Please find attached guidance on the theme for the 13-14 QERs.
The guidance is adapted from that given by QAA in 13-14.
The theme for 11-12 was the first year student experience.
The theme for 12-13 was student involvement in quality assurance and
enhancement.
The theme for 13-14 is student employability.
Themes are chosen to align with the QAA’s theme for Higher Education Reviews in 201315.
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Quality Enhancement Reports
2013-14 theme: Student employability
Guidance
Introduction
1.
The impact of higher fees on students' expectations, as well as the broader
economic climate that graduates enter into, has led to an increased focus on the
development of professional skills and student employability.
2.
We have identified, in periodic reviews for example, ways in which departments are
working in partnership with employers to provide relevant programmes of study,
opportunities for work-based learning, and programmes designed for employees.
Initiatives around student employability, particularly in our Further Education
College partners, often enable us to address local and regional employment
requirements and support economic growth and development
3.
In gathering information on this theme we hope to gain a fuller picture of the ways in
which academic areas are providing resources to support student employability,
curricula and extra-curricula. This will provide an evidence-base to support and
guide academic areas in improving the employment prospects of students and
graduates.
4.
QERs should focus on two broad aspects of student employability


5.
Innovations in promoting the employability of students
How employers are involved in the delivery and development of the
curriculum
We are aware that there is potential for overlap between the two aspects so please
approach each in the way that best reflects activities in your faculty.
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INNOVATIONS IN PROMOTING THE EMPLOYABILITY OF STUDENTS
Tell us –
What you do to enable students to develop relevant employability skills
What use you make of work-based learning and placement learning opportunities to
develop employability skills
What you do to analyse DHLE data on graduate destinations and how you use it to
enhance learning opportunities
How you help graduates get and keep jobs
How you make use of the Careers Service to
6.
Further guidance:
Consider the extent to which student employability is embedded in curriculum
design and assessment across the faculty, how consistent is this and how is good
practice shared.
7.
ASET Good Practice Guide for Work-Based and Placement Learning in Higher
Education - launched 3 September 2013; and produced in association with QAA is
available at http://asetonline.org/advice.htm
Think about the different approaches to skills development and how placements are
used across the faculty – could/should all programmes offer placement
opportunites?
8.
Association of Graduate Careers Advisory Services perspective, available at
www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/extra-curricularawards-AGCAS.aspx
(note: particularly helpful discussion of what 'employability' may be understood to
mean).
9.
QAA guidance on Enterprise and entrepreneurship education: Guidance for UK
higher education providers, available at
www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/enterpriseentrepreneurship-guidance.aspx
10.
QAA audit and review reports contain examples of Careers advice and guidance
and are available at: www.qaa.ac.uk/institutionreports. Outcomes papers highlight
good practice relating to particular topics in audit and review reports. The Series
two paper on Work based and placement learning, and employability may be of
particular interest. Outcomes papers are available at:
www.qaa.ac.uk/improvinghighereducation/pages/outcomes.aspx
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HOW EMPLOYERS ARE INVOLVED IN THE DELIVERY AND DEVELOPMENT OF
THE CURRICULUM
Tell us How you use externality in developing and delivering employability skills
About the different approaches across the faculty to engaging employers/industry
representatives in the development, design, assessment and review of provision
Whether you seek the views of students/alumni about how well they think their studies
are preparing/have prepared them for employment – what are their views and have you
changed anything as result
Further guidance:
Examples include working in partnership with employers to provide relevant
programmes of study, opportunities for work-based learning and programmes
designed for employees.
11.
12.
Recent reports from reviews of higher education suggest that many employers also
contribute to the design of curricula and may be involved in programme approval
and review activities. Some employers are also involved in the delivery of learning
opportunities and may have a role in the assessment and moderation of students'
work. Think about how these links enhance student employability, and how such
links are monitored to ensure their currency.
13.
Additionally, you may also find the following QAA Scotland Enhancement Themes
papers useful:

Graduates for the 21st Century, available at
www.enhancementthemes.ac.uk/enhancement-themes/completed-enhancementthemes/graduates-for-the-21st-century

Flexible Delivery, available at
www.enhancementthemes.ac.uk/enhancement-themes/completed-enhancementthemes/flexible-delivery

Employability, available at
www.enhancementthemes.ac.uk/enhancement-themes/completed-enhancementthemes/employability
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REFERENCES IN THE QUALITY CODE RELEVANT TO DEVELOPING STUDENT
EMPLOYABILITY AND WORKING WITH EMPLOYERS
14.
A number of overarching themes are addressed throughout the Quality Code, as
appropriate to the topic. These include:


how the employability of students can be addressed in relation to the topic
how the topic relates to all the diverse needs of students, in particular nontraditional learners (for example, work-based learners, part-time students and
so on).
Part A: Setting and maintaining threshold academic standards
15. The qualification descriptors for each level in The framework for higher education
qualifications in England, Wales and Northern Ireland (FHEQ) include a section on
'qualities and transferable skills necessary for employment'.
16.
Subject benchmark statements may describe typical employment routes for
graduates in the subject, particularly if there are specific and close links with
particular professions, and/or professional, regulatory and statutory bodies.
17.
Subject benchmark statements also describe generic/transferable skills which
students develop.
Chapter B1: Programme design, development and approval
18. Indicators 1 and 5 and 7 list the requirements of employers as one of the external
reference points to be taken into account in programme design and approval
processes. Indicator 7 recognises that employers have relevant expertise which
might contribute to programme design, development and approval processes.
19.
Appendix 2 (additional guidance) includes preparation for specific and/or general
employment as possible purposes for which a higher education programme is
offered.
Chapter B3: Learning and teaching
20. Indicator 1 refers to themes which cross subject boundaries which higher education
providers may wish to consider as part of their strategic approach to learning and
teaching; these include enterprise and entrepreneurship, and ethical behaviour.
21.
Indicator 3 refers to learning and teaching practices being informed by evaluation of
professional practice, in particular where the 'teacher' is a 'practitioner' of a
particular profession.
Chapter B4: Enabling student development and achievement
22. The Expectation refers to enabling students to develop their academic, personal
and professional potential.
23.
Indicator 6 focuses on the development of employability and career management
skills.
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Chapter B6: Assessment of students and accreditation of prior learning
24. Refer to the Guidelines on the accreditation of prior learning (2004), available at
www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Guidelines-on-theaccreditation-of-prior-learning-September-2004.aspx, in relation to recognition of
learning in a range of contexts, including the work place.
Chapter B7: External examining
25. Indicator 5 refers to external examiners drawn from business, industry or the
professions.
Chapter B8: Programme monitoring and review (unrevised version, as current
for 2013-15)
26. Indicator 1 includes feedback from employers as a source to inform programme
monitoring.
27.
Indicator 6 refers to the changing expectations of employers and employment
opportunities as factors which could be considered in periodic review.
Chapter B10: Managing higher education provision with others
28. The Chapter provides guidance to providers who are working with others to offer
higher education, including working with employers to deliver work-based and
placement learning opportunities.
Chapter B11: Research degrees
29. Indicator 14 refers to students developing research, personal and professional skills
and references the Vitae Researcher Development Framework (endorsed by QAA),
which is a tool kit for career development of researchers.
Part C: Information about higher education provision
30. Indicators 3, 4 and 5 refer to information for prospective and current students, which
may include information about future employment prospects and opportunities
during their studies for work-based and placement learning, and the development of
transferable skills.
31.
Indicator 6 is about information about student achievement provided on completion
of studies, one of the purposes of which is to provide evidence to a future employer.
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