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Implementing a
university-wide
approach to
employability
Professor Shirley Alexander
Deputy Vice-Chancellor (Education and Students)
University of Technology Sydney
@SAlexander_U
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
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
Employability alexander
Employability alexander
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
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.
HOW DO STUDENTS GET INTO A
GRADUATE JOB WITH A LARGE
COMPANY…
1980S GRADUATE
APPLICATION
1. Written CV and application letter
2. Fly to a capital city for interview
3. Lunch
2016 GRADUATE
APPLICATION1. Online application form
2. Online tests –
psychometric, skills
3. Skype interview – 30 secs
read question, 2 mins
answer, repeat
http://www.smh.com.au/national/education/vivid-2016-the-skill-that-65
-per-cent-more-employers-want-20160524-gp2jmp.html
@TurnbullMalcom
26th May 2016
Employability alexander
Office of the Chief Scientist. Occasional Papers.
August 2015.
Who are the
learners?
How to design
the
curriculum?
Which learning
spaces support
curriculum and
technologies?
Which
technologies
support aims?
THE FUTURE OF LEARNING AT
UTS:
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
EMPLOYABILITY CYCLE
Orientation
Course
design
Learning
experience
(formal)
Learning
experiences
(informal)
assessment
https://www.youtube.com/watch?v=E6db8lY7rJY
Learning at UTS – as explained to students
EMPLOYABILITY CYCLE
Orientation
Course
design
Learning
experience
(formal)
Learning
experiences
(informal)
assessment
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
2
UniSmart: New students introducing themselves, wearing
lanyards in Faculty colours. Message: Connect and Network
UniSmart: Mock job interview video where "employer"
questions the audience as applicants. Message:
Professional preparation starts now.
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.
2
U:Professional: Instagramming Notions of Success.
Messages:
You will use technology in learning.
Collaborate.
Be known for what you believe in.
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.
Linked In Photo Booth
Messages: Many employers recruit using Linked-In
Develop & manage your profile
2
Linked In Mock-up Messages: Think Professional
Employability - Develop & manage your profile
EMPLOYABILITY CYCLE
Orientation
Course
design
Learning
experience
(formal)
Learning
experiences
(informal)
assessment
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
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
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
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
ttp://www.iml.uts.edu.au/curriculum/framework.html
MAPPING THE
CURRICULUM AND
ATTRIBUTES
RE:VIEW
Employability alexander
Employability alexander
RE:VIEW
• Online access for
students to
teacher’s feedback
on assessment
• Direct link of
assessment criteria
Source: Frey & Osborne (2013)
Technology at Work: the future of in
novation and employment
http://www.iftf.org/futureworkskills/
COURSE TEAMS
• Faculty academic (leader)
• Learning designer + academic language
and literacies
• Learning technologist
• Librarian
EMPLOYABILITY CYCLE
Orientation
Course
design
Learning
experience
(formal)
Learning
experiences
(informal)
assessment
Employability alexander
Employability alexander
Employability alexander
Transdisciplinary design
Bachelor of Creative Intelligence and
Innovation (BCII)
http://www.uts.edu.au/future-students/creative-intelligence-and-innovation
Employability alexander
Employability alexander
Employability alexander
Bachelor of Creative Intelligence and Innovations
Bachelor of Creative Intelligence and Innovations
Bachelor of Creative Intelligence and Innovations
Employability alexander
Bachelor of Creative Intelligence and Innovations
Bachelor of Creative Intelligence and Innovations
Employability alexander
INTERNSHIPS
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
EMPLOYABILITY CYCLE
Orientation
Course
design
Learning
experience
(formal)
Learning
experiences
(informal)
assessment
Employability alexander
Employability alexander
Employability alexander
Employability alexander
Employability alexander
EMPLOYABILITY CYCLE
Orientation
Course
design
Learning
experience
(formal)
Learning
experiences
(informal)
assessment
AUTHENTIC
ASSESSMENT
http://newsroom.uts.edu.au/new
s/2015/06/uts-students-help-visa-
imagine-whats-next-wearable-tec
hnology
Employability alexander

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