srhe: employability & internationalisation - steve woodfield | 13th november 2015 enhancing...

SRHE: Employability & Internationalisation - Steve Woodfield | 13th November 2015

Enhancing employability through Internationalisation

Steve WoodfieldAssociate Professor, Kingston University London

SRHE Employability, Enterprise and Work-based Learning Network Workshop: “Developing the most employable global citizens: How can we encourage and celebrate outward mobility and working abroad?”

Friday 13th November 2015


Overview of this sessionIn this session I plan to cover….

• Concepts of ‘employability’ and ‘graduate attributes’

• The internationalisation of higher education in a

European context

• Findings from three recent research projects that

explored the links between employability and

internationalisation

Your backgrounds, and your experiences, will help to enrich our discussions


Employment skillsFocused on a particular job or industry

• Highly vocational – workplace preparation

• Specific career pathways (e.g. engineering, nursing)

• Linked to professional accreditation

• Subject-specific knowledge, skills and competencies

• Demand-led skill sets

Challenge: equity for non- or multi-vocational programmes


Employability skills

• Generic – not exclusively skills-focused

• Transferable or transversal skills

• ‘Softer' and more person-centred focus

• Recognition of multiple career pathways

• Knight and Yorke (2003) – a blend of understanding, skilful practices, efficacy beliefs (or legitimate self-confidence) and reflectiveness (or metacognition).

“…..a set of achievements – skills, understandings and personal attributes – that make graduates more likely to gain employment and be successful in their chosen occupations, which benefits themselves, the workforce, the community and the economy.”(Yorke, 2006)


Graduate attributes• Employability attributes are a subset of wider set of

attributes (i.e. life-skills)

• Bespoke and defined by individual universities

• Expectations of the skills & understandings students can develop via curricular, co-curricular & extra-curricular activity

• Can be exhibited before and after graduation

• Bridgstock (2009) ‘lifelong career development’

“The contemporary focus on graduate attributes in higher education is really part of a bigger, as yet unresolved, debate about the purpose of university education and how to develop well-educated persons who are both employable and capable of contributing to civil society.”

(Hager and Holland, 2006)


Sought-after skills Entrepreneurial & intrapreneurial skills

teamwork take responsibility for your own ideas

problem solving think creatively about problems

communication lead yourself & others in new practices

time management cope with uncertainty

IT skills initiate change

numeracy thrive on challenge

customer awareness

What skills do employers want?

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

http://www.prospects.ac.uk/applying_for_jobs_what_skills_do_employers_want.htm




What about future skills needs?

Davies et al (2011) Future Work Skills 2020: http://www.iftf.org/uploads/media/SR-1382A_UPRI_future_work_skills_sm.pdf

Top 6 drivers of change Skills for 2020

1 Extreme longevity 1 Sense-making

2 The rise of smart machines & systems

2 Social intelligence

3 Computational world 3 Novel and adaptive thinking

4 New media ecology 4 Cross-cultural competency

5 Superstructed organisations 5 Computational thinking

6 Globally connected world 6 New media literacy

7 Transdisciplinarity

8 Design mind-set

9 Cognitive load management

10 Virtual collaboration

http://www.iftf.org/uploads/media/SR-1382A_UPRI_future_work_skills_sm.pdf

http://www.iftf.org/uploads/media/SR-1382A_UPRI_future_work_skills_sm.pdf


Graduate attributes: staff & students

:Gunn University of Glasgow student research project (2010)

Most important – STAFF Most important – STUDENTS1. Independence & critical thinking 1. Communication

2 .Communication & presentation 2. Confidence

3. Motivation 3. Motivation

4. Confidence 4. Teamwork

5. Subject knowledge 5. Professionalism/interpersonal skills

6. Problem solving 6. Research skills

7. Research skills 7. Self-reflection

8. Self-sufficiency / independence 8. Independence & critical thinking

9. Self-reflection 9. Self-sufficiency / independence

10. Team workers 10. Subject knowledge

‘Unloved attributes’ – from L&T Strategy Enquiry-led learning (terminology) Entrepreneurial and career aware (terminology and ideology) Global citizenship (terminology and ideology) Ethically-minded (terminology)


Internationalisation in HE

“the intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education, in order to enhance the quality of education and research for all students and staff, and to make a meaningful contribution to society”

(de Wit and Hunter, 2015)


Landscape of international HE

• Covers a range of activities and can be viewed through many stakeholder lenses

• Influenced by conflicting concepts of internationalization and globalization

• Strong normative dimension to internationalisation

• Focus of public policy and institutional strategy – designed for particular purposes

• To operationalise the concept of internationalization it must be viewed as a process, focused on adding value, and designed to achieve desired outcomes

• Understanding impact and requires evidence, measurement and evaluation


2,411 respondents from 33 countries in the EHEA


Offshore campuses

MOOCs and other types of online learning

Degree programmes not taught in English

Capacity-building projects in developing countries

International student recruitment campaigns

Internationalisation at home

Summer schools

International marketing

Strategic partnerships with select foreign institutions

Degree programmes taught in English

Participation in international higher education networks

Student work placements/internships

Staff exchanges

Student exchanges

0% 20% 40% 60% 80% 100% 120%

13%

21%

32%

54%

58%

64%

72%

73%

81%

81%

85%

86%

92%

96%

EUA Trends 2015 Survey: 451 HEIs in the EHEA

Institutional activities to support internationalisation


HEA Internationalisation Framework (2014)

Outer ring: 3 ‘audiences’ – operationalise the framework

Central triangle: core aim

3 orange triangles: core elements


Government policy (England)…

Education sector ‘industrial strategy’ 06/13 – economic growth & exports – IHE worth £10.5bn per year“Our HE sector is becoming more international in four ways. It applies to institutions and to people. And it involves movement in and out of Britain. So first there is the increasing presence of international providers in UK. Secondly, British institutions are planting deep roots overseas. Thirdly, there are growing numbers of overseas students who choose to study in the UK. And fourthly more British students opt to go and study abroad.

All these trends are evidence that higher education is going global. And that is a good thing as students broaden their experience and successful institutions move away from the confines of a single campus.”

David Willetts MP, Minister for Universities and Science, 2012


Internationalisation ‘abroad’

“…all forms of education across borders, including circulation of students, faculty, scholars and programs.” (Knight 2008)

• Credit mobility (student exchange)• Study visits and summer schools• Degree mobility (full degrees abroad)• Staff mobility• Transnational education (TNE) - the provision of award-bearing

education to students in countries other than that of the awarding entity

• Work placements and internships• Volunteering and service-learning


International alumni perceptions of study in the UK (2013)

• BIS wanted to “examine and evaluate the wider academic, political, social and economic benefits to the UK from non-EU international graduates who studied at HE institutions in the UK”

• Better understanding of education as a national ‘soft power’ asset – ‘trust’ in people, institutions, business

• Literature review and c.100 qualitative alumni interviews (5-7 yrs. post graduation), stratified sample

• Limited knowledge about life and career trajectories of degree mobile non-EU alumni

• Current discourse based on a narrative around global ‘elites’ - other alumni silenthttp://bit.ly/1n6024g

http://bit.ly/1n6024g

http://bit.ly/1n6024g


Alumni perceptions: benefits map

C1: Career change or

enhancement

C2: Englishlanguage

proficiency

C3: Cosmopolitanism & intercultural

sensitivity

C4: Personal growth & wider

experiences

D1: Capacity building & societal

development

D2: Personal multiplier effects

B3: UK influence during capacity

building

B2: Promoting

trust

B1: UK ambassadors

A1: Additional HE exports

A2: Indirect economic benefits

A3: Professional

networks

A4: Personal consumer behaviour

A5: Skilled migration

C5: Social benefits & networks


Alumni perceptions: career benefits

Gave new idea for career direction

Skills gained enabled faster progression

Qualification enabled faster progression

Directly contributed to gaining job

0% 20% 40% 60% 80% 100%

30

43

36

37

41

47

36

44

Very much

Some extent

Little

Not at all


Alumni perceptions: personal benefits

I think differently now

Different perception of the UK now

More confident to work/engage internationally

More confident in making success at home

More influence at home

0% 20% 40% 60% 80% 100%

57

53

60

40

45

39

39

29

44

25

Very much

Some extent

Little

Not at all


Student perspectives on outward mobility

• Funded by Go International and the British Council (2015)

• UK student perspectives on: motivations, impact, decision-making, barriers, support

• Inclusive definition of mobility during study – work placements, exchange, visits

• Literature review: @elspethjones

• Survey: 1,588 students (37 UK universities) – pre and post mobility

• Focus groups: 7 universities

http://go.international.ac.uk/student-perspectives-going-international




Student perspectives: motivations

21

Friends/peers doing itPre-existing link with countryDoing something worthwhileOther university recognition

Academic credit Value in obtaining specific UK job

Potential to improve gradeNew contacts outside UKImproving language skills

Prospects of working abroadImproved general employability

Learning new country/cultureDeveloping interpersonal skills

EnjoymentBroadening horizons

Interesting new experiences

0%10%

20%30%

40%50%

60%70%

80%90%

100%

11111415172122

434150

5659

6565

7381

914

1825

2227

2431

1429

3130

2627

2317

very important slightly not at all

• Mix of intrinsic and extrinsic – experience, skills (hard & soft)

• Little variation by mobility type or duration


Student perspectives: academic & career impact – post mobility

Obtaining long-term UK job

Degree grade

Change to career thinking

New academic/prof contacts

Language proficiency

Commitment to degree

Likelihood of working overseas

Interest in more study abroad

0%10%

20%30%

40%50%

60%70%

80%90%

100%

22

29

33

39

39

44

53

69

31

32

31

29

17

27

29

17

strongsome slightnone

• Further mobility – strongest amongst short-term mobility group

• Is greater academic focus a means to an end?


Student perspectives: impact on personal development – post mobility

Change in values

Re-evaluation of view of UK

Interest in global affairs

Interpersonal skills

Self-confidence

New social networks

Intercultural understanding

Independence

0%10%

20%30%

40%50%

60%70%

80%90%

100%

29

44

46

49

68

73

76

82

30

32

32

35

25

17

19

15

strongsome slightnone

• Employability impacts stronger than academic or employment

related

• Some unique to mobility experience, others are intensified


Student perspectives: employability

• Gone International highlights enhanced employment and salary prospects

• Mobility experiences support general employability enhancement vs. a particular career pathway

• 1/3 of students report change in career thinking

• Main personal benefits understood to support employability

• Key aspect (motivation and impact) is improved prospects of working abroad

• Extrinsic motivations (tangible benefits or outcomes) more prevalent amongst women & lower SEG students


Transnational education & employabilitydevelopment (2015)

• Literature review & empirical research funded by the Higher Education Academy

• 8 case studies and 66 alumni interviews

• TNE: 335,000 active enrolments + growing vs. 435,000 IS in the UK

• Relatively little research on either student experiences of TNE or its impact on them as graduates

• Employability as part of the curriculum is a consideration for quality assurance

http://bit.ly/1Nt2ahh




TNE: employability support• Limited evidence in collaborative provision (e.g.

franchises, flying-faculty) where overseas partners usually have significant responsibilities for teaching and learning, and the wider student experience

• Some support in branch campuses or online provision where UK HEI has more control (e.g. specific modules)

• Many programmes combine intensive teaching out of core hours and online self-study, with limited access to careers services or links with local employers

• TNE is delivered differently to different types of students

“During the study, I don’t get much sleep. After work, I attended the night class, I have to do my assignment until 2am and then get up early to go to work again. It was not easy.” Alumnus of collaborative programme in Singapore


TNE: student expectations• Motivations are largely career- or employment-focused

– either ‘positional’ (directly work- or job-related) or ‘transformative’ (personal development)*

• UK discourse around soft skills and transferable graduate attributes, is less well understood in overseas contexts

• Opportunities for developing inter-cultural awareness in mono-cultural cohorts and overseas experience is limited

• Students that are supported recognise the benefits of curricular and co-curricular employability provision“I think that the UK education system is really good at developing work skills.

We did lots of teamwork and business communication. They really help me in my work now”Alumnus of a collaborative programme at a university in Uzbekistan

*Pyvis and Chapman (2007)


TNE: quality assurance• TNE provision is expected to be comparable to UK

programmes – including curriculum employability

• In practice this also means recognising national variations and motivations for study

• QAA in-country reviews therefore should be nuanced to take account of local expectations and norms

• Ethical dimension: providing access to relevant and practicable employability support, and communicating its value, helps to provide an equitable study experience

• TNE students are currently not included in the UK’s large-scale surveys which provide measures of engagement and satisfaction and student-level data is not collected by HESA


Beelen and Jones (2015): “the purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students within domestic learning environments”

Internationalisation at Home (IaH)

Learning and teaching focus - typical dimensions:

• Internationalised curriculum – content, pedagogy

• International competence – languages, int. perspectives

• Intercultural competence – understanding, tolerance

Requirement for TNE students who study wholly overseas?

Focused on preparing the ‘non-mobile majority’ of students to operate in a ‘global’ society – ‘virtual mobility’


Three important messages…..“On the whole, employability interventions in the curriculum which are devised for home students planning to work in one country are largely appropriate for both home and international students who are planning to work in another”.(Leggott and Stapleford 2007)

“Many of the skills developed through international student mobility initiatives are precisely those generic transferable skills sought by graduate employers”.(Jones 2013)

“a […] challenge is to consider how internationalisation of the curriculum ‘at home’ might offer similar opportunities for the static majority of students, who do not take part in an international experience as part of their programme of study”.(Jones 2013)


Useful sources of information

• Bridgstock, R (2009) ‘The graduate attributes we've overlooked: enhancing graduate employability through career management skills’, Higher Education Research & Development, vol 28, no 1, pp 31-44.

• Davies, A., Fidler, D. and Gorbis, M. (2011) Future Work Skills 2020 . Palo Alto, CA: Institute for the Future for University of Phoenix Research Institute. Available from: http://cdn.theatlantic.com/static/front/docs/sponsored/phoenix/future_work_skills_2020.pdf

• Hager, P. and Holland, S. (eds) (2006). Graduate Attributes, Learning and Employability. Springer.

• Jones, E. (2013) ‘Internationalization and Employability: the Role of Intercultural Experiences in the Development of Transferable Skills’. Public Money and Management. 33 (2), 95–104.

• Jones, E. and Killick, D. (2013) ‘Graduate Attributes and the Internationalised Curriculum: Embedding a Global Outlook in Disciplinary Learning Outcomes’. Journal of Studies in International Education. 17 (2), 165–82.

• Knight, P. and Yorke, M. (2003) Learning, Curriculum and Employability in Higher Education. London: Routledge/Falmer.

• Leggott, D. and Stapleford, J. (2007) ‘Internationalisation and Employability’. In Jones, E. and Brown, S. (eds) Internationalising Higher Education. London: Routledge, pp. 120–34.

• Yorke, M. (2006) Employability in Higher Education: What it is – What it is Not. Learning and Employability Series One. York: Higher Education Academy.

http://cdn.theatlantic.com/static/front/docs/sponsored/phoenix/future_work_skills_2020.pdf


Contact detailsThank you very much for your attention!

For further information please do contact me...

Steve WoodfieldAssociate ProfessorCentre for Higher Education Research & Practice (CHERP)Kingston University London

Tel: +44 (0) 20 8417 3032Email: [email protected]: @sjwku

mailto:[email protected]

srhe: employability & internationalisation - steve woodfield | 13th november 2015 enhancing...

Documents

concepts of employability

employability skillsgeneric

skills understandings

set of achievements

personal attributes

lifelong career development

employment skillsfocused

challenge customer awareness