{"id":335,"date":"2016-11-21T17:10:52","date_gmt":"2016-11-21T17:10:52","guid":{"rendered":"http:\/\/blogs.shu.ac.uk\/graduatecapabilities\/?page_id=335"},"modified":"2019-11-25T14:25:47","modified_gmt":"2019-11-25T14:25:47","slug":"frequently-asked-questions","status":"publish","type":"page","link":"https:\/\/blogs.shu.ac.uk\/graduatecapabilities\/frequently-asked-questions\/","title":{"rendered":"Frequently Asked Questions"},"content":{"rendered":"

These FAQs were generated by Employability Leads from across Hallam over the last few years.<\/span><\/p>\n

The responses were generated by members of the Applied Learning Academic Interest Group and covered strategic outcomes at that time. <\/span><\/p>\n

Please read these in conjunction with the Highly Skilled Employment<\/a> resource as a follow on to the Employability Plan.<\/span><\/p>\n

Employability in the Curriculum – “Career Readiness<\/a>“!<\/strong><\/span><\/p>\n

Is employability really important at level 4? Why?<\/strong>
\nYes, it encourages level 4 students to start developing new skills, try new things, take opportunities and relate theory to practice. It also helps students form ideas around career opportunities.<\/p>\n

My colleagues say employability is dealt with in other modules – not theirs. How do I respond?<\/strong>
\nMap out Employability Pathway delivery for their programme and opportunities for employability skills development in all learning. I would ask them back – why not? Why do they feel there is no relevance? It might be there but they don\u2019t recognise it. Provide clearer definition for all staff as to what employability means.<\/p>\n

What help is available in designing session\/seminar\/workshop content? On employability? a) for my students? b) for academic colleagues?<\/strong>
\nAnalyse your \u2018content\u2019 with a peer to find \u2018the employability\u2019; look at learning outcomes for course\/module and ask where is the employability opportunity? Build from there. Theme for Department or Subject Group away day to share ideas\/best practice etc.<\/p>\n

How can we increase the importance of employability within the curriculum and the University?<\/strong>
\nDefine clearly what employability means. Employability needs to be part of the graduate\/degree journey. The degree cannot be seen as a series of assessment tasks (current focus).
\nOn person spec for new academic appointments – commitment and understanding of employability.
\nKey element of all course design and validation criteria.
\nBreak down what \u201cemployability\u201d is at Level 4 and how it is embedded into our curriculum at each level. Management of expectations – more coherent and transparent process – students learn why important and relevant to their journey<\/p>\n

How do we maximise engagement without assessment?<\/strong>
\nEmbed examples of practice, on-going real-world problems and current research throughout a module. Model the thinking that professionals have to undertake in relation to all of these aspects. Finally, assess students on how they can undertake this modelling by considering the connection between research perspectives and everyday understandings.
\nMake \u2018employability\u2019 meaningful. Don\u2019t present it as a problem. Focus on student\u2019s future selves e.g. writing stories about how they will use their knowledge and skills in the future.<\/p>\n

How can I fit employability into my crowded curriculum that is truly embedded?<\/strong>
\nCritically analyse your material. There will be more employability related strands that you first realise.
\nYou may already be delivering employability – what will graduates do? I.e. portfolios\/pitching
\nYou are probably already doing it, but staff don\u2019t always know this and students need to be shown this.
\nOften this doesn\u2019t require big changes, but changes in language – often the bit missing is reflection on and articulation of skills and experience and what has been learned.<\/p>\n

How can I support disabled students regarding employability? <\/strong>Please take a look at the Inclusive Practice site under\u00a0“Work Placements”.<\/a><\/p>\n

Graduate Attributes – “3+3 Graduate Attribute Model<\/a>“<\/span><\/strong><\/p>\n

How do we recognise and develop resilience and confidence in our students?<\/strong>
\nBe realistic with students about the opportunities available to them. Concentrate on building students\u2019 skills so they are equipped. Build in the idea of flexibility and the idea of a longer-term career journey beyond the first grad job. Less focus on producing students that are the \u201cfinished article\u201d. Also sessions on how to cope with choice. Foreground the existing knowledge and enthusiasm that they have. Give them real insight into the actual practices and processes of research activities. Provide them with well supported and safe opportunities to work in community context.
\nIndividual tutoring and APA (academic and professional advising) – settling them in at Level 4 is an essential element. Also small group activities where they are not alone in feeling what they are feeling (overwhelming, scared, confused) and how they can collectively move on.
\nGet them to try and fail in a safe environment in Level 4, and help them learn from their failure. Based on a learning process rather than just on outcome.
\nEncourage thoughtful risk-taking and reflection. Get students to reflect on positive and negative experiences and what they have learnt.<\/p>\n

PPDP<\/span><\/span><\/strong><\/p>\n

Is Linked-In a good place for students and academics to develop their professional profiles?
\nAre there alternatives?<\/strong>
\nYes – Many employers only advertise placements via Linked-In. Also building networks.
\nLinked-in is increasingly used across all sectors. As well as an online profile it can be used to research companies – a great way to make contacts and find sources of work experience.
\nAlternatives for academics – research gate etc. However, Linked-In is overarching.<\/p>\n

How do I make my students engage in PPDP?<\/strong>
\nUse the platforms students already use i.e. fashion design students use instagram to record their work\/portfolio.
\nMake it compulsory. Help them to reflect – it is not an easy thing to do.
\nConsider the role of the student societies and how they could be engaged in encouraging this.
\nPromote as value-added and satisfaction derived from extra-curricular activity<\/p>\n

How can PPDP be designed to reflect student transition?<\/strong>
\nCould students have a unique online blog site to record all elements of their PPDP at all levels? A private forum – also to allow access as an alumni.<\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

These FAQs were generated by Employability Leads from across Hallam over the last few years. The responses were generated by members of the Applied Learning Academic Interest Group and covered strategic outcomes at that time. Please read these in conjunction with the Highly Skilled Employment resource as a follow on to the Employability Plan. Employability…<\/p>\n","protected":false},"author":575,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-templates\/template-full-width.php","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-335","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":false,"jetpack_shortlink":"https:\/\/wp.me\/P7viY1-5p","jetpack-related-posts":[{"id":19,"url":"https:\/\/blogs.shu.ac.uk\/graduatecapabilities\/key-guides\/","url_meta":{"origin":335,"position":0},"title":"Top Tips","author":"Helen Kay","date":"May 3, 2016","format":false,"excerpt":"The following\u00a0Top Tips\u00a0have been generated by faculty employability leads from across the institution. \u00a0 Engage students in developing their employability and graduate capabilities through learning and teaching Engage students with PPDP Engage students in developing their digital capability through the curriculum Align course content with each student's future aspirations Enhance\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.shu.ac.uk\/graduatecapabilities\/files\/2019\/10\/Image-300x247.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":378,"url":"https:\/\/blogs.shu.ac.uk\/graduatecapabilities\/cpd\/curriculum-employability-forum\/","url_meta":{"origin":335,"position":1},"title":"Sharing Practice Videos on Integrating Employability","author":"Andrew Middleton","date":"December 13, 2016","format":false,"excerpt":"Curriculum and Employability Forum -\u00a0November 2016 Presentations to share good practice: Glen Cookson: Student engagement via regular summative assessment Beth Fielding-Lloyd: Authentic Learning in Sport Journalism Tanya Miles-Berry: Criminology model, embedding employability [note: audio only] Alexandra Savage: Embedding Employability in PPD Andy Hirst: Teaching Teamwork - Some Personal Observations","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":946,"url":"https:\/\/blogs.shu.ac.uk\/graduatecapabilities\/academic-practice\/case-studies\/","url_meta":{"origin":335,"position":2},"title":"Case Studies","author":"Andrew Middleton","date":"October 12, 2017","format":false,"excerpt":"Take a look at our range of\u00a0case studies of practice that demonstrate how Applied Learning is used. 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It includes briefings on a range of topics relevant to this theme Employability Plan Developed by Business Engagement Skills and Employability (BESE) to provide an overarching framework to build on the University's employability offer Subject knowledge, skills and\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":582,"url":"https:\/\/blogs.shu.ac.uk\/graduatecapabilities\/essential-texts\/lta-conference-employability-in-practice\/","url_meta":{"origin":335,"position":4},"title":"Conference resources","author":"Charmaine Myers","date":"January 17, 2017","format":false,"excerpt":"Here we present resources from past Sheffield Hallam University Learning & Teaching Conferences which had a focus on employability in practice. Applied Learning A.I.G on\u00a06 April 2017 Daniela Hawryluik presented her model of peer support for placement students.\u00a0 Daniela developed this model as part of the Directorate of LEAD \u2013\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":1306,"url":"https:\/\/sites.google.com\/view\/transitionmodel","url_meta":{"origin":335,"position":5},"title":"Pre-arrival and Welcome Week – Venture Matrix","author":"James Coope","date":"February 17, 2021","format":false,"excerpt":"Pre-Arrival Online Activity Developed to give new HE learners an authentic context to a topic from their subject discipline. 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