st
21 CENTURY LEADERS
University of the West of
England
Regional event report
ST
21 CENTURY LEADERS
Reshaping Business and Management Studies
This workshop at the University of the West of England was one of a series where
employers, academics and management consultants were bought together to share opinion
on the current and future business curriculum. Delegates divided into smaller, mixed
groups to discuss six key questions. Opinions were captured by a team of reporters, from
which this report has been created. It aims to pull together the main viewpoints and
conclusion rather than to provide a verbatim commentary of the discussions.
Employers expect graduates to have a strong set of core skills and qualities, regardless of
their background. Demonstrating both the right attitude and experience of using the core
skills and qualities listed by delegates were seen as differentiators, with employers looking
to add to a recruit’s skills with in-house training. While recognising that aspects of project
management may be covered by the curriculum, employers felt that it needed to be given
greater focus, with the importance of the broader skills it would develop in the businesses
of today and the future made apparent. Both employers and universities need to explore
how they can work more effectively together to create worthwhile opportunities which will
improve the employability of management graduates, whilst delegates also considered the
lack of core skills development within earlier education.
Question 1: Describe your ideal management job candidate
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Is there a different skill set required from MBAs compared to Bachelors – or is it just
a question of maturity and level of skill?
Question 2: Describe the candidates you actually see
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Where do the ‘best ones’ come from? (HE/FE/etc?)
What management and leadership skills do good candidates demonstrate?
The delegates readily focused on three core areas of importance. Initially attendees listed
the generic skills and traits that they would want to see in a graduate, but as discussions
developed towards experience, stronger statements were made in relation to the quality of
graduates that employers see and where the best candidates have come from. Some
Management and Leadership skills were discussed in relation to more senior posts.
Harder Skills
A strong set of general skills is considered essential by employers when describing their
ideal management candidate. A sound understanding of the fundamentals of business is
considered an advantage but employers tend to recruit for attitude and then mould
graduates to their organisation, providing in-house training to further develop skills.
Michael Carroll, Business Stream Leader at QinetiQ indicated that his ideal candidate would have
a ‘good set’ of rounded business skills such as ‘operations, project management, finance’, and
know what good management and leadership is. Delegates frequently suggested that Cross-
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functionality is an important skill for a candidate to possess, as it provides them with the
knowledge of the wider business operation.
Ideal candidates should be able to:
 solve problems
 think critically
 ‘analyse, think and research’
 adapt
 display basic leadership qualities
 delegate
 meet targets and deliver results
 network
 present
 sell themselves.
Attitude
Employers expect that an ideal candidate would possess the necessary knowledge, but
crucially the right attitude and work ethic in order to initially perform the basic tasks
required of the role with competence.
In the opinion of Michael Carroll, employers would prefer candidates with business degrees,
however what essentially determines who is recruited really depends on the individual’s
characteristics. What sets candidates apart is the fit between the organisation and the individual. An
ideal candidate will be aligned with the values of the organisation and possesses the appropriate personal
traits for the team dynamic, whilst still being able to perform the duties required of them straight away.
Leaders should not look to recruit somebody ‘in their own image’ stated Steve Ellison. This is
problematic for recruitment as this doesn’t produce the best hire for the role and can limit both
diversity and the opportunity for a fresh perspective. Employers should be more self-aware and
reflective about their own practice.
An ideal candidate should demonstrate ownership of their career. They know exactly where
their weaknesses are, where they need to develop and how they intend to progress professionally.
There is a large expectation that an ideal candidate should;
 be enthusiastic and positive in how they talk and in their body language
 is a team player
 be driven, with a ‘can-do, will-do’ mindset
 display an appropriate level of confidence
 responsible and accountable
 be willing to learn and recognise the importance of self-development
 be resilient
 embrace everything
 ‘challenge’ thoughts, ideas and processes - whilst recognising and respecting boundaries
 be proactive in their approach to all aspects of work.
Soft Skills
In addition to possessing the more general harder skills and a positive attitude, an ideal candidate
will have a strong set of soft skills and attributes, including:
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good interpersonal skills
sociability
effective communication
collaborative working
trustworthiness
good eye contact
positive body language
Experience
‘A degree is not enough’ – the best candidates come from a variety of different routes and
so candidates need to demonstrate to employers the experience and skills gained both
inside and outside of the work context. However, employers themselves need to have
realistic expectations of the graduates they are recruiting.
Experience is an important criterion to employers for determining the better management
candidate, as organisations want graduates readied with work-based learning experience. MBA
graduates from accredited business school programmes were seen as the most ideal recruit as
they have to possess substantial experience in order to enrol on an MBA and then can build upon
their experience from the practical application of taught knowledge built into the course. Fiona
Jordan adding that ‘an MBA should ensure that graduates can apply the knowledge’.
Michael Carroll stated that he wouldn’t be happy with an MBA that lacked substantial business
world experience and Sue Atwell commented in agreement that sometimes ‘graduates have an
undeserved sense of entitlement in the work place’. Employers firmly indicated that their
intentions are to train candidates up though the levels of their organisation and often the
stronger candidates for more senior management posts are those that have been trained up inhouse from the lower level management posts. Candidates recruited from another organisation
produced a good ‘cross-fertilisation’ of skills and knowledge.
The best candidates are sometimes those that have come through ‘an unusual route’, such as
being the first of their family in Higher Education, for example. Alexandra Williams, Associate Dean
of Education at the University of Exeter added that she felt that the best candidates were mature
students, who had progressed from Further Education as they made for more mature, experienced
candidates. Students who enrol on ‘sandwich degree courses’; undergraduate programmes
lasting for four years which incorporate a year internship within industry, ‘are provided with the best
chances to grow their experiences and become stronger applicants’ added Sarah Mackie, who is
the Faculty of Business and Law’s Director of Undergraduate Studies at UWE.
Employers indicated that graduates who genuinely get engaged and involved with the community
whilst at university gain greater beneficial experiences and demonstrate the willingness to take on
the additional opportunities available to them; ‘embracing everything and not just traditional study’.
Delegates maintained that academic attainment did not necessarily correlate to good
management, and vice versa.
Employers need a greater understanding of what they should realistically expect from a university
graduate in terms of skills and experience. Employers need to develop an understanding of
what skills they should expect universities to develop, what skills the employer themselves
they are prepared and able to develop and the pace at which these skills can be taught for a
smooth induction period. Employers should avoid making assumptions about these. Some
delegates argued that Employers are too narrow in their search for the right candidate and should
approach the recruitment process with a more open mind, with Anthony King and Angela Smith
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adding that employers need to be braver to hire somebody better than them.
Even though he had gone out and gained two years of work experience, Tom Bromley’s UCAS
points still valued him less than other university candidates who had not taken any time away.
Candidates who show resilience, can ‘handle rejection’ and demonstrate that they’ve worked hard
to overcome setbacks, develop and improve are considered more ‘credible’ by employers. The
best candidates are metaphorically ‘those with the bruises’ according to consultant Anthony King.
Sue Atwell and Terry Donovan disagreed with the wording of the question ‘based around
qualifications’ but felt instead it should be based around the roles an employer is offering.
Management and Leadership skills
Although delegates indicated that there is a difference between a ‘people manager’ and a ‘product
manager’, they did not discuss the specific differences between the two. Instead, they listed traits
they would wish to see in a more senior candidate. Anthony King expressed that an ability to
handle ambiguity and uncertainty was an essential skill to have for a leader. Finding the balance
between being a manager and being a leader was described as a dilemma.
An ideal candidate will display the following management and leadership traits:
 sets an example for others to follow
 takes responsibility for his own actions and decisions
 delegates tasks and responsibility effectively
 listens to others and takes feedback on board
 is consistent
 is ambassadorial.
Question 3: What is being taught?
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What are the knowledge and skills you expect a business school to teach?
Assign a rating 1-10.
Academics lead the discussion on current taught content, outlining the current offering and
highlighting challenges. With this, delegates turned their attentions to their expectations,
where there are gaps where the current provision can be enhanced. Project Management is
one example of this and data, technology, and sustainability featured heavily in the
discussions. It was felt that employers and business schools should be expected to
consult more frequently to develop course content and to assist in unifying practice.
Currently being taught
An inter-disciplinary modular aspect to learning is currently used in business schools, centred on
core knowledge. Alongside the compulsory core modules, options allow students to expand their
knowledge to more specialist management disciplines such as marketing or accountancy, or
similarly to focus further on developing trends, such as the digital age and social media.
Business schools face a difficult challenge to juggle the needs of overseas students, who tend to
want to be given a box set of knowledge and do not appreciate the softer skills and core
qualities that are sought by employers in the UK. This largely influences the direction of the
curriculum.
Alexandra Williams indicated that 70% of Further Education curricula are the same
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across their course areas, with the rest differentiated by particular specialism areas offered by the
institution if that is their specialty, research, for example - and some functional variations.
What is expected to be taught?
Business schools and employers need to connect with each other better in order to ‘get the
supply line right’; developing the core skills and qualities that enable taught knowledge to
be put into practice. Project management and strategy were seen as crucial to management
curriculum and delegates indicated that gaps were emerging where business schools need
to work with businesses to standardise language and to deliver modules that reflect the
changes in technology and the developing trends in business.
Business schools should take responsibility for teaching core skills and qualities as an
essential part of the curriculum, with a focus on:
 collaborative working
 developing confidence to engage with others
 developing self-belief
 self-awareness
 developing appropriate confidence to challenge thoughts and ideas constructively
 understanding personal impact
 selling themselves
 organizational skills
 decision making.
Employers indicated that project management is an important skill for a graduate to possess, with
delegates agreeing that project management helps to develop transferable skills, particularly if
employers engage with universities by facilitating workshops and shorter project-driven placements
to apply this knowledge.
Business schools need to stay current and look to continuously examine how business is
developing in order to produce graduates that are capable of working in the modern business
world. Delegates indicated that analysing data, understanding big data, communicating
findings and effective report writing are key skills both currently and for the future. Delegates
expressed that a large gap in the curriculum were in these areas. With the business environment
always changing, frequent employer and alumni consultation will help universities in making the
necessary amendments to course content in a timely manner for successive enrollments;
understanding and meeting the needs of businesses as the environment and its needs develop.
Sustainability, which was cited as incorporating elements of people, the planet and profit in terms
of balance and sustainable business, is an important framework that delegates felt was missing
from the curriculum and was considered by delegates as a top priority both now and in the future.
Understanding different business models, such as social enterprise, was considered important
for flexibility.
International and cultural knowledge is increasingly fundamental in a diverse business world,
where graduates are expected to understand cultural diversity, know universal business language
and aspects of globalisation. Strategic and systematic thinking were considered as higher
priorities by delegates.
Dr Carol Jarvis indicated that the difference in language used in business and the language used
in academia is causing issues and because of this ‘graduates struggle with the connection’. She
continued to state that although the University of the West of England is trying to create an
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environment for students to improve their core skills and qualities, more should be done to
support the development of these skills and qualities much earlier on in the education system.
Delegates firmly agreed that real-world and work experience should be incorporated into learning,
although there was opposition to an extreme suggestion of locking paying students out of lectures
for being late; reflecting work discipline.
Professional bodies and employers should be involved in ensuring that courses match subject
benchmarks and other higher education frameworks. Employer and professional body dual
accreditation was discussed as an option moving forward.
The following course content was expected from ABS accredited courses;
 management disciplines
 a basic framework for business
 people
 marketing
 finance
 operations
 communications.
The move towards a core and options approach to taught knowledge was reiterated, but
academics acknowledged that arranging the make-up of the optional parts of courses could be a
challenge.
Additional suggestions of what employers felt should be taught included:
 ethics
 time management and restraints
 risk management
 commercial awareness
 an ability to present findings
 both business to business and business to customer communication
 social enterprise
 legal knowledge
 change management; ‘change the way we change’
Question 4: Are there any skills specific for you region/sector?
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What are the top 5 skills required now, and in the future?
Region/sector specific skills
A discussion of region and sector specific skills indicated that international skills and a
knowledge and understanding of defence and government were considered helpful but largely
the region is so diverse that it requires no specific skills or knowledge as a whole. Instead, the
region requires flexible candidates, who possess broad business knowledge and a set of core skills
and qualities. A candidate would ideally need to understand the sector they are applying to.
The top skills required now and in the future
Collaborative working and psychology were considered the top skills by delegates.
Communication was broadly recognised as a core skill. A focus was placed on skills that enable
managers to plan more effectively, with business and market trend perception - ‘horizon scanning’
highlighted as key. Managers need to be outcome focused, have wider business knowledge and
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develop an awareness of their sector. Adaptability, flexibility, innovation and initiative were seen as
essential personal traits. Risk management and sales were suggested in a separate flip chart
discussion.
A range of additional top skills were compiled by delegates;
 analytical skill and presenting findings
 decision making and problem solving
 international and cultural skills
 project management
 cross-functionality
 change management skills
 strategic thinking
 systematic thinking
 sustainability
 technology.
Question 5: How can employers help?
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Suggest a list of potential interventions: work placements, employer lecturers,
events etc.
Question 6: What have you seen work well in practice?
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What activities are most beneficial to the candidate?
Delegates were asked to consider the role of employers and how they could be involved in
helping to develop good management graduates and to contribute to the curriculum.
Examples of beneficial work placements, short-term projects and mentoring were outlined.
The need for universities and employers to work closer together was emphasised with a
number of suggestions that allow students to network with employers and to observe good
practice.
Placements
‘Meaningful, multi-disciplined and specific placements allow the candidate to learn on the
job, add value and learn from mentors’ (Victoria Fitzgerald, Olympus Academy trust and
Anthony King, AK Consulting Ltd).
Tom Bromley, Team Entrepreneur student stated that students gain the most out of placement
opportunities where they are ‘involved’ and they are supported to gain skills that can be used to
apply the taught knowledge to work practice and skills that are useful in more than one work
context. Consultant David Spreadborough indicated that students need ‘access to varying sizes
and types of employer’. Placements were described as needing to be meaningful and real; the
more beneficial placements are ‘not just doing the photocopying’. Sandwich degrees, part-time
study (balancing work simultaneously) and internships were also noted from discussions.
Alexandra Williams, Associate Dean at the University of Exeter did point out however, that
students wanted more flexibility from business schools and from placements in terms of both
duration and when they would be, as some only wanted to spend two years on a course due to the
increasing costs.
Projects
Whereas Anthony King suggested students observing project management practiced and Sue
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Atwell, Head of Skills at the West of England LEP put forward the idea of employer briefings for
coursework, it was indicated that what worked best was when students worked on real, incompany projects that are ‘aligned to the organisation strategic plan’. These in turn enhance
their understanding of actual business, building upon what they have learnt from study. Smaller
problem solving sessions with employers, with a large range of different size and types employers
involved, were suggested. Diana Reader, Business and Management Subject Leader at Bath Spa
University, indicated that these activities may be seen as beneficial to employers as it ‘gives free
consulting’.
Mentorship
Mentoring was briefly raised by delegates when listing possible interventions. Mentorship from
placement colleagues was highlighted as a popular suggestion, as Alexandra Williams indicated
that it can be more beneficial for students to talk to the real people involved in business, as
opposed to just reading a textbook. David Potter, the Regional Chair for CMI, commented in his
notes that upon taking the idea of employer mentoring and support workshops back with him that
he had a colleague offering to actively support UWE students. Groups listed coaching amongst
their other suggestions, seeing it as equally important in modern education. Business school
alumni can be of use to supporting current students, with their knowledge of course progression
and as they themselves may have taken their steps into business. Employers themselves may
see some benefit from being involved in mentorship with students.
Additional Interaction
There were many further points that explored the possibilities for greater interaction between
students, employers and academics/lecturers, with a focus on University/Employer interaction.
This was considered largely the case; however, in order to produce the best management
graduates, Grahame Morpeth felt we need to scrutinise the earlier stages of the education system
rather than just focusing on university and post-graduate study. He indicated a need to generate
excitement about the opportunities and possibilities that are available to younger learners and
suggested that employability skills that are crucial for the working world are appropriately mapped
to educational progression. ‘Being taught to just pass exams at school is not good enough’.
Business schools could help students to ‘deal with ambiguity’ in their less structured Higher
Education environments, as there is often quite a ‘jolt’; a significant environmental change when
moving up from sixth form/college to university study; ‘something Campus CMI could address!’
Delegates examined techniques for keeping graduates’ knowledge up to date, with suggestions
that refreshment courses similar to those used in the Red Cross first aid training, as well as e-mail
updates for legal changes may work.
Suggestions included:
 employer supported workshops, with managers giving up 1 day a month or year
 a system ‘like Macmillan Cancer Trust’; a different way of getting students in front of
employers (Fiona Tomlie, Associate Dean Teaching and Learning, UWE)
 a ‘pick and mix’ directory for students seeking help/employers offering support across a
variety of services
 the benefit for employers of supporting and seeing potential recruits
 speed networking sessions for students and both local and large business
 observations of team and board meetings (Anthony King)
 utilising alumni for input using social media committees (Diana Reader)
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knowledge transfer partnerships
employers involved with the assessment of assignments
business schools need to work with employers to understand selection processes,
particularly to get to grips with assessment centres, which are the ‘shop window of a
graduate’
a better connected offering between business and universities; as it was commented that
‘universities need better PR’ and that there was a communications issue between the two
(Terry Donovan, Consultancy Director). Sue Atwell added that developing a simpler point of
contact for both would be effective
treating the University as a workplace, with reflective practice from the University
Case studies
The BA (Hons) Business (Team Entrepreneurship) course currently offered at the University of
the West of England was presented by its current students, who gave an overview of the course
and its innovative method of delivery. More information is available from:
http://courses.uwe.ac.uk/N191/2014
North Bristol NHS Trust was briefly noted as a potential case study.
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REGISTERED GUESTS
Ms Sue Attewell
Head of Skills
West of England LEP
Mrs Jean Marian Barber CMgr FCMI
Director
Marian Barber Associates Ltd
Mr Tom Bromley
Team Entrepreneur
Think Limitless
Mr Ray Brown
Commercial Services
UWE
Mr Piers Cain CMgr MCMI
Head of Customer Insight and Knowledge
Chartered Management Institute
Mr Michael Carroll
Business Stream Leader
QinetiQ
Miss Jillian Clancy MIC
Managing Consultant
Atkins Management Consultants
Mr Terry Donovan
Director
Donovan Consulting Ltd
Mr Steve Ellison
Senior Coach
Coach and Mentor Limited
Ms Victoria Fitzgerald
Trust Director
Olympus Academy Trust
Ms Ann Francke CMgr CCMI FIC
CEO
Chartered Management Institute
Mr Hugo Gaggiotti
Bristol MBA Programme Director
Bristol Business School
Ms Vanessa Garside
International Languages Business
Consultant and Programme Manager
Centre for Knowledge at Work UK
Ms Jane Hadfield
Head of Learning and Development
North Bristol NHS Trust
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Ms Katrina Harradine
Assistant Manager (Governance & Projects)
Association of Business Schools
Dr Jane Harrington
PVC and Executive Dean, Faculty of
Business and Law
UWE
Ms Julie Harris
Chief Executive
Cosmic
Dr Carol Jarvis
Programme Manager, Team
Entrepreneurship
University of the West of England
Ms Fiona Jordan
Director of Postgraduate and Professional
Studies
UWE
Mr Anthony King FCMI
Managing Director
AK Consulting Ltd
Dr Lu Liu
Course Director - MA Business and
Management
Bath Spa University
Ms Sarah Mackie
Director of Undergraduate Studies, Faculty
Business & Law
UWE
Mr Peter McCarthy
Managing Director
Clevedon Hall Ltd
Professor Julie McLeod
Pro Vice-Chancellor
UWE
Mr Robert Mears
Dean
Bath Spa University
Dr Jayne Mitchell
Director for Research
QAA
Mr William Montgomery
CEO
TEN LTD
Mr Graeme Morpeth FCMI
Director of Client Services
TEN Ltd
Mr Paul Mortimore FCMI
Senior Manager
Boeing
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Mr David Potter MCMI
South West Regional Chair
Chartered Management Institute
Ms Christina Quinn
Head of Leadership Development
NHS Leadership South West
Dr Diana Reader
Subject Leader: Business & Management
Bath Spa University
Mr Matthew Roberts MCMI
Head of Membership Operations
Chartered Management Institute
Mr Mark Robinson FCMI
Business Group Director
Parson Brinckerhoff Limited
Ms Angela Smith FCMI
Director
Stay Agile Ltd
Mr Jason Sprague MCMI
Principal Consultant
Happold Consulting
Mr David Spreadborough FCMI
Director
Talking Style Limited
Mr Brian Swindells MCMI
Director
Hosted Business Solutions Ltd
Mr Wayne Thomas CMgr MCMI
CMI/CIPD Business Lecturer
South Devon College
Ms Fiona Tolmie
Associate Dean Learning and Teaching
UWE
Ms Alexandra Williams
Associate Dean Education
University of Exeter
Mr Rob Wilson
Team Entrepreneur
LTRL
Dr Nick Wilton
Associate Head of Department, Business
and Management
UWE
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