TMX – Report Template
V2 – 02.04.12

1.
Key Information ........................................................................ 2
2.
Organisation – Information, Introduction and Overview ....... 2
3.
Added Value ............................................................................. 2
4.
Areas of Particular Strength .................................................... 3
5.
Areas for Continuous Improvement ....................................... 4
6.
Methodology ............................................................................ 5
7.
Findings Against the matrix Standard .................................... 5
8.
The matrix Standard Evidence Grid ...................................... 15
9.
Conclusion ............................................................................. 17
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1. Key Information
INITIAL ASSESSMENT
STANDARD MET
JENNIE DUNSE
12/02/13 – 13/02/13
17629
12/1049
2. Organisation – Information, Introduction and Overview
The University is governed by the University Council, with academic governance overseen by the Senate. The University has six academic Colleges, supported by Professional
Services, including Academic Services which is responsible for Employability and Graduate
Development (EGD). Within Employability and Graduate Development are three divisions,
The Career Zone, Employment Services and Employability and Curriculum Development.
The Career Zone provides student facing services, with high profile attractive locations on both campuses, Employment Services have a clear focus on working with employers, and
Employability and Curriculum Development is responsible for curriculum and work-related learning, Researcher-Development and Careers Consultancy services. EGD has introduced a number of accredited employability programmes over the last 2 – 3 years, including the eXfactor employability programme aimed at all first year students, and the Exeter Award and
Leaders Award. These complement sessions and programmes run in conjunction with the academic Colleges, and personal support and interventions offered to students through the
Career Zone. EGD employs around 50 staff, supported by an average 20 students on
Student Campus Placements. EGD is delivered in person and on-line through the webbased My Career Zone, supported by social media and mobile device Applications (the i
Exeter App).
3. Added Value
In addition to undertaking an assessment against the matrix Standard it was agreed that the
Assessor would advise on devising alternative ‘soft’ impact measures. EGD has recently developed feedback forms which focus on ‘soft’ outcomes such as expectations and the extent to which they have been met, and extent to which provision has made a positive difference, rather than previous feedback which had more of a client satisfaction focus. As detailed in the Areas for Continuous Improvement (below), EGD could supplement this by encouraging students to assess their level of confidence, knowledge and effectiveness prior to attending a session (such as one to one CV support or a CV writing workshop), and again at the close of the session or shortly after. This could potentially be incorporated into the booking process, which is mainly accessed through My Career Zone, and either the on-line feedback process already in place or a short closing session in group delivery. This could provide useful data on the effectiveness of different delivery methods (one to one versus
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group, for example) and of staff with particularly effective delivery skills as well as providing feedback on areas which may need improvement. Given the consultative approach evident within EGD it may be that staff and Student Campus Partners could advise on the most relevant ‘soft’ skills they would expect to be developed and use these to gain feedback on effectiveness.
4. Areas of Particular Strength
Services available to students are clearly defined so that students are aware of what to expect, how this could apply to them, and the purpose of the services offered. Students interviewed were clear that the purpose of EGD services was to help them understand and develop the skills employers and post graduate institutions want in order to obtain graduate level employment or post-graduate study opportunities. Once defined, services are well promoted, students being aware of how and where to access services and the range of services available to them. Students interviewed were very aware of The Career Zone, with high profile location and eye catching yellow branding, and of My Career Zone on-line services. Students interviewed also commented on the bright yellow posters at key locations around the campus, noting that these were routinely changed to promote current and forthcoming events. The presence of Career Zone staff wearing yellow T shirts in The
Forum, just outside The Career Zone, was perceived by students interviewed to emphasise how friendly and approachable staff are, and students felt they were encouraged to enter
The Career Zone to explore further what is on offer. Students felt the consistent branding across e-mail, Facebook and Twitter also helped maintain their awareness and contact with
EGD throughout their time as a student. Students interviewed from different year groups were aware of services appropriate to the current stage of their degree journey, for example students interviewed from Year 1 were exploring career options and engaging with part-time and voluntary work, students from Year 3 were ensuring their applications were underway and their interview skills were well developed.(1.6, 3.1)
EGD puts a lot of effort into working with employers, staff and students to listen to their feedback on what is wanted and needed. For example, EGD has worked closely with employers to identify skills and knowledge that undergraduate candidates lack, and has then devised workshops and information sessions around these needs, such as awareness of cultural differences for students aiming to work for companies operating in the global market place. Some workshops are directly delivered by employers, who have been carefully briefed by EGD, to provide an accurate, realistic view of what they need and expect from graduate level job candidates. These are then supplemented by EGD-delivered sessions on developing the required skills and knowledge. Staff interviewed demonstrated respect for each other’s views and expertise, and felt they were encouraged to use these to design services around student needs and share good practice with each other. Staff take careful notice of student feedback both on their own work, adjusting their professional practice, and overall. For example, in this academic year following student feedback workshop sessions have been made more lively and interactive, using interactive (touch) tables and engaging presentations using PREZI, games and activities to hold student interest. Early feedback to date is showing students feel they are improving their confidence and skills as a result. Staff interviewed were careful to describe the balance required between what students say they want, and the realism, based on their own experience, of what students need, to ensure there was a focus on ensuring students make realistic choices and develop the employability skills, attributes and behaviours they need to be successful in their next step. (1.7, 4.3)
As noted above, EGD makes appropriate use of new technologies such as interactive
(touchdown) tables to support student learning, but is careful not to introduce potentially gimmicky applications just because they are available. New applications are considered through team meetings, for example, with discussion on how technology will enhance the
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student experience and increase impact. EGD makes appropriate use of social media to promote services and keep students updated, with close monitoring of the levels of student access and usage. My Career Zone is the latest addition to the i Exeter App, which again will be carefully monitored to understand how it is used by students, and what impact it has on them. EGD uses Skype to maintain communication with Cornwall based staff, including them in virtual meetings for example, which makes better use of time and resources than continual travel of phone calls. (4.7)
EGD has built up effective employer networks over the last few years, engaging employers both nationally and locally. EGD has been particularly effective in engaging local, typically small and medium enterprises, for example through the Graduate Business Partnership.
This has enabled smaller local employers to benefit from the specific, relevant skills of a graduate to help develop their business, and has provided relevant work experience for recent graduates with local companies. EGD also makes effective use of employers to provide accurate, realistic, up to date information for students either through workshops or through themed Careers Fairs. One student who had attended an employer delivered workshop recently on Publishing commented:
“I had always had this idea I would walk into a publishing job, but now I’ve found out what the reality is, not my rose tinted view, I’m going to re-write my career plans. So I’m booking a one to one with one of the Careers Consultants who works with my subject area to look at what I am going to do whe n I graduate. Thank goodness for that input of realism!”
EGD ensures employers working directly with students are carefully welcomed, properly briefed, and helped to analyses the effectiveness of their input afterwards. (1.8, 4.4)
EGD has adopted a very systematic approach to setting clear aims and objectives for services, with effectiveness measured through relevant impact measures, demonstrating an understanding of effectiveness throughout the department. Every member of staff interviewed made reference to what they were trying to achieve in their own role, referencing this to the University’s strategic priority on graduate level employment, and explaining how they would know how effectively their aims had been met by explaining objectives measured by student outcomes. This is enabling EGD to continue to improve services, and will support
EGD in contributing to the University strategic goal to ‘increase Graduate Level
Employment/Further Study to above the Top 10 median’ by 2015. (1.1, 1.5, 3.2, 4.1)
5. Areas for Continuous Improvement
As noted earlier, EGD is making effective use of technology to improve services, for example students use My Career Zone to book workshops, sessions and one to one interventions.
EGD could review how easy it would be to incorporate student perceptions of their confidence, skills and knowledge relevant to the session at the point of booking on-line by incorporating a simple questionnaire into the booking process. This would then be followed up by a similar exercise at the end of the session (eg designed into interactive group delivery) or after a short time gap. Currently, EGD issues an automatic on line feedback form after interventions with the opportunity to win a prize, which could of course continue as an incentive. Data capture in this way would provide a fairly straightforward way of assessing impact, by individual, by session or by member of staff, enabling improvement and best practice to be pinpointed. It could also support analysis of the most effective way of making a difference to student skills, by comparing group delivery to one to one sessions, for example, enabling staff resources to be managed efficiently, and would provide clear data on how effective improvements to delivery planned have been – for example when content or presentation methods have responded to student comments. (1.5, 2.1, 4.1, 4.2, 4.7, 4.8)
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Students taking up opportunities through Student Campus Partnerships who were interviewed confirmed they received a comprehensive induction, and felt well supported from the start of their experience. They felt this was enabling them to develop appropriate employability skills effectively from the beginning of their Placement. However, a small number of students interviewed who had taken up Placements or Internships in other
Colleges had had a less consistent experience, the extreme being a student whose staff mentor had been away sick, so no-one appeared to be aware of basic procedures such as informing payroll. It is therefore suggested EGD could follow up each Placement start with a courtesy call to both student and mentor after 1 – 2 weeks to ensure that all is well, that the student has settled, and is receiving the experience they expected. This could prevent students potentially having a poor experience (and telling their friends), and possibly even not completing their Placement. It may also help identify if some Colleges or departments need more support from EGD to enable them, and the students, to get the most out of the schemes. (3.6, 4.3, 4.4)
EGD may like to consider undertaking a more longitudinal study of graduate outcomes, either quantitative or qualitative. A quantitative study at, say, 12 or 24 months could provide more data on how sustainable outcomes have been for graduates, and potentially pick up more positive, graduate level entry outcomes from graduates who have taken longer to find or settle into appropriate employment. Whilst not a required measure for Higher Education institutions at present, the current government is committed to the concept of “sustainable outcomes” as an impact measure, and may decide to introduce the notion to the HE sector.
Alternatively, EGD could consider a more qualitative approach, targeting a smaller number of graduates to consider which skills and knowledge have proved most useful to them in the longer term, and/ or find out from those not yet settled potentially what might have made a difference. This feedback could then be developed into information on transferable or generic skills, for example, for current students. Such a study could lend itself to a Student
Campus Placement within EGD, or possibly undertaken in conjunction with Alumni Services to share resources (1.5, 1.7, 4.2, 4.3)
6. Methodology
A number of methods were used to carry out the Assessment:
1 one to one interview with the Deputy Registrar and Head of Academic Services
4 one to one interviews with Managers
1 group interview with 2 Managers
5 group interviews with 13 staff
4 group interviews with 23 students
1 one to one interview with a partner
2 telephone interviews with partners
7. Findings Against the matrix Standard
1. Leadership and Management
The way in which the organisation is led and managed to develop an effective service
The University Council and Vice Chancellor have set out a Strategic Plan for the University to 2015. This includes as a strategic goal “ To increase Graduate Level Employment/Further
Study to above the Top 10 median ” by 2015. This is the driving objective for Employability and Graduate Development, and forms the basis of the EGD Strategic Plan. The goal is jointly owned with the six academic Colleges, with whom EGD works closely to deliver
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services and measure impact. EGD have developed a mission to support the strategic goal to:
“Assist students with career preparation, identification and creation of relevant opportunities and their successful transition into graduate level work and further study upon graduation”
In order to achieve graduate level work and further study, EGD has defined the following attributes as being necessary:
A good degree
+
PTS (Personal Transferable Skills
+
Career Management Skills
(Self awareness, CV/application writing, interview skills, job hunting strategies etc)
+
Work related learning and Work Experience
+
Enterprise and professional skills, Commercial Awareness
+
Self efficacy and personal effectiveness
EGD’s Strategic Plan sets out how the division aims to deliver the areas above, such as
Career Management Skills, Work related learning and Work Experience, which clearly lie within its remit, whilst working in partnership with other stakeholders including the academic
Colleges and students who take responsibility for other areas. The impact of EGD on students is measured by a range of key objectives including:
Engagement in employability-related activity through the curriculum
Attendance rates for extra-curricular events and programmes
Numbers of students achieving the Exeter Award and Leaders Award
Numbers of students engaging in work experience
Student feedback on impact measures and satisfaction measures
Number of employers and Alumni visiting campus
Level of engagement between Alumni and students
The extent to which graduates secure graduate-level employment and further study; and
National league tables for graduate destinations through the Destinations of Leavers in HE survey (DLHE)
National Student Survey (NSS) results in Top 10 Universities nationally
Targets are set where appropriate, normally seeking an achievable but stretching improvement on the previous year’s benchmark attainment.
All staff and managers interviewed had a clear understanding of the University strategic objective, and of the aims and objectives for their functional area in relation to the department Plan and the University’s strategic objective. They provided evidence of how they were planning delivery to meet objectives, and how the effective their delivery was to date in working towards those objectives as shown by impact measures.
Staff and managers interviewed fell the Vice Chancellor has expressed a clear vision for the
University, which is shared and understood throughout the institution. For example, the academic Colleges understand the shared responsibility with EGD for enabling students to
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enter graduate level employment or further study, and work with EGD to develop employability for students. The Head of Employability and Graduate Development reports regularly to the Deputy Vice Chancellor and the lay Member of Council with responsibility for the Education Strategy, which provides an opportunity for two-way discussion on how effectively EGD is performing to meet the University’s strategic priorities, and for the Head of
EGD to feed back to staff emerging or developing priorities. Staff interviewed were very clear about what they are trying to achieve, how this is delivered, and how they know whether they are achieving or not. Staff interviewed confirmed they have regular opportunities to discuss progress with managers and colleagues, and that continual discussion, review and improvement is encouraged. Staff appreciate the culture of positive encouragement and problem solving within EGD, rather than criticism and fault finding, which they feel has a positive impact on performance.
Staff interviewed confirmed they have extensive training through central University training in core policies such as Equality and Diversity, Data Protection, Health and Safety and
Sustainability. Impact is measured through appropriate measures such as comparative data on equality and diversity, and by compliance checks in areas such as data protection and data security and health and safety. One of the University core Values, on Truth, commits the University to being “ dedicated to upholding the highest levels of integrity and the ethical pursuit of knowledge ”, and staff interviewed translated this in their own practice to ensuring they respect professional integrity and the principles of ethical guidance, monitored through observation of professional practice, student feedback and outcome data
All EGD staff are members of AGCAS and subscribe to the AGCAS Code of Practice on Guidance.
Students interviewed confirmed they felt respected and valued by EGD staff, and that their personal information, for example, was protected at all times whilst accessing EGD services, including on-line.
As noted above, monitoring of compliance with current legislative requirements is undertaken by appropriate data analysis, feedback mechanisms, observations and compliance checks. Staff interviewed confirmed that forthcoming legislation which would impact on their work was cascaded down through the line management structure, and they were well prepared through appropriate training and discussion to plan delivery around new requirements. For example, the recent changes to Higher Education fee structures, in which the University chose to apply the highest fee banding, was discussed through team and all staff meetings. Staff interviewed felt that, as a result, the promotion of EGD to prospective students had been an effective element in attracting well qualified students to apply to
Exeter, and the planning of delivery for Year 1 students was helping to meet the demand of students already committed to the concept of using their degree to achieve a “good”, graduate status job.
A key measure for all Higher Education institutions is performance in the Destination of
Leavers in HE survey (DLHE), which measures graduate destinations 6 months after graduating. Within the survey results, EGD uses entry to graduate level employment or further study as the measure of success, rather than including all employment outcomes as an indicator of success. EGD also uses external data from the High Fliers survey on student behaviours in relation to job applications to graduate employers, and results from the
National Student Survey, to benchmark against competitor HE institutions. In addition, EGD undertakes internal evaluations of achievement of ‘soft’ outcomes such as improved confidence and knowledge of employability skills such as CV writing, interview skills and assessment centres as measures of effectiveness for delivery. Where appropriate, EGD uses the Module and Course Evaluation (MACE) on-line evaluation to measure impact, with a target of a minimum score of 4.0. Staff interviewed had a good understanding of student outcomes, and how these were used to measure and improve their performance.
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Student facing services are delivered through The Career Zone and its on-line equivalent My
Career Zone. The Career Zone at both Exeter and Cornwall campuses is in a very high profile location, with maximum potential student footfall going past. Personal caller numbers to both sites have increased exponentially since moving to the new locations in 2012, with
Exeter for example recording 1,000% increase in personal enquiries since the move.
Branding is bright, clear and eye catching, and is presented consistently within The Career
Zone, My Career Zone, Facebook, Twitter, e-mail, plasma displays, posters and promotional flyers. Students interviewed readily identified the bright yellow colour with The Career Zone services. Year 1 students interviewed confirmed they had attended a lively introduction to
The Career Zone as part of their Freshers’ Induction to the University, which they felt had explained the different services on offer to them. All students are automatically signed up to
My Career Zone on enrolment, but analysis of user numbers, web page hits and average time spent on the web site has also shown a dramatic increase since the launch of the high profile Career Zone, as student awareness has improved. Students interviewed also showed an understanding of the Career Zone Timeline, promoted through posters, My Career Zone, flyers and promotional “extras” such as give away pens at events. This defines what activities students should be engaged in during each year of their degree in a visual format, which students interviewed felt was very clear and easy to understand. They confirmed it helped them in their career planning, and to be well prepared prior to their final year.
Partners interviewed also confirmed they had a good understanding of the EGD services applicable to them, and the added value of working with EGD. One employer commented:
“I find Exeter very pro-active in pushing employability for their students, starting in Year 1 which I think is unique. It makes me want to be an “employer of choice” for their graduates, because I know Exeter graduates will have the skills and commercial awareness that we need as a business. Being part of the Employer Forum means I can influence what they offer students, which is really important to me, I can discuss with the Careers people the skills we need from graduates that they don’t have, and they can tailor the programmes they offer students around that. Of course I want to ensure we offer quality work experience placements for students because it gives us an opportunity to assess students on placement with us, and helps us select the talent we need to grow our business. I think it’s a real ‘winwin’ situation for us, and for them.”
Staff and students interviewed felt very involved in the design and delivery of services.
Students for example have direct input to delivery through Student Campus Partnerships which offer students work experience in a variety of roles within EGD. These include front line delivery in The Career Zone as Student Information Assistants, DLHE callers
, and ‘back office’ functions. Students on placement are encouraged to voice their opinions, for example on promotional activities and presentation resources, to ensure these are appealing and effective. Students on placements with EGD interviewed felt they were given an equal voice in any discussion on how to improve delivery with established staff, and their views counted.
Student feedback on interventions is discussed at team meetings, with staff adding in their own expertise to improve delivery. This is combined with feedback from other sources, such as the Employer Forum, which advises on skills needed by employers, and skills gaps. For example, Employer Forum members commented that, whilst Exeter candidates short-listed for interview were clearly well prepared in interview skills, and very articulate, the overall standard of application forms was poor. Students attending workshops on application forms were feeding back that the sessions were rather dull, and they did not feel they were learning much as a result. Staff used their expertise to devise a new approach to workshops, based on the use of interactive touchdown tables, which students are very enthusiastic about. Students attending the workshops now work in small groups using the touchdown tables, role playing employers selecting candidates from application forms. To date, student feedback is that they feel they are developing appropriate skills and understanding, and engagement with the programme is increasing. Informal comments from employers so far suggest an improvement in the standard of applications, making it more likely that Exeter candidates will be selected for interview.
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One of the University Values is Partnership, which promises “ We work collaboratively to create alliances across sectors and beyond borders.
Within EGD, extensive networks and partnerships have been developed to enhance delivery, both internally and externally. EGD works very closely with the academic Colleges, with whom responsibility for achieving the goal of increasing graduate level employment and further study to above the Top 10 median is shared. EGD staff work closely with academic colleagues at all levels, from strategic to delivery, mapping provision for example to ensure services are complementary and not duplicated. For example, one academic partner interviewed explained how planning discussions had resulted in the department taking responsibility for organising work placements for students, as they had developed the best contacts, whilst the Careers
Consultants concentrated on delivering an accredited module on employability skills. As employment prospects for the discipline are much improved for MSc candidates rather than first degree holders the department and EGD had worked closely together to ensure students were aware of labour market requirements, and the Careers Consultants had tailored sessions around applying for post graduate study and developing an academic CV.
As a result, more students were entering post graduate study, and ultimately employment related to their academic discipline.
External partners are seen as equally important, with employer networks for example a key priority for EGD. As already noted, the Employer Forum offers an opportunity for employers to influence the programmes delivered to students, and employers are used as a major resource in delivering workshops and information sessions directly to students. Employers are carefully briefed prior to delivery, and a member of staff designated to welcome them, support them, and go through any issues afterwards to ensure the experience has been positive for them. Small and medium enterprises have been targeted by EGD as a potential under developed source of graduate level employment and work experience. The Graduate
Business Partnership, for example, has been developed to offer graduates valuable work experience with local companies, enabling them to apply and develop their skills in a real work environment, and the employer to benefit from the specific expertise brought in by the graduate. For example, EGD has developed a partnership with Exeter City Football Club, a social enterprise owned by 4,000 fans. The partnership has developed to the point where
ECFC is now the largest single provider of work experience to the University, with over 20 students from across all 6 academic Colleges working in real-life projects or placements.
ECFC was nominated as Best Placement Provider in the National Council for Work
Experience Awards, winning the title in 2012, beating off competition from multi-national companies who have dominated the awards in recent years. EGD has a strong partnership with the Guild of Students, linked by the Guild’s commitment to enhancing the student experience and empowering students to develop skills through extra-curricular activities. The
Guild has been the key partner in developing The Exeter Award for Year 1 students, a joint initiative which has enabled students to gain recognition for the work-related skills they develop through volunteering, engagement in University clubs and societies and through part time work.
2. Resources
The assets invested and applied in providing an effective service
EGD has made good use of the University investment in The Forum and The Exchange, demonstrated by the enormous increase in personal enquiries since The Career Zone moved into both sets of premises. On-line usage of My Career Zone has also shown considerable increase, due to the raised profile if both the service and brand name. The percentage of students engaging with EGD programmes such as the Exeter Award and eXfactor, and employability skills workshops continues to increase alongside, again reflecting the raised profile of Employability and Graduate Development. EGD anticipate overall impact will be assessed by DLHE returns from 2013 graduates on. Staff resources
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are carefully monitored, with a resourcing formula which allocates staff days to tasks for each individual, based on the responsibilities they have and their caseloads. Staffing allocation is monitored and adjusted to reflect student demand, for example towards one to one sessions or workshops if demand increases. Careers Consultants are attached to specific Colleges so that they are able to develop relevant expertise and knowledge to benefit students, for example of labour market and post graduate opportunity trends in their sector. Staff are also used as a resource by colleagues, being acknowledged and respected for their expertise in their sector by colleagues.
Staff interviewed confirmed that most information used with students is accessed on-line, mainly through My Career Zone. Staff explained how on-line information resources are reviewed and checked on a rolling basis, with each section of the My Career Zone website allocated to 2 staff, one of whom carries out the scheduled review, confirms links are still relevant and working and content remains accurate, current and up to date. Any adjustments then go to the second nominated person to carry out. Staff interviewed also access other trusted websites, which they know are similarly verified, such as prospects.ac.uk, agcas.org.uk, for graduate labour market information for example, and goinglobal.com. The
Career Zone holds a small amount of printed information such as reference books, which is subject to the same information governance procedure as on-line resources. Any unsolicited resources are carefully reviewed, and only accepted if they meet information governance requirements and either cover new ground not already covered elsewhere or are an improvement on information already held.
All posts within EGD have a full job description and person spec appropriate to the role. For example, staff in the Researcher Development team, providing services to post graduate and post doctoral researchers, are expected to be qualified to PhD level to give credibility to their clients, and as their role includes teaching and training they are expected to hold
Learning and Teaching in HE or CIPD Learning and Development Practice certification .A number of managers hold, or are currently working towards, ILM4. All Careers Consultants have the Post Graduate Diploma in Careers Guidance, or are working towards the qualification as Trainee Careers Consultants. EGD works collaboratively with similar services in HE to ensure staff are appropriately qualified in comparison to other institutions and to exchange best practice on skills development for staff.
Staff interviewed confirmed they are able to access central University training for mandatory training such as equality and diversity and health and safety. In addition, they have regular discussions with their line manager during which they are able to identify their own training and development needs in line with continuing to improve their performance, and agree how these will be met. For example, they may apply for external training if this is relevant, or they may be coached by a colleague if this is more appropriate. Staff feedback had indicated that they did not always understand why some training and development requests were granted whilst others were not. In consultation with staff and managers a new training and development procedure has been developed, which staff interviewed confirmed was much more open, with a clearer rationale linking training and development to achievement of department aims and objectives. Staff interviewed felt they are given opportunity and encouragement to progress their careers within EGD and externally, if they wish. Students on placement with EGD interviewed felt they were receiving invaluable opportunities to develop work-related skills and enhance their likelihood of entering graduate level employment.
Newly appointed staff interviewed confirmed they had been offered an effective induction programme, with an appropriate mix of “welcome to the University” input and department and job specific training. Staff new to the University interviewed had enjoyed the “Lunch with the Vice Chancellor” offered to all newly appointed staff, which gave them the opportunity to hear direct from the Vice Chancellor his vision for Exeter, in a relaxed setting over a buffet
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lunch. Staff attend formal University led sessions covering policy requirements and expectations, and a one to one briefing with the Head of EGD to introduce the University strategic priorities for EGD as well as an overview of how the department operates. New staff interviewed explained how regular reviews of their progress support them in becoming efficient in their new role quickly and effectively.
3. Service Delivery
The way in which the service is delivered effectively
EGD has developed a simple Statement of Service “What can we help you with?”, which outlines the services on offer for students. This is displayed on the front page of the Career
Zone web site, and replicated in The Career Zone by clearly marked header boards indicating the different services available. Students interviewed were very clear about the offer made to them, and the purpose of EGD to help them achieve graduate level employment or further study. Students interviewed felt The Career Zone has a high profile within the student body, a view reflected by the Guild of Students from their experience. This is confirmed by the increasing take up of EGD provision by students, with currently all objectives on engagement with students on track to achieve their targets by the end of the academic year.
Most EGD objectives are based on an academic year cycle, but the regular monitoring of all
Key Performance Indicators shows that the majority of objectives are on track to be met by the end of the academic year, For example, student engagement and attendance numbers for each type of programme are nearly all above profile, and soft outcome impact measures and satisfaction measures are achieving at or above target levels (for example over 4.0
MACE scores for impact, and 90%+ for satisfaction). The DLHE outcomes for graduate level employment and further study have shown consistent improvement over the last 3 years, propelling Exeter up the HE league table, but EGD does not anticipate the full impact of improvements introduced in the last 12 months to be reflected in DLHE until the returns for students graduating in 2013 onwards are recorded. However, improvements to employability skills delivery have already produced improvements in impact and satisfaction scores for these sessions, which staff interviewed were keen to share as evidence of effective delivery.
Staff interviewed demonstrated a strong commitment to impartiality and objectivity, often referring to their professionalism and ethical approach to working with students. This includes challenging students appropriately, when necessary, for example using evidence from accurate graduate labour market information to help students widen their career horizons and consider potentially satisfying and rewarding career options outside teaching, the media and the third sector. Staff interviewed discussed the balance to be maintained between delivering what students say they want and what experience shows they need, to ensure they are given appropriate information, advice and guidance to make well informed decisions and develop the job-related skills they will need. Students interviewed confirmed all staff they had encountered from EGD had offered consistently impartial information, advice and guidance, even if the student sought an opinion they were helped to actually consider all options and come to their own conclusions.
Students interviewed explained how they had been offered new options to consider, which had helped them broaden their career ideas. Some students interviewed confessed to having had very fixed ideas on their career choice, which they now realised had been based on incorrect assumptions and misinformation. They were pleased to have been challenged, and to have been offered different possibilities based on accurate information and improved awareness of their own strengths and interests. They felt they were now more likely to find employment which used the skills developed through their degree studies. Students interviewed were consistently clear that they made decisions and choices, and that although
EGD staff were always supportive it was not their role to make decisions for students.
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Students interviewed gave the opinion that as intelligent people they should be encouraged to research options once they had been alerted to these, and expected to request help when they needed it. They were therefore very appreciative of My Career Zone as a resource available to them 24/7. They commented that they could research different options and find current information at a time that suited them – but that help via e-mail, phone or by dropping in to The Career Zone was also available to them if they needed it. Several also found emails and the Career Zone Newsletter, produced by students on placement, a helpful way of alerting them to developments and options they could then choose to follow up if they wished. Those who had attended workshops involving touchdown tables were really enthusiastic about how the technology really helped engage them, making the sessions great fun but also a positive learning experience.
EGD works closely with the academic Colleges to ensure students receive help and support from the most appropriate source, and that resources are not duplicated. For example, the
Business School has staff with a great deal of expertise in commercial awareness and entrepreneurial skills, so Business School students expressing interest or needing support in these areas would be signposted to facilities within the School. EGD also uses employer expertise to good effect, for example referring students for mock interview sessions with employers which enable students to develop their interview skills very effectively, as evidenced by employer feedback in the Employer Forum on Exeter interview candidates.
EGD has developed close links with the Guild of Students, who are located close to The
Career Zone, enabling easy access and mutual signposting of students to both services.
There are also close partnerships with Student Services, also located in The Forum, ensuring students receive help and support from the most appropriate source. Students interviewed confirmed they had received appropriate advice on agencies or organisations best placed to help them develop, such as employers offering work placements and internships which were relevant to them, or putting them in touch with an Alumni Mentor who was supporting their career development.
4. Continuous Quality Improvement
The way in which the service provided is reviewed and improved on an ongoing basis
Progress towards all key performance indicators (KPIs) is tracked using a traffic light reporting system to highlight where objectives are on track, need attention or are not currently on track. Progress is reviewed through the weekly EGD management meetings, and at fortnightly team meetings and the all-staff EGD meeting with staff. Additionally, the
Head of EGD meets weekly with the Deputy Registrar and Director of Academic Services, who as part of the University Senior Management Group ensures EGD performance is reviewed at the highest level. This thorough approach to review of performance at all levels is demonstrating that EGD is currently on track to meet or exceed its key objectives for this academic year. For example, EGD is on track to achieve both student and employer engagement targets for the year, with, in some cases, targets for 2012/13 already achieved and surpassed by February 2013. Impact scores in sessions using MACE scores are consistently above the 4.0 target, and student satisfaction is currently running at 90% good/ very good, above the 80% target for the year. Any KPIs showing “red” are investigated, and an appropriate action plan put in place where appropriate to ensure the target will be met by the end of the academic year, for example employer events which had to be cancelled due to extreme weather and resultant travel disruption in Term 1 are being re-scheduled. DLHE results have demonstrated Exeter moving steadily up the DLHE league tables over the last 3 years, but EGD do not expect to see a major impact from current activities until the DLHE survey results for 2012/13 graduates (published 2014) onwards. Exeter has been consistently in the Top 10 universities in the NSS results table, the most recently published results placing it in 6 th
place, achieving the objective of maintaining a Top 10 position.
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As noted previously, EGD uses a range of ‘hard’ and ‘soft’ outcomes to evaluate performance and identify improvements. For example, results from the national High Fliers
Survey in 2010 indicated only 30% of Exeter students were expecting to start looking for a graduate job in Year 2, and only 24% began researching employers before their penultimate year. This was considerably lower than competitor universities and was a major factor in the introduction of the 3,2,1 approach from 2010. By 2012, after the introduction of the 3,2,1 timeline and programme this had risen to 38% expecting to start looking and 30% researching employers before their penultimate year, more comparable to other similar HE institutions. Other High Flier data shows a similar impact. The impact of 3,2,1, with its emphasis on preparation for graduate employment from Year 1, is also monitored through
Exeter Award achievement, the Award being available to Year 1 students. This has shown an increase of 42% in Award achievement over the last 2 years, with a further increase anticipated in the latest results. Staff interviewed were keenly aware of using student outcomes to monitor and evaluate performance, for example using DLHE data disaggregated to College, department and course level to identify good practice and areas for improvement with academic colleagues. This has enabled staff to work with academic colleagues to embed employability into the academic curriculum, and to develop targeted, subject or discipline related provision, which was seen to be having greater impact, measured through DLHE and other indicators, than a more generic programme.
Staff interviewed consistently referred to the importance of feedback in reviewing and planning provision. For example, employer feedback had confirmed that Exeter students applying to multi-national companies for graduate positions were not always aware of the need to understand other cultures, and the impact poor cultural awareness can have on business success. In response, EGD introduced a highly inter-active experiential learning session on cultural awareness. However, students attending quickly commented that they did not understand the session, indeed some were frustrated and annoyed by their lack of understanding, and impact scores on confidence, skills and motivation were poor. Following discussion with students and staff the session was completely re-designed, and is now delivered with more emphasis on a presentation on the need for cultural awareness, with evidence of the impact on business. This has been well-received by students, with satisfaction and impact scores improving considerably, and negative comments disappearing. Staff interviewed explained how they used aggregated data to analyse which programmes were working well, and which needed improvement, and followed up individual feedback if a student had commented that they had not had a positive experience. This enabled them to understand more about why the student was not satisfied, and to offer additional support if needed. Data and comments are discussed in EGD management meetings, staff and team meetings, with actions taken to improve the service as needed. For example, several students commented they were having some difficulty in navigating the My
Career Zone web site. The introduction of additional tabs on the Home Page has resulted in positive comments on navigation now.
EGD has built up extensive networks and partnerships to enhance the services it offers.
Partners interviewed confirmed they are involved in reviewing how well the relationships are working, and what needs to be improved. For example, the Employer Forum is involved in an annual evaluation of the previous year, and planning for the future, and internal partners are involved in a similar process. EGD is pro-active in seeking out new potential partners where this can bring additional benefits to the student experience, such as targeting small and medium size employers like Exeter City Football Club and engaging with them to provide work experiences and placements for current students and recent graduates. This is enabling the employers to benefit from student expertise, and students to gain real life experience and skills in the workplace.
Staff and managers interviewed at all levels consistently referred to “plan – do – review” as they way they approach quality assurance. The approach is embedded in the culture of
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EGD, and well understood by staff and their managers. For example, staff referred to the consistent review of each session, programme and intervention using evidence based on feedback and impact measures through team meetings, staff meetings and regular one to one sessions with their line manager. Staff provided examples, referred to elsewhere, of improvements introduced as a result, which were then further evaluated to assess how effective they had been. Students interviewed also understood that EGD were consistently asking for feedback and for how well they had developed confidence, understanding and motivation because they wanted to improve their services, and were aware of how some sessions had been improved as a result.
Staff and managers interviewed confirmed they have a Personal Development Review each year, with clear objectives related to divisional and departmental objectives. These are reviewed regularly, with staff having fortnightly one to one meetings with their line manager, for example, Staff felt this was a positive process, which helps them understand how well they are performing, identifies training and development needs, and supports them in reflecting what they have learned and how this will be applied in their job role.
EGD has carefully incorporated new developments such as touchdown tables into delivery where these can have an impact. For example, student reaction to the use of touchdown tables in other disciplines has been extremely positive, with students feeling the inter-active sessions based around the technology were enabling them to develop new skills and understanding more effectively than previous delivery methods. The introduction of the technology has been carefully planned for sessions where it is relevant, and adds value, rather than being a blanket introduction. The development of Career Zone on the i Exeter
App will also be carefully monitored to see how often, and how, it is used by students before additional features are developed. The use of My Career Zone is closely monitored, to review page usage and time spent, for example, to review how effective new developments have been and to plan additional pages. EGD has set a target for Facebook “friends”, Twitter accounts and Tweets, all of which are currently on track to be achieved this academic year.
Again, actual usage is monitored. Students receive regular updates and Newsletters by email, uptake of promoted sessions is subsequently monitored for effectiveness, and click throughs from the Newsletter evaluated to gauge how effective the content has been.
All staff and managers interviewed had a clear commitment to continuously improving delivery, and an understanding of the importance of basing improvement on a “plan – do – review” methodology. Staff consistently talked about the need to evaluate the service on the basis of evidence, and of how to follow through changes to delivery with further evaluation to measure effectiveness. For example, sessions on cultural awareness were planned based on employer feedback, reviewed against student feedback, satisfaction and impact measures, and improved as a result. Longer term impact will be evaluated at the next
Employer Forum to assess how effective the sessions have been in providing students with the knowledge and understanding required by employers at interview. Staff and managers interviewed confirmed that aims and objectives are reviewed annually, and targets set which are challenging but achievable, using current achievement as the baseline. Longer term targets, such as the overall strategic objective of increasing graduate level employment/ further study to above Top 10 median, are broken down into milestones which staff interviewed confirmed they understand, and find helpful in monitoring progress. Overall,
EGD is making effective progress towards the longer term strategic objective, and towards annual objectives which reflect operational effectiveness.
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8. The matrix Standard Evidence Grid
Criterion
1.1 The service has clearly defined measurable aims and objectives which link to any wider organisational strategic aims.
1.2 The service is provided with clear leadership and direction.
1.3 The organisation implements policies to promote equality and diversity, impartiality, confidentiality and professional integrity in all aspects of service delivery.
1.4 The organisation complies with existing and new legislation which might impact upon the service.
1.5
The organisation defines client outcomes and uses them as a measure of success for the service.
1.6 The organisation promotes the service in ways which are accessible to all those eligible to use it.
1.7 Clients and staff influence the design and development of the service.
1.8 The organisation establishes effective links with other appropriate partnerships and networks to enhance the service.
2.1 The organisation uses its resources effectively to deliver the service.
2.2 Clients are provided with current, accurate and quality assured information which is inclusive.
2.3 The organisation defines the skills, knowledge, competencies and qualifications, in line with current national recognised professional qualifications and frameworks, for individual staff roles, linked to the aims and objectives of the service.
2.4 Staff are supported in undertaking continuous professional development and provided with opportunities for career progression.
2.5 Effective induction processes are in place for all staff.
3.1
The service is defined so that clients are clear about what they might expect.
3.2
The service is delivered effectively to meet its aims and objectives.
3.3 The service provided is impartial and objective.
3.4 Clients are given appropriate options to explore and understand that they are responsible
Met
Not
Met x x x x x x x x x x x x x x x x x
Area of
Particular
Strength
Area for
Continuous
Improvement x x x x x x x x x x
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for making their own decisions.
3.5 When exploring options, clients are provided with and supported to use appropriate resources including access to technology.
3.6 Clients benefit from signposting and referral to other appropriate agencies or organisations.
4.1 The organisation measures and evaluates the service against its stated aims and objectives and identifies improvements.
4.2 The organisation monitors and evaluates client outcomes to support and improve service delivery.
4.3 The organisation evaluates feedback on the service to build upon its strengths and addresses any areas for improvement.
4.4 The organisation evaluates the effectiveness of its partnerships and networks to improve the service.
4.5 The organisation defines quality assurance approaches which are used to improve the service.
4.6 Staff performance, linked to their role within the aims and objectives of the service, is reviewed and evaluated to improve the service.
4.7 Effective use is made of technology to improve the service.
4.8
The organisation continually reviews improvements to help inform the future aims and objectives of the service. x x x x x x x x x x x x x x x x x x x x x
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9. Conclusion
EGD, in conjunction with the academic Colleges, has been set a challenging strategic objective by the Vice Chancellor and Council. However, EGD is using this challenge to work in partnership to improve the services to students and employers, based on a clear understanding of what students and employers want and need. The University has made a considerable investment in EGD in the past 2 – 3 years, but the evidence of improving student engagement, feedback and outcomes is demonstrating that EGD is making good use of that investment to the benefit of current and future students, and their prospects in the competitive graduate employment and study market.
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