second year students were introduced to LinkedIn via an email and encouraged to set up their own profile and join the LinkedIn group established for students and alumni of the program.

Given the relatively small sample size, descriptive analyses were used to compare pretest and posttest quantitative data. A qualitative analysis, based on the framework proposed by Braun and Clarke (2006), was used to identify themes in the open ended written responses.

3.4 Results Prior to embedding professional networking into the curriculum, we surveyed the students to identify the use of popular social media platforms by students in the different year levels and to identify whether they had a LinkedIn profile. At least 85% in each year level cohort used Facebook; this was clearly the most popular social networking platform

In response to the question designed to explore whether students used LinkedIn, we found that prior to the class test activity, less than 10% in year one used this professional networking platform. This proportion increased in subsequent year levels so that by year four, nearly 50% of students used LinkedIn. Following the class test activity, the use of LinkedIn increased markedly in each year level surveyed. In years three and four, approximately 90% of students used LinkedIn at least a few times a month.

None of the first year students had a LinkedIn profile. However, the proportion of students with a LinkedIn profile increased substantially over the four year program. By year four 65% of respondents had a LinkedIn profile.

We surveyed the students to determine their use of LinkedIn to find people and jobs. We found that prior to the class activity, fourth year students were the most likely of all year levels to use LinkedIn to search for people and jobs. At all year levels students were more likely to have used the networking platform to search for people than to search for jobs. Year one students did not appear to use LinkedIn to search for jobs, whilst a small proportion (13%) used this platform to search for people.

After the class test activity, the proportion of students using LinkedIn to search for people and jobs increased at each year level. With respect to students’ use of LinkedIn to search for people, the greatest post-activity increase was seen amongst the third year students, where 91% of respondents used LinkedIn for this purpose.

Prior to our in-class activity, students in years one and three reported little confidence using LinkedIn (9% and 13% respectively noted that they are confident using LinkedIn). Following the in-class activity student confidence levels increased by four-fold for year one (36%) and over five-fold for the year three cohort (68%). The fourth year student cohort were the most confident using LinkedIn prior to intervention at 39%, and our in-class activity showed only a slight improvement to 44%. Review of the fourth year in-class activity is recommended.

Students appreciated the importance of LinkedIn to their professional development, even in year one (48%) and improved with each year level, up to 72% in year four. After the in-class activity the perception increased in years one and three, but not amongst the fourth year cohort again suggesting the need to review the in-class activity for this year level.

The students also reported an appreciation of the importance of LinkedIn to their employment prospects prior to the in-class activity (61% - 68% in each of the year levels). This perception


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increased following the in-class activity, particularly for year one students (91% of respondents) and was above 70% in all other year levels.

Students’ responses to the open-ended survey questions complemented the quantitative analysis, suggesting an increasingly sophisticated knowledge of LinkedIn over the four years of the program. Prior to discussing LinkedIn in class the first year students generally expressed their ignorance about professional networking and LinkedIn. For example, “I know nothing about it. Could be good though” and “I don't really know much about LinkedIn, but it sounds like an important thing”. Second year students in comparison appeared more knowledgeable about LinkedIn and generally endorsed its value for increasing their employment prospects, although many expressed lack of experience using the platform. For example, “I am not too familiar with using LinkedIn, but I have heard great things about LinkedIn in getting connections and jobs, so I hope this can be of great use to me if I ever start using it”. Amongst the third year cohort only one student admitted they had “never used LinkedIn and I’m not very aware of its key benefits”. The rest of the group presented a positive view of LinkedIn. As one student commented, “Connecting with people and learning different things about the company and their research will help you have a better understanding of the industry and develop your knowledge”. Other students emphasised the convenience of LinkedIn, “Its (sic) important to my professional development in the sense that there are so many contacts and job information easily accessible for when I need it”.

The fourth year students typically expressed the most detailed knowledge of LinkedIn, emphasising its value for building connections and developing networks. For example, “Linked in (sic) is very important to professional development as it is a networking tool. Networking is an essential part of an individual’s career. It helps open up opportunities”. Others noted the value of LinkedIn for building a professional profile: “I think it will add to my professional development, as it enables a space to have a professional presence and encourages me to think more about what I can do (i.e. skills, expertise, work likes/dislikes)”. Even in this final year cohort however some students expressed a lack of knowledge, “I have no idea what it is or what it's about”.

By the end of semester and after completing work on LinkedIn the first year students reflected on the value of LinkedIn, but typically thought it would be more useful in later years of the program. The second year students, did not complete a posttest survey. Third year students, who undertook an assessment comparing their own profile with other industry professionals, commented that it was helpful to “see how to set my account based on people already in the industry”. Some students grasped the value of viewing profiles of industry professionals for enhancing the employment prospects, as epitomised by the comment: “I have looked on my interviewers linked in (sic) account which helped me to know what potential questions they can ask me for their own interest related to there (sic) research.”

Fourth year student comments in the posttest survey emphasised both networking opportunities and the value of their own LinkedIn profile for employment. For example, one student commented, “It's important to my professional development because linked-in is similar to Facebook, except that it's a professional profile. Used correctly, I believe I can use linked-in to create a positive professional self-image of myself which will increase my chances of employment and recommendation by others.”

3.5 Discussion Social networks are more popular compared with professional networking sites like LinkedIn, particularly with undergraduates in the early stages of their program. We found that embedding class test activities and associating them with a small assessment that contributed to their overall mark for the course improved the students' use of, and confidence in, the professional networking space.

There are important implications for universities wishing to promote student and graduate employability through the use of professional networking sites like LinkedIn. In comparison to student users, LinkedIn users already in the workforce are more likely to have a greater number of LinkedIn contacts and have more up-to-date profiles. Undergraduate students are less likely than postgraduate students to have a LinkedIn profile. Our data clearly shows that even within the


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undergraduate cohort, there are striking differences between year levels in the use and confidence in using professional networking sites. Year four students were most likely to have a profile and be activity using the service. Taken together, these findings suggest a need to promote the use of professional networking sites among undergraduate students.

This project indicates that simple class activities, involving the provision of appropriate information and support, are needed for students to familiarise themselves with professional networking platforms. Guiding students will enable them to create good quality, professional profiles that promote their skills. This will lead to increased confidence in using professional networking platforms, which undergraduate students appear to lack, particularly in the early years of their undergraduate program.

The project has provided an important resource that can be viewed from the website we have created for staff and students. The resources provide a framework to help embed simple tasks to help undergraduate students gain confidence in the use of professional networking sites. As an undergraduate student, employability prospects will be enhanced if one can engage in the professional network space. The ability to highlight skills and attributes in a clear and engaging platform is important for employers. Our project has designed simple tasks that can be easily adapted and embedded into programs and courses. These will help students’ confidence in using professional networking platforms.

3.6 Interdisciplinary linkages that emerged as a result of the project The project team liaised with the Senior Advisor in Learning & Teaching for the college of Design and Social Context, Ms Ruth Moeller, who worked with Mr David Fouvy in the Media and Communications school to introduce similar activities with the first year students of the Bachelor of Communication (Advertising) program. The same evaluation survey and focus group outline were used across both programs.

The project team also worked closely with Emily McDonald and Michelle Etheve from RMIT’s Careers and Employability team on developing activities and presentations for the classes.

4 Dissemination strategies and outputs As a result of the project, a new website has been developed – the WeLink website. It is hosted in RMIT’s Google sites domain, and shares the project outcomes and resources. The resources available on the site include: lesson outlines and materials, assessment briefs, videos (promotion/engagement of students, instructional, information), and LinkedIn group guidelines. The site can be found at: https://sites.google.com/a/rmit.edu.au/welink/

It is aimed at RMIT staff, and is accessible by all staff and students who have an email address under the RMIT domain. The project will also be included as a case study on RMIT University’s Careers & Employability website – http://www.graduate-careers.org - with a link from there to the WeLink website.

The WeLink website will be promoted to all staff via the RMIT Update e-newsletter and via school / college newsletters. Two dissemination events are planned for early 2017: one within the School of Health and Biomedical Sciences, and one with the broader community involving industry partners, students and staff. A bookmark promoting the WeLink website and its content has been produced to support dissemination. The continuation and growth of the LinkedIn group for the Pharmaceutical Sciences program stakeholders has also been supported through the development of a promotional bookmark.

Publication of the project’s results will be sought in the form of a research paper that is currently being finalised for submission to The American Journal of Pharmaceutical Education.


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5 Evaluation of project outcomes The project developed and tested a model for embedding training in the use of one of the most popular platforms, LinkedIn, into undergraduate programs. The WeLink project developed a number of assessments and class outlines that are customisable and can therefore be adapted for other programs across all RMIT colleges.

The project also established a LinkedIn group for the Pharmaceutical Sciences program to this end, and two face-to-face networking events arranged to stimulate better information sharing and connections between student, alumni, industry partners and staff. The Group was launched at a face to face networking event that was designed to help build new connections and stimulate enhanced use of the LinkedIn Group and resource.

A pretest-posttest design was used to compare students’ awareness, attitudes and use of LinkedIn prior to and after completing activities scaffolded across the year levels. The study used surveys with both closed and open ended questions, prior to and following completion of the scaffolded activities.

As a result of the project, a new website has been developed – the WeLink website. Stakeholders contributed to the resources and videos including staff of the University, students and industry partners. The website contains all the resources, case studies and videos. These can be customised and utilised for one’s own program. The website will be promoted throughout the University via seminars at School and University teaching and learning events. A manuscript is being prepared.

(For more detailed evaluation of the project please see the results section above)


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Appendix A

Project website Developed as a Google site under the RMIT domain, this is aimed at RMIT staff and accessible only by RMIT staff and students. Some sample pages are copied and linked below.

Website home page https://sites.google.com/a/rmit.edu.au/welink/

Website curriculum resources page (lesson outlines, assessment briefs, etc) https://sites.google.com/a/rmit.edu.au/welink/resources/curriculum-resources


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Website supporting materials page https://sites.google.com/a/rmit.edu.au/welink/resources/supporting-material

Website case study page – Pharmaceutical Sciences program https://sites.google.com/a/rmit.edu.au/welink/the-project/case-study-pharmaceutical-sciences


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Photos from networking event and launch of LinkedIn Group for RMIT Pharmaceutical Sciences students, staff, alumni and industry partners

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