6. 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
7. 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.
8. HOW DO STUDENTS GET INTO A
GRADUATE JOB WITH A LARGE
COMPANY…
17. 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
21. 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
22. 2
UniSmart: New students introducing themselves, wearing
lanyards in Faculty colours. Message: Connect and Network
23. UniSmart: Mock job interview video where "employer"
questions the audience as applicants. Message:
Professional preparation starts now.
26. 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.
27. Linked In Photo Booth
Messages: Many employers recruit using Linked-In
Develop & manage your profile
28. 2
Linked In Mock-up Messages: Think Professional
Employability - Develop & manage your profile
30. 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
31. 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
32. 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
33. 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
58. 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