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Employability alexander

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Keynote given at Embedding Employability into Teaching and Learning conference, Melbourne, 31st May 2016

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Employability alexander

  1. 1. Implementing a university-wide approach to employability Professor Shirley Alexander Deputy Vice-Chancellor (Education and Students) University of Technology Sydney @SAlexander_U
  2. 2. 2 0 5 10 15 20 25 30 35 1979 1984 1989 1994 1999 2004 2009 2014 Per cent Bachelor degree un-/under-employment, 1979-2014 Source: GCA, Graduate Destination Survey
  3. 3. 3 0% 10% 20% 30% 40% 50% 60% Studying full-time Working part-time Out of the workforce Unemployed Bachelor-degree graduates not in full-time work, 2006-2014 Source: GCA, Graduate Destination Survey
  4. 4. 6 0 20,000 40,000 60,000 80,000 100,000 120,000 140,000 2006 2007 2008 2009 2010 2011 2012 2013 2014 Degree completions Estimated full-time jobs Domestic bachelor graduate outcomes 2006-2014 Sources: Completions: Department of Education, uCube FT jobs: Grattan calculations based on GCA, Graduate Destination Survey and GradStats
  5. 5. At the national level, almost half of employers surveyed by Graduate Careers Australia reported that they found the most undesirable aspects of graduates during the application process to be lack of interpersonal and communication skills and lack of care in preparing an application appropriate to the position.
  6. 6. HOW DO STUDENTS GET INTO A GRADUATE JOB WITH A LARGE COMPANY…
  7. 7. 1980S GRADUATE APPLICATION 1. Written CV and application letter 2. Fly to a capital city for interview 3. Lunch
  8. 8. 2016 GRADUATE APPLICATION1. Online application form 2. Online tests – psychometric, skills 3. Skype interview – 30 secs read question, 2 mins answer, repeat
  9. 9. http://www.smh.com.au/national/education/vivid-2016-the-skill-that-65 -per-cent-more-employers-want-20160524-gp2jmp.html
  10. 10. @TurnbullMalcom 26th May 2016
  11. 11. Office of the Chief Scientist. Occasional Papers. August 2015.
  12. 12. Who are the learners? How to design the curriculum? Which learning spaces support curriculum and technologies? Which technologies support aims?
  13. 13. THE FUTURE OF LEARNING AT UTS:
  14. 14. Learning futures Transdisciplinary and cross-faculty Personalised learning Industry and problem focused Learning2020 Staffing models • Role of academics • Paraprofessionals • Pay scales Timetable systems Credit recognition Learning2014 Collaborative, active engagement Best of online + face-to-face Authentic Graduate attributes Personal Professional Intellectual UTS Model of Learning Professional Practice Global workplace Research inspired The future of learning at UTS: a roadmap
  15. 15. EMPLOYABILITY CYCLE Orientation Course design Learning experience (formal) Learning experiences (informal) assessment
  16. 16. https://www.youtube.com/watch?v=E6db8lY7rJY Learning at UTS – as explained to students
  17. 17. EMPLOYABILITY CYCLE Orientation Course design Learning experience (formal) Learning experiences (informal) assessment
  18. 18. UTS:U PROFESSIONAL SESSION. MESSAGES: WELCOME. THINK OF YOURSELF AS AN EMERGING PROFESSIONAL. www.frankteam.com. au #UTSCAREE RS UTS:CAREERS Create The Future You
  19. 19. 2 UniSmart: New students introducing themselves, wearing lanyards in Faculty colours. Message: Connect and Network
  20. 20. UniSmart: Mock job interview video where "employer" questions the audience as applicants. Message: Professional preparation starts now.
  21. 21. 2 Impro-fessional: Improvisation Word-at-a-time: The dismissal of the tomato grower’s helper. Message: Develop teamwork skills: active listening, accepting ideas & working together.
  22. 22. 2 U:Professional: Instagramming Notions of Success. Messages: You will use technology in learning. Collaborate. Be known for what you believe in.
  23. 23. U:Professional Goal-setting Action Plan Cards – Students telling their goals. Messages: You will be speaking, not just listening during your learning experiences. Take every opportunity to practice presentation skills.
  24. 24. Linked In Photo Booth Messages: Many employers recruit using Linked-In Develop & manage your profile
  25. 25. 2 Linked In Mock-up Messages: Think Professional Employability - Develop & manage your profile
  26. 26. EMPLOYABILITY CYCLE Orientation Course design Learning experience (formal) Learning experiences (informal) assessment
  27. 27. THE UTS MODEL OF LEARNIN G 1. An integrated exposure to professional practice through dynamic and multifaceted modes of practice-oriented education 1. Professional practice situated in a global workplace, with international mobility and international and cultural engagement as centre piece 1. Learning which is research- inspired and integrated, providing academic rigour with cutting edge technology to equip graduates for
  28. 28. CURRICULUM DESIGNEarlier ways Learning.Futures Learning at UTS Practice-oriented learning UTS Model of Learning: practice- oriented, global and research- inspired What is important What students know What students can do with what they know Subject design Dot point list of content Linking ‘what students can do with what they know’ to objectives -> learning activities and assessment Graduate attributes Largely not identified or included Faculty or course-specific attributes identified, embedded and assessed
  29. 29. UTS MODEL OF LEARNING INTEGRATED EXPOSURE TO PROFESSIONAL PRACTICE •Work-based learning •Work integrated learning •Internships •Practicum etc •Volunteer activity, Shopfront projects etc •Field trips - real and virtual •Simulation and role plays - in class or online •Problem-based or issues-based approaches •Multi-media case studies - including student produced work UTS Model Of Learning at work site at uni Authenticity
  30. 30. BROAD DOMAIN ATTRIBUTESPersonal Professional Intellectual • Managing own work • Working with others • Cross-cultural understanding and communication skills • Initiative • Capacity for community engagement • Autonomy as a learner • Capacity to apply disciplinary, professional and technical knowledge in varying practice contexts • Understanding of how knowledge is generated in the profession and relevant disciplines • Understanding the contexts of professional work • Ethical understanding • Critical and independent thinking and capacity for judgement • Capacity for informed inquiry, creativity and innovation • Spoken and written communication • Technological literacies • Information literacies
  31. 31. ttp://www.iml.uts.edu.au/curriculum/framework.html
  32. 32. MAPPING THE CURRICULUM AND ATTRIBUTES RE:VIEW
  33. 33. RE:VIEW • Online access for students to teacher’s feedback on assessment • Direct link of assessment criteria
  34. 34. Source: Frey & Osborne (2013) Technology at Work: the future of in novation and employment
  35. 35. http://www.iftf.org/futureworkskills/
  36. 36. COURSE TEAMS • Faculty academic (leader) • Learning designer + academic language and literacies • Learning technologist • Librarian
  37. 37. EMPLOYABILITY CYCLE Orientation Course design Learning experience (formal) Learning experiences (informal) assessment
  38. 38. Transdisciplinary design Bachelor of Creative Intelligence and Innovation (BCII) http://www.uts.edu.au/future-students/creative-intelligence-and-innovation
  39. 39. Bachelor of Creative Intelligence and Innovations
  40. 40. Bachelor of Creative Intelligence and Innovations
  41. 41. Bachelor of Creative Intelligence and Innovations
  42. 42. Bachelor of Creative Intelligence and Innovations
  43. 43. Bachelor of Creative Intelligence and Innovations
  44. 44. INTERNSHIPS
  45. 45. DEVELOP PROFESSIONAL IDENTITY DEVELOP AND ENHANCE EMPLOYABILITY SKILLS SOURCE AND PROMOTE INTERNSHIP- LIKE EXPERIENCE S ASSESS & SUPPORT STUDENT READINESS FOR INTERNSHIPS SOURCE & PROMOTE INTERNSHIPS SUPPORT IMPLEMENTATION SUPPORT INTERNSHIP PARTICIPANT S & PROVIDERS EVALUATE OUTCOMES Internship and internship-like experiences
  46. 46. EMPLOYABILITY CYCLE Orientation Course design Learning experience (formal) Learning experiences (informal) assessment
  47. 47. EMPLOYABILITY CYCLE Orientation Course design Learning experience (formal) Learning experiences (informal) assessment
  48. 48. AUTHENTIC ASSESSMENT
  49. 49. http://newsroom.uts.edu.au/new s/2015/06/uts-students-help-visa- imagine-whats-next-wearable-tec hnology

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