Employability and Entrepreneurship
The University has a set of identified graduate attributes which we look to develop in our students through their academic journey with us. These are:
These map to different skill sets for example, team work, problem solving, resilience and positivity, creativity and leadership, speaking and listening. These skills can be developed through learning activities, and assessed through learning outcomes.
Creating content to support Employability, Enterprise and Entrepreneurship
There are a number of options for the embedding of these skills and concepts in the curriculum, and some examples are presented below. These will differ according to the subject discipline, but it is important to consider how the development of individual skills and the output attributes are developed throughout the academic journey, beginning at Level 4.
Apprentices
For apprentice learners it is critical that their subject based learning is explicitly linked to their working environment and their position and role within it. Understanding of the link between or application of theory to practice should be tested through formative and summative assessment as well as in tripartite reviews.
Example: Life Sciences
All Life Sciences courses offer either (and increasingly both) a Level 5 Work Experience option module which requires students to analyse their own employability skills, write CVs and covering letters and analyse job and person specifications. this is done prior to 100 hours of work experience in a suitable placement and or a professional placement year worth 120 Level 5 credits.
Example: Fine Art and Photography
Students complete a Level 5 Professional Engagement module where students meet and work with industry artists to develop broader employability skills and awareness.
All Arts courses have a final year, mandatory Professional Practice module which seeks to put students in discipline specific work for a minimum of 80 hours.
Example: Professional Body Accreditation
Degree programmes offered are accredited, as appropriate to a professional body, e.g. CIPD, ILM, CMI, British Psychological Society, Social Work England, RiBA etc.
Enriched teaching through practicing specialists
Arts and Business courses employ practitioners and consultants to lead on the delivery of learning in some topic areas. This brings contemporary, work-based practice, advice and culture in to learning, teaching and assessment. In Suffolk Business School this also leads to students working on real business problems, getting client feedback as well as an academic grade.
Considerations:
- Embed graduate attributes and the cumulative development of skills into your learning outcomes and assessment criteria
- Consider bringing practitioners and consultants into your delivery team, giving students access to real-world, problem based learning activities and assessment
Apprenticeships
Apprenticeship standards identify a number of skills, behaviours and knowledge that learners should be able to develop and evidence in addition to subject based learning. It is important that these are made explicit to learners in course documentation including course and module handbooks and specifications, learning outcomes, assessment and marking criteria.