Have a listen just here:
Have a listen just here:
Built In, Not Bolt On.
Embedding Employability In The Curriculum, by Jemma Penny
It’s mid-September. Two weeks ago, we bade farewell to thirty-two MA Film and Television students as they submitted their audio-visual dissertations. Two weeks from now, we’ll welcome our next cohort. It’s a busy time (isn’t it always?) getting ready for the new intake while still processing outgoing students’ work, but it’s also the perfect period in which to hone skills workshops for the new term and think about how we can further embed employability initiatives into the curriculum. For my colleagues and I, employability is central to our work, and we endeavour to build it in to every module our students take.
Working with postgraduates, most of whom are with us for eleven months (unless they’re part-time) is challenging, interesting, and fun. Even after several cycles in this job, I still find it’s different every year and I love the opportunity to refresh and enhance what we do. I’m very lucky, as I work as part of a small team (me, an academic, and a technician) and we are all focussed on a particular sector, but I firmly believe that embedding employability into the curriculum is also achievable on a larger scale and that building it in, rather than bolting it on, is essential for developing students’ confidence in taking their next steps after university.
Arguably the biggest draw of the MA is the Placement and Training module (no pressure on me then!), and many of our employability workshops unsurprisingly hinge around this, but here are some of the ways in which we try to achieve fully built-in employability across the programme.
With many employability initiatives, it can be a challenge to incorporate and convey the importance of basic skills and information without sounding patronising.
This is where it becomes crucial to show students how soft skills (such as communication) are vital not just in the workplace, but for their degree too.
The email workshop I run as part of the Placement module, for example, also links to the Research Skills and Dissertation modules: how will they approach contributors for their documentary films? What would an appropriate subject line be? Will organising folders in their inboxes aid workflow going forward? If students can see how a process or skill will be of benefit in multiple contexts, particularly future ones for which they will be paid, it’s more likely to strike a chord and be something they naturally carry through to employment.
I visit placement companies around once a year and we always invite employers to share their insights on what students are good at, and/or where they feel there may be knowledge and skills gaps. We then think about how we can build this in for the next year. For our Development and Production Processes module, for example, students were always encouraged to look at live commissioning briefs and guidelines, but they now also produce a short taster tape as part of the assessment, as this is common industry practice. In Research Skills they are not just taught how to reference and compile a bibliography for academic essays, but how to use search engines effectively and be brave enough to pick up the phone and talk to someone.
When it comes to the placement itself, our model is extremely flexible. We operate an ‘up to 12 weeks’ maximum length (at 4 days per week) but this can be split between more than one hosting organisation and can take place at any time within a 6-month period - our timetable is specifically designed to allow this flexibility. This allows us to work with a greater range of companies, some of whom can only host for shorter periods or at certain times anyway, and also enables students to gain a wider range of experiences. Additionally, if a programme or project is commissioned and an additional placement opportunity therefore arises unexpectedly, there is a student available to interview.
Every summer I make an effort to ask students what they’ve felt has been useful over the year, and if anything can be improved. Last month, I unwittingly posed this question to one student the day after she’d had an interview and had been asked to alphabetise content on an Excel spreadsheet. ‘Can you do something on the basics of Excel next year?’, she asked. Absolutely – one lecture will now have a section dedicated to spreadsheet use, with a particular focus on creating a budget (again, contextualising skills for the TV industry) and storing data clearly.
Positive feedback is also extremely useful, even if it’s something as small as ‘I never knew I should refer to a job description when writing a cover letter’. This reinforces that the basics are important, and that while it’s important not to patronise, we should also never assume knowledge.
I firmly believe that no matter how many times a colleague or I say something – be it about punctuality or the length of a showreel– it’s never as effective as when it comes ‘from the horse’s mouth’. Last autumn we had our first ever Alumni Speed Networking event, where six alumni who now all work locally (in the majority of cases at the company where they did their placements) returned to campus to talk about their experiences. I’d originally envisaged this as a way to encourage students consider different placement options, but it actually grew beyond this as the alumni shared tips about time management, how they’d coped with editing their film projects, and gave advice about being resilient with applications and rejections.
Well, they say the proof is in the pudding, and year on year (this being no exception) we have several students who go straight into employment at one of their placement companies after completing the MA. Three of our Class of 2018 have already agreed to talk at the next Alumni Speed Networking event in November, and I’ve heard from two others who have secured roles in other sectors, who said they wouldn’t have had the confidence to apply without the initial workshops on CVs and cover letters.
I’m immensely proud of all our students and alumni, and every year it’s a pleasure to see them grow in confidence and move into employment. For many, however, especially those who transition straight to MA from undergraduate study, the year marks the first time they have ever produced a CV or attended an interview. University careers services do a fantastic job, however not all students have the confidence to seek out this support - employability should be built in at all levels of education, so that if nothing else, students leave with a sense of how to approach their job search effectively and conduct themselves in a workplace environment.
Jemma is the Placement Coordinator for the MA in Film and Television: Research and Production at the University of Birmingham. Her favourite part of the job is going for meetings at production companies and finding one (or more) MA alumni sitting in the room, ready to support a new placement student.
A Placement Officer's Checklist for International Students
A Guest Blog from Student Circus
Hello and welcome to the inter-tangled weave of jobs, visa, work placements and work restrictions- faced by international students. Our job here, is to help you- placement officers- untangle this web, so that when an anxious international student comes knocking on the door you’re the one offering them a calming cup of tea- instead of needing one.
First things first, how are things looking?
While there is no sugar-coating the truth in this post-Brexit world, there’s no need for alarm just yet. Nearly four-fifths of the UK’s top graduate employers are offering paid work experience programmes for students and recent graduates during the 2017-2018 academic year- providing a total of 12,849 places (Fliers, 2018).
The biggest growth in vacancies is expected at accounting & professional services firms, public sector organisations and engineering & industrial companies which together intend to recruit over 750 extra graduates in 2018 (ibid).
However, these do not distinguish between international and national students, and the differing challenges they face. Thus, at Student Circus we filter these opportunities from firms who are not only licensed, but willing to hire international students. The articles below help illustrate exactly how this millennial-conscientious makes its’ mark- and hits the target.
- The ‘right’ employer
There are close to 30,000 employers in the UK who can sponsor the Tier-2 work visa in the UK. This list is available here (https://www.gov.uk/government/publications/register-of-licensed-sponsors-workers) but before you see this – it could be misleading as the company might have got a license to sponsor at the CXO level not graduates. As an advisor, you must see that students focus on quality and not quantity- especially when employers are so selective.
Some employers have clearly told us that placements are their pipeline to hire for full time positions – so it’s better if intl’ students apply to the relevant employers. It’s in the interest of employer to hire them.
- What are they bringing to the table?
This niche segment made it to another country to study, pat on the back as this is really an achievement. Other than the degree, they have certain soft skills they must highlight like adaptability, multi-lingual, self-motivated! You can read more about why employers should hire intl’ students here (https://studentcircus.com/employers)
- Take advantage of the ‘home network’
All these companies are looking to expand in the competitive market- intl’ candidates can provide the employer with the knowledge of an international business market through experience and contacts. Simply put they can identify and develop a new global market opportunity for them – it’s a tempting pitch!
- Educate the employer
“I would love to hire an intl’ students but I need to do the Resident Labour Market Test :/” – NO, you don’t have to! This is the most common myth among employers & there are many more.
The rules are overwhelming for employers too and let’s be honest, after 2012 they are still transitioning. Your job is to make their life easier by giving them the right information or re-directing them to the right source. The simpler you make it, the higher are chances.
- Time is a ticking bomb
Being on a constant time crunch of the student visa can be stressful. The best way to avoid this is by basic understanding of visa options from the very start which you can find here (https://studentcircus.com/blog/blogs/view/working-after-education-in-the-uk). Start as soon as they are in the UK!
Lastly, they must not give up! It is very much possible to get a job in the UK – you just have to apply to the right employers. In 2016, more than 6000 were able to transfer to a work visa and the numbers are only going up. We at Student Circus are trying to make it simpler and it’s not impossible to get a work visa.
Tripti Maheshwari is a co-founder of Student Circus and recent Masters graduate of CASS Business School. Having been an intern for HSBC and Dropit Shopping she now brings her personal experience to international students looking for work in the UK.
Guest Blog post from Kathryn Foot
Unless you have been living under a rock for the past few months, you’ll have noticed that the gender pay gap has been in the spotlight. Gender Pay Gap Reporting is now mandatory for firms employing more than 250 people, the deadline has now passed and the results were not good. Just over 10,000 companies submitted their findings ahead of the deadline and of those it was revealed that 78% pay men more than women, 14% pay women more and 8% said they had no gender pay gap, based on the median measure. The median pay gap among all companies that have reported is 9.7%. Some companied faired worse than others, but I am not here to name and shame, I want to start a discussion and look at solutions.
Now I know that these figures are not based on like-for-like jobs, and I know there has been much debate around this. I am aware that the reason for the disparity is because there are more men in higher paid roles. For example, the airlines that reported their findings stated it was because they had more male pilots, and of course pilots are paid more than cabin crew or those in office-based roles (where there are more females). But ask yourself, is that OK? There are reasons for this. Why is the industry NOT attracting more females? How can this be addressed?
Let’s look at this in more detail, according to the equality charity Chwarae Teg, in Wales just 6% of CEOs in Wales’ top 100 firms are female and a survey by Chartered Management Institute (CMI) and XpertHR in 2017 revealed that women are more likely to fill junior management roles than men, (66% versus 34% of men), while 74% of director-level roles are occupied by men. However, even when women are in director-level positions they earn less on average, with men taking home £175,673, while women take home £141,529.
Women who go to university earn on average a higher wage than those women that don’t. So, what is happening after they leave education and enter employment?
Full Fact reveals some startling figures and is worth investigating. It is interesting to see that the pay gap increases after 30 and for higher earners. It is fair to assume that those higher earners will potentially be some of our graduates.
What impact have these findings had on female students? I think it is important that we find out. A recent survey by the career app Debut, proposes employers with the biggest pay gaps are seen as less attractive employers to graduates. And out of the 500 surveyed (granted it is a small pool) it found that a third of female graduates won’t apply to companies with high gender pay gaps and of those that do, over half are uncomfortable with their decision – some of those companies are the big grad recruiters that you work with.
In my humble opinion the gender pay gap exists for many reasons, attitudes and perceptions stemmed from upbringing, poor career advice from a young age, access to education, social mobility to name but a few. Which is why it is such a difficult subject to tackle, but it is being tackled and progress is being made, although not quick enough.
Working with students is a real privilege, I can say that having worked with them for over 14 years. You have the opportunity to shape the next generation of leaders. And you are so much more than a placement manager, or a careers adviser. You are a mentor and a role model, you are able to provide real opportunities that will push them, upskill them, shape them and set them on their future path.
As a careers educator I felt I had a responsibility to ensure that I prepared my students fully for their working life and to inspire them so they can truly be the best they can be. We are with them for a short period compared to their time spent in school or work, but we can make a huge impact.
· When talking to graduate recruiters, start asking them about their equality and diversity policies, look at their stats – how many senior managers are male, how many are female? What are they doing about the gap? Do they have family friendly policies such as shared parental leave? We need to make sure we are representing students fairly and giving them the best chance. We are all in this together and we have influence so let’s use it
· Run events (face-to-face or online) focused around women in leadership and work with a varied pool of successful mums, CEOs, engineers, pilots, entrepreneurs so they have actual role models to look up to – do a little experiment, in your next one-to-ones, start asking your students who their female role models are – it’s a question many struggle to answer – yet women need powerful ‘sheroes’ to inspire success.
· With that I mind, feature case studies of successful alumni from different backgrounds
· Hold Q and As with on-campus recruiters that address these issues and can help alleviate fears
These are just a few ideas that I am sure many of you are already doing. I would love to hear more so feel free to comment.
Kathryn Foot is a freelance career coach and trainer and a Learning Development Partner for the Welsh Equality Charity for Chwarae Teg. She is also a Non-Executive Director for the miFuture Foundation, a social enterprise on mission to help 100,000 young people in Wales prosper. Previously she was a trustee for Placenet, was Operations Director for Careercake and worked as a careers educator at Cardiff University for 14 years. https://www.kathfootcareercoach.com/