Employability Conference

This session will share insights into an ongoing employability-focused research project that explores the integration of digital ePortfolios in undergraduate Childhood Studies courses. EPortfolios in Childhood Studies form a central part of curriculum and assessment but transcend simply being an output, and instead introduce a 'dual' identity, where students embrace their professional status alongside being in full-time study. This works in parallel to the completion of professional work placements, thus forming a connection to employability skills and the concept of reflective, lifelong learning. Data collected for this project investigates students' perceptions of ePortfolio development and the role this plays in the 'bigger picture' of their programme of study. ePortfolios are created using digital tools, thus contributing to wider skills in this area. This session will present findings with EPortfolio examples and pieces of anonymised data will be used to build the audience's understanding and communicate the transferability of practice.

The purpose of this study was to explore an integrated graduate internship programme (IGIP), developing specialist skills in digital fashion at a UK creative arts university. Using a case study approach, the data were collected through semi-structured interviews and online questionnaires from graduates who had previously completed a one-year IGIP from 2015 to 2019. It investigates how the programme impacted a graduate’s future studies and employment transitions and whether the support of this unique programme provided an experiential and transformative approach than merely a pathway to postgraduate careers or studies. Future research could incorporate a longitudinal study across a wider number of subject specialisms/courses in the Higher Education sector. Implications for educators and industry professionals are notable.

Biomedical Science is a diverse degree that leads to plentiful career opportunities. Whilst approximately 20-30% of graduates become Health and Care Professions Council (HCPC) Registered Biomedical Scientists, the remainder enter highly diverse careers or post- graduate study. Despite a highly refined careers programme running throughout the course, graduate outcomes appear lower than expected at the census point and students often comment that they do not know what they want to do with their careers when they graduate. In order to address this, and to complement existing careers activities, The Hive alumni mentoring programme was devised early in 2022 and introduced to students in September that year. Comprising over 40 course alumni divided into eight different career cells, this online resource was produced to provide refined careers advice for year 2 and 3 Biomedical Science students who seek information on career pathways or require tailored advice on how to access a range of diverse career destinations. 

Personal tutors were empowered to refer their tutees into The Hive and this was shown to be a key limiting factor to engagement. Therefore, with a small financial investment, a bespoke interactive website and professional signage were produced to emphasise the availability of The Hive alumni mentors and to reinforce their importance in the career decision making process. 

Feedback from key stakeholders (students and alumni mentors) is excellent with positive careers outcomes already being identified. This conference provides the perfect opportunity to introduce this approach and to recommend its uptake to courses across the University.