University – Third Sector
Collaborations That Make a Difference
Martha Caddell
The Open University in Scotland
UALL Conference
Cambridge, March 2012
Overview
• HE for the social good: The significance of
collaboration and partnerships.
• Framing debates: Employability, Grad Attributes
• Exploring the ‘HE difference’
– Case study 1: Third Sector Internships Scotland
– Case study 2: Skills for community development.
• Challenging questions: At the interface of work / study.
Current Concerns
• Graduate attributes / employability debates.
– Embedding in curriculum … but what do we know of impact,
understanding and articulation of these (Cranmer 2006).
– Diversity of life stages at which concerns are engaged with.
• Skills development discussions
– Individualising concerns? (Keep & Mayhew 2010).
– Wilson Report – internships for all?
• ‘Making a difference’ at the study: work interface?
– Interface is key.
– The ‘HE’ difference: Case studies.
Case Study 1
Third Sector Internships Scotland
www.3rdsectorintern.org.uk
Third Sector Internships Scotland
• Collaboration between Scottish universities and Third Sector:
to enhance students employability and the capacity of the TS.
• Third sector engagement strategy: work with third sector
organisations, Interfaces and Social Enterprise Networks to develop
job descriptions and offer comprehensive support pre, during and
post-internship.
• Higher education engagement strategy (students, academic staff,
student associations, careers services): open to all students across
all Scottish HEIs and provide support throughout internship process.
• Learning/research: from employers, interns and internship context.
An Overview
• Part time and full time paid placements
– Real life application process, with guidance and feedback.
• Employability, not ‘just’ jobs.
– Offered alongside study, but not linked directly to studies.
• High demand from employers and students.
• Success of internships
– From student and employer perspective.
– Economic, social and educational impact.
• Need to consider support for the ‘mass’.
Some examples
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Aberdeen Foyer
Cothrom Re-store
Edinburgh Cyrenians
Furniture Plus
Talking Mats
Volunteer Centre Dundee
Ionad Cahluim Chille Ile
BEES
Communications
Development Officer (South Uist)
Food and Health Project
Marketing and Events (Fife)
Sales and Marketing (Stirling)
Online Learning Development
Cultural Tourism (Islay)
Researcher (Jedburgh)
Employer and student perspectives
Video
Employer and student perspectives
Video
Case Study 2
Employability for Community Development
Employability for
Community Development
• Students as change agents.
– Employers, volunteers, community activists.
• Students: Using HE to make a difference.
– Lifelong learning perspective – broadens employability focus.
– “ … and enhancing their contribution to society.”
– Highlights multiple motives for study.
• Student engagement in community development.
– Study: Work interface from a different perspective.
– Motives and application of skills.
• To community as well as individual goals.
Case Studies
• Leigh
• Established bee conservation group ‘On the Verge’
whilst studying environmental studies.
“The idea for On the Verge came about through a convergence of different
things which were happening in my life. But I honestly don’t think I would
have had the impetus to make the On the Verge project happen if I hadn’t
been studying with the OU at that time. I would have sat with the idea and it
would have fizzled out.”
• Kath
• Community renewable energy project
– Specific study skills directly applicable to work.
• Time management, multimedia, report writing.
Emerging Themes
• HE making a difference.
– Fresh skills and ideas … making an impact on TS organisations.
– Collaboration and partnerships are key.
• Employers, community groups, students.
• Articulation and application of skills and knowledge.
– Engagement at ‘interface’ impacts both ways.
– Skills articulation needs facilitation.
• Diversity of experiences and needs
– Students: Beyond a linear model of employability.
– Employer engagement: support and assistance.
– Practical challenges.
Challenging Questions
• How can we make university – third sector collaborations
meaningful … and workable?
– Specific ‘employer engagement’ challenges.
• Learning motives and application of learning: How to
recognise diversity of contexts and needs?
• What broader social goods accrue from such
collaboration and interaction?
– Impact on study experience?
– Impact on volunteering and awareness of TS?
– Awareness and responsiveness to broader social concerns?
Dr Martha Caddell
Learning and Teaching Coordinator, The OU in Scotland
Co-Director (Research and Learning), TSIS
Email: Martha.Caddell@open.ac.uk