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Northern Lights

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To extend existing collaborative projects. To explore new opportunities and partnerships ... together media, design, music, performing arts, and enterprise. ... – PowerPoint PPT presentation

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Title: Northern Lights


1
International Dimensions of Graduate Employability
Employability and Enterprise in China and UK
similarities and differences Oxford - 16 October
2009
David Bagley Dr. Peter Sewell University of
Central Lancashire
2
What well cover
  • Our PMI2 project in China
  • Enterprise and Employability at UCLan
  • Enterprise and Employability at SIFT
  • Similarities and differences

3
The UClan-SIFT PMI2 project
  • PMI2
  • Prime Ministers second Initiative for
    International Education
  • Aims to create mutual, complementary and
    sustainable partnerships between the UK and
    PMI2 priority countries.
  • 2. The UCLan-SIFT PMI2 project
  • Aims to produce a deeper shared understanding of
    the best practice in developing graduate
    employability and entrepreneurship
  • To understand graduate Employability and
    Entrepreneurship issues in China
  • To extend existing collaborative projects
  • To explore new opportunities and partnerships

4
The Project Partners
  • University of Central Lancashire (UCLan) has many
    applied and vocational programmes but also strong
    culture of pure research and non-vocational
    courses with 32,000 students
  • Shanghai Institute of Foreign Trade (SIFT) A
    smaller University 10,000 students, mainly
    studying courses related to International Business

5
All about UCLan
6
Employability Enterprise
Medium Term Strategy
  • UCLan will provide sector leading support to
    ensure that its students become confident,
    skilled graduates with the ability to make a
    success of their future learning, employment,
    self employment or other choices.

7
The essential components of graduate employability
8
Employability Enterprise at UCLan
  • Students are viewed as customers.
  • Employability Enterprise to be embedded in all
    courses and is part of the academic programme
    what, how, where we teach.
  • EE provision is led and co-ordinated by
    Futures a new unit which draws together
    Academic Centres with the Careers Service and
    Business Incubation.
  • New futures award for students in addition to
    degree.

9
Embedded Bolt-on approach
  • Central safety net generic provision of
    accredited bolt-on modules. (eg Planning Your
    Career, Starting a Business, placements,
    mentoring).
  • Tailored options for specific course (eg Planning
    your Career in Film Media).
  • Embedded in core modules (eg in Linguistics).
  • Extra-curricular enrichment workshops.
  • An additional award for undergraduates.

10
An additional award
  • The futures awards is a new accredited programme
    to be taken by all full time undergraduate
    students. It will allow students to develop
    employability and enterprise skills no matter
    what their programme of study.

11
UCLan approach
  • Key strategic theme.
  • Coherent underpinning model.
  • Aim is to embed EE in all programmes.
  • Bolt-on and extra-curricular options available.
  • An additional award for undergraduates.
  • Delivered predominantly by academics.
  • Led by futures a central comprehensive
    academic service.

12
Your approach
  • How does your (UK) university approach EE?
  • Bolt-on / embedded
  • Shared understanding.
  • Additional award available.
  • Who delivers?
  • Compare your approach with people around you.

13
The Context in China
  • Graduate Employability is of massive importance
    in China and Universities are judged on their
    employment destinations.
  • This year some 6 million students will graduate
    from universities across China.
  • There are some 1.5 million graduates from last
    year who have yet to find jobs.
  • So there will be 7.5 million graduates looking
    for jobs this year.

14
Shanghai Institute of Foreign Trade (SIFT)
15
Shanghai Institute of Foreign Trade (SIFT)
  • Excellent track record in Employability.
  • Stress the Entrepreneurial Spirit.
  • Involve local business community heavily in
    Professional Development Centre.
  • Involve students heavily in Student Motivation
    Centre.
  • See students as products.
  • Have EE programme delivered by young graduates.

16
Employability workshop at the Student Motivation
Centre
17
Employability workshop at the Student Motivation
Centre
18
Similarities between UCLan and SIFT
  • Both
  • are operating in a challenging employment market
    for their graduating students
  • see the provision of opportunity for
    Employability and Entrepreneurial learning as
    vital
  • have organisational strategies to develop and
    enhance Employability and Entrepreneurship
    education
  • are actively pursuing an internationalisation
    agenda

19
UCLan - SIFT approaches
20
In small groups
  • Exchange experiences of EE in UK /or China.
  • Fill in the grid to summarise your discussions.
    (Add rows as you see fit).
  • Be prepared to report back any crucial issues.
  • Well collect in the grids, amalgamate them and
    circulate them.

21
Questions and issues
  • Any questions or other issues to consider?

22
Further Information
David Bagley dbagley_at_uclan.ac.uk
Dr. Peter Sewell pjsewell_at_uclan.ac.uk
University of Central Lancashire The Media
Factory Preston United Kingdom PR1
2HE www.uclan.ac.uk/futures 441772 895858
23
(No Transcript)
24
Definitions - Employability
Employability is having a set of skills,
understanding and personal attributes that make a
person more likely to choose and secure
occupations in which they can be satisfied and
successful. (Dacre Pool Sewell, 2007)
25
Enterprise
  • Enterprise is having a willingness to undertake
    new or risky projects, participating actively
    with energy and initiative.
  • Being Enterprising is the ability of individuals
    and businesses to respond positively to change,
    to take risks, be competitive, innovative,
    creative and proactive, and to generate and
    implement new ideas and new ways of doing
    things.
  • (NW Regional Enterprise Strategy (draft) 2008)

26
Enterprising people Entrepreneurs
  • Enterprising individuals demonstrate
    behaviours, attitudes and skills such as
    independence, opportunity seeking, strategic
    thinking and a commitment to making things
    happen. They can apply these skills in more or
    less any walk of life. There are enterprising
    individuals in, for example, the clergy,
    education, public administration and the
    voluntary sector. They may have little knowledge
    of, or interest in, business.
  • Entrepreneurs apply such skills and
    behaviours to the process of setting up and
    running (and perhaps growing) a new for profit or
    social business organisation.
  • (Botham Mason 2007)

27
The 3 Es
?
ENTERPRISE
ENTREPRENEURSHIP
EMPLOYABILITY
28
English Language Studies Initiative for
Employability
  • Examples of Projects
  • Events in Schools
  • Evaluating / critiquing Advertising
  • Company protocols and procedures
  • PR and Press Releases
  • Customer / Client Information leaflets
  • Brochures
  • Newsletters Website content
  • Employability is embedded in core modules and
    programmes.
  • ELSIE encourages students to combine personal
    development and employability learning with
    subject specific knowledge in English Language
    and Linguistics.

29
(No Transcript)
30
Realistic Work Environments
  • RWEs offer students
  • Academic Credit
  • Employability and Enterprise Skills
  • Insights into Particular Careers
  • Contacts for Work Placements and future
    employment
  • Development of Subject-specific ( generic)
    skills

Mitchell Kenyon Independent Cinema)
31
The Media Factory
  • A new 15 million building drawing together
    media, design, music, performing arts, and
    enterprise.

32
How we teach an English module
  • Insight into Publishing requires students to
    publish. For example, they produced Taste an
    anthology of poetry on the theme of food. They
    developed a business plan, invited and edited
    submissions, designed and marketed the book to
    support a charity. They produced reflective
    diaries and a critical appraisal of their work as
    part of the assessment.
  • The module is delivered by lecturers in English
    Literature.

33
How are we doing it?
Engaging students in live projects
34
Challenges
  • Getting students involved.
  • Economic climate.
  • Embedding EE in the curriculum.
  • Staff development.
  • Persuading major employers to engage.
  • Tracking down alumni.
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