ANNUAL CONFERENCE 2022 Careers Service Adaptability: Navigating Change 21–23 JUNE 2022
ONLINE, VIA REMO
ANNUAL CONFERENCE 2022 Parallel sessions are free choice on the day, see pages 14-26 for details
Tuesday 21 June 2022 AM Sessions
PM Sessions
Please note content may change without notice PAGE 2
ANNUAL CONFERENCE 2022 Wednesday 22 June 2022 AM Sessions
PM Sessions
Please note content may change without notice
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ANNUAL CONFERENCE 2022 Thursday 23 June 2022 AM Sessions
PM Sessions
Please note content may change without notice PAGE 4
KEYNOTE SPEAKERS KEYNOTE Nick Hillman, CEO, HEPI
Nick Hillman has been the Director of HEPI since 2014. He worked for the Rt Hon David Willetts MP (now Lord Willetts), the Minister for Universities and Science, from 2007 until the end of 2013, as Chief of Staff and then Special Adviser in the Department for Business, Innovation and Skills. Previously, he was a History teacher and worked at the Association of British Insurers. At the 2010 general election, he was the runner-up in Cambridge. He has written for a range of think tanks and journals. His journal articles include pieces on the Coalition’s higher education reforms for the Oxford Review of Education (2016), on access to schools and selective universities for Higher Education Review (2014) and on the fifty-year history of student loans for Contemporary British History (2013). He also wrote the authoritative account of being a special adviser for the Institute of Government (2014).
Tuesday 21 June KEYNOTE Tracey Innes, AGCAS Scotland Convenor
Tracey has worked in Higher Education Careers for over 20 years. She has been the proud Head of the University of Aberdeen Careers and Employability Service for the past four years, is the current AGCAS Scotland Convener and is a programme board member of the Scottish Careers Review. At a time of challenge and opportunity in Scottish higher education careers work, Tracey will share insights into the Scottish Careers Review, the most comprehensive review of Scotland’s career services in a generation, reflecting on the implications and opportunities for the higher education sector. Tracey will also update on the Graduate Career Advantage Scotland initiative, part of the Scottish Government’s Young Person’s Guarantee, which aims to bridge the gap between employers and talented graduates, helping to ease the transition into valuable work experience. .
His recent research for HEPI includes a history of the Universities Superannuation Scheme (USS), a piece on the likely impact of Brexit on student demand and university governance in a new age of regulation. In late 2020, he was shortlisted for the first Prospect magazine Think Tanker of the Year Award.
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KEYNOTE SPEAKERS KEYNOTE Jane Bellis, AGCAS Cymru Wales
Jane is an Arts graduate who lived and worked abroad in TEFL prior to starting in the careers space in 2006, starting out with Connexions in Greater Merseyside. Jane moved into HE in 2010 at University of Wales, Trinity Saint David based in Lampeter supporting Humanities students and graduates. She has managed the Careers Service and GO Wales: Achieve through Work experience programme since 2015. The university is dual sector and, in recent years, has further expanded with an Institute of Inner City Learning with campuses based in Birmingham and London. Jane took over chairing AGCAS Cymru Wales in January 2022 and is very much looking forward to supporting AGCAS work in Wales.
KEYNOTE Elaine Boyes, AGCAS Executive Director
Elaine Boyes joined AGCAS in January 2016, moving to the role after a short stint in higher education. Prior to this, she has worked in membership organisations for over 17 years, running the Nuclear Institute, the professional body for the nuclear sector, and as Head of Publishing at the British Computer Society (BCS). She has previously been a Trustee of the PAGE 6
Tuesday 21 June Science Council and a Director of the Association of Professional and Learned Society Publishers (ALPSP).
KEYNOTE Nalayini Thambar, AGCAS Quality Director
Nalayini Thambar is the Director of Careers and Employability at The University of Nottingham. A Fellow of the Higher Education Academy and a qualified careers adviser, her work has involved teaching, professional practice and leadership across all areas of student employability. Her doctoral thesis, an exploration of the professional identity of university careers advisers in the new employability climate, was completed through Bradford School of Management. Previously, Nalayini was Assistant Director at the University of Leeds Careers Centre, responsible for business engagement. Following an expansion of Nottingham’s UK Careers and Employability Service in 2013, she has established the delivery of expert services centrally and within faculties, and the development of non-clinical placement activity across the university. Nalayini is a lead trainer on the AGCAS Management Course, and speaks regularly at conferences on the importance of expertise, professionalism, effective leadership and management for the fulfilment and profile of the HE careers profession.
KEYNOTE SPEAKERS KEYNOTE Charlie Ball, JISC
I am the in-house specialist on the graduate labour market. I research and analyse all things to do with post-18 employment, including regional economies, skills supply and demand and postgraduate issues, usually with a careers and employability perspective. Also, I sit on rather a lot of steering and advisory groups including the Graduate Outcomes steering group and advisory bodies for AGCAS and the Institute of Student Employers. I'm a Fellow of the National Institute of Careers Education and Counselling (NICEC) and a Visiting Fellow at Manchester Metropolitan University. Before I came to Prospects, I worked in the pharmaceutical industry as a data specialist and before that as a postdoc - my PhD is actually in chemistry.
KEYNOTE Gemma Green, AGCAS Head of External Relations Gemma Green joined AGCAS in April 2002. Prior to this, she worked at The University of Sheffield Careers Service in an employer liaison role and, before that, at Sheffield Hallam University Students’ Union. During her time at AGCAS, Gemma has worked in a wide range of communications, publishing and research roles. Working across the Advocacy and Research and Knowledge areas of the AGCAS
Tuesday 21 June strategy, Gemma currently leads AGCAS's engagement with external stakeholders, policy development, research activity and the delivery of AGCAS’s publishing programme. She is also the staff lead for Data Insights and editor of Phoenix, the AGCAS journal. Originally from North Wales, Gemma is a Welsh speaker.
KEYNOTE Ben Cooper, AGCAS Data Insights Director,
Ben works as a Business Analyst within Strategic Planning at Manchester Metropolitan University where he leads institutional analysis of careers outcomes data as part of a broad portfolio of work which includes policy analysis, risk management, market insight and student surveys. Ben joined Strategic Planning in 2019 having spent two years working in a data analyst role in the University’s Careers directorate where he also oversaw the transition from DLHE to Graduate Outcomes surveys and continues to work closely with Careers. Prior to joining the HE sector, Ben spent more years than he’d like to admit working in a variety of agency and client-side Market Research side roles developing analysis and project management skills. Ben brings technical expertise and an advanced understanding of careers data and the wider sector data landscape to the Data Insights Director role.
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KEYNOTE SPEAKERS PANEL SESSION Simon Thompson, AGCAS Academic Alignment Director, Director of Employer Partnerships, University of Bolton Simon Thompson is Director of Employer Partnerships at the University of Bolton. Simon’s current role is to lead the development and delivery of the university’s employer engagement strategy, to support its new academic strategy and associated strategies for graduate employment, apprenticeships and knowledge exchange – serving to enhance the student experience, optimise graduate outcomes and generate income/investment.
Wednesday 22 June PANEL SESSION Dr Koen Slootmaeckers, Associate Dean for Student Experience, City University of London Dr Koen Slootmaeckers is a Senior Lecturer in International Politics and the Associate Dean for Student Experience for the School of Arts and Social Sciences at City, University of London. He does research into social justice questions, particularly on LGBT rights. As Associate Dean, Koen has worked on areas to improve student welfare provision, student representation structures as well as contributed to the embedding of employability to the curriculum of the different programmes with the School.
PANEL SESSION Emily Huns, Head of Careers and Entrepreneurship, University of Sussex
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Emily is Head of Careers and Entrepreneurship at the University of Sussex, where her role is to drive delivery of the University’s 2025 World Readiness and Employability Strategy. She leads the Careers and Entrepreneurship team in its mission to empower every Sussex student to develop their experience, skills and employer connections whilst they study. Emily oversees a diverse provision, delivered in and out of the curriculum, connecting students and employers through placements, internships, consultancy to business, mentoring, recruiter events and support to start-ups.
KEYNOTE SPEAKERS Activity is co-designed/delivered with employers, students and faculty, with a strong focus on removing barriers for underrepresented groups. Prior to her role at Sussex, Emily was Head of Careers and Enterprise at Queen Mary University of London, Head of Careers at SOAS, and a Careers Consultant at UCL and Goldsmiths. She has a degree in Modern Languages and a postgraduate qualification in Careers Education, Information, Advice & Guidance.
PANEL SESSION Morag Walling, , King's College London
Wednesday 22 June KEYNOTE Dr Florence Reedy, AGCAS Policy and Research Manager Florence Reedy joined AGCAS in September 2021. Prior to this, she completed her PhD exploring inequalities in UK higher education at the University of Hull. She has since worked as a researcher on social science and health research projects at the University of Hull and Newcastle University. Florence’s role at AGCAS involves managing the AGCAS research programme and supporting the delivery of the AGCAS strategy for Research and Knowledge and Advocacy.
My current role as Embedding Employability Consultant at King’ College, London involves me working across the whole of King’s to support academics and other stakeholders to embed employability into their work, both within the curriculum and with teams developing the wider interactions students have within their higher educational experience. I occasionally work with other universities to develop their own embedding employability work and am currently undertaking a secondment within The Careers Group at Goldsmiths to support their work in this area. I have a particular interest in understanding the true impact of brain development on young people’s ability to engage with career thinking and also in developing more sophisticated consultancy approaches to our work with stakeholders. I accidentally I found my way into careers work, initially in schools, after a career as a local authority manager. Before long I was hooked and retraining as a careers consultant. PAGE 9
KEYNOTE SPEAKERS
Wednesday 22 June
PANEL SESSION Debra Easter, AGCAS Community Director and Head of Student Employability at Nottingham Trent University Debra Easter is Head of Student Employability at Nottingham Trent University and is responsible for all student facing employability activity. She is passionate about making a difference to all students. The Employability team at NTU is sector leading and has the needs of students and graduates at its heart. Creativity, innovation and data are brought together to maximise opportunities for NTU students and graduates, driving new initiatives and measuring impact. Debra has worked at NTU for over 10 years, initially joining to lead a sustainability in business support programme for SMEs in the region. Prior to moving into HE, Debra had a successful career in the environmental charity sector for over 10 years where she was operational lead on many energy and sustainability initiatives within the community. She applied this experience as module lead teaching sustainability at NTU prior to moving into the Employability team. Debra is looking forward to contributing to AGCAS and helping to support all our members.
PANEL SESSION Obinna Okereke, Vice President for Education, Coventry University As the Vice President for Education, Obinna serves as the voice and support for students across the Coventry University Group and seeks to ensure that students are at the heart of every decision taken. Before completing his Masters degree in International Relations at Coventry University, he worked at an NCUK Study Centre in Nigeria for three years. Obinna was recently part of a sub-commission that produced the International Students Futures Report, which fed into the UPP Foundation Student Futures Manifesto. He has been on various panels including, the West Midlands #COP26Roadshow skills for the future panel.
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KEYNOTE SPEAKERS PANEL SESSION Morgan McArthur, Activities and Development Officer, University of Sheffield Morgan is the Activities and Development Officer at Sheffield Students' Union, where she works closely with the University of Sheffield Careers Service to enhance employability and opportunities for students. She has brought the student perspective on the rapidly changing environment for student employability to multiple careers events, conferences and workshops, and has worked with students on understanding the impacts of the recent Careers2032 report and sector-wide changes on employability. In her officer role, she has focused on increasing employability and opportunities access for Widening Participation Students, and was recently awarded a "Global Top Talent Under 25" Award, as the first UK young person to be recognised for innovation in Education. Morgan is also a Fellow of the Higher Education Academy and an RSA Fellow.
Wednesday 22 June PANEL SESSION Billie Westerman, MSci Forensic Science student, Nottingham Trent University Hi, I'm Billie, a final year MSci student graduating in Forensic Science at Nottingham Trent University. Throughout my time at university I have had the opportunity to be involved with CERT mentors, a role to support first year students transition, I have worked as a student ambassador on virtual and in-person open days and have been in a variety of volunteer roles and events such as course representative, committee for forensics society, supporting peers in feedback sessions and presenting to others about my experience at university. I completed a summer placement at Nottingham Trent University after my initial placement to Holland was cancelled due to the pandemic. I have also had my work published in the Forensic Research and Criminology International Journal. I am now waiting to begin my new role as Reporting Scientist at Eurofins. Please feel free to ask me any questions about my experiences.
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KEYNOTE SPEAKERS
Thursday 23 June
KEYNOTE Naeema Pasha, Director of Future Work, Equity and Careers, Henley Business School, University of Reading Naeema Pasha is Director of Future of Work, Equity and Careers in Henley Business School where she established the World of Work (WOW) to explore future of work readiness. Her work focuses on combining three key concerns into one challenge – AI impact, human skilling and equity leadership. Her research arena is skills development that addresses digital skilling but also organisational activism that can enable organisations build towards the fairer world they say they want to do. As part of this aim, she led a major piece of research on Race Equity in Henley, which highlighted just how important addressing Race from a business perspective is.
KEYNOTE Helen Smith, AGCAS Social Mobility Director and Head of Careers, University of Sheffield
Helen Smith is Head of Careers and Deputy She has contributed to several publications and Director for Academic Programmes and Student media from Wired, Forbes, The Voice, Stylist, Engagement at the University of Sheffield, with Cosmopolitan, to Raconteur, as well as BBC and prior experience as Head of Careers and LBC. Her previous publications include a book Employability at Loughborough University chapter in A New World Post COVID-19 (2012-2019). With a Social Sciences degree Lessons for Business, the Finance Industry and from Newcastle University, Helen’s career Policy Makers. She also contributed to journey has included business, project and Microsoft’s Unlocking the UK's potential with partnership management in the retail and digital skills report. Her latest book she corecruitment industries. Pre-2012 she led awardauthored is about the new normal of careers: winning partnership projects involving employers Futureproof Your Career. and skills providers, working closely with local government and funders to enhance attainment She was voted 11th as one of the Top 30 Global and outcomes for disadvantaged jobseekers. Thinkers, 2021 by HR Magazine, the Top 50 Helen is a member of the AGCAS Board and Global AI Ethics Thinkers, 2020. leads the social mobility portfolio. PAGE 12
KEYNOTE SPEAKERS PANEL SESSION Lucy Everett, , The University of Edinburgh
Lucy heads up the Employer Engagement team, aiming to facilitate meaningful ways for employers to connect with University of Edinburgh students across all disciplines. She is a member of the ISE Scotland and North Group, Co-Chair of the AGCAS Employer Engagement Task Group and contributes to the Joined Up for Business and Inspiring Talent networks across Edinburgh and the wider city region. She has over 12 years’ experience of working between business and higher education in roles, ranging from account management of largescale graduate recruiters to supporting SMEs to access student and graduate talent through ScotGrad and IAESTE.
PANEL SESSION Victoria Geroe, Skills Policy Manager, CBI
Thursday 23 June PANEL SESSION Emma Riley, Director for HBTI, Sunset+Vine
Emma Riley is a television Production Executive based in the Midlands, and Sunset+Vine's Director for their HBTI - Host Broadcast Training Initiative. Sunset+Vine is the Host Broadcaster of the Birmingham 2022 Commonwealth Games and the HBTI is their ambitious tv entry level training scheme to find, recruit and train more than 150 runners, loggers, camera assistants and more to work on the Games this Summer. Part of their investment is to offer more than 200 work experience days and ensure a minimum of 50% of the trainees are from underrepresented backgrounds. Outside of the HBTI, Emma manages Optomen Television’s Birmingham productions including BBC2’s primetime series Great British Menu that is produced in the Midlands. She has first-hand experience of recruiting in the region, and the challenges faced for a growing midlands tv industry in retaining talent and investment.
Victoria is a senior policy adviser at the CBI specialising in skills and education. Areas of expertise include local skills improvement plans, digital skills and further education. Prior to joining the CBI, Victoria was a policy adviser at the Law Society of England and Wales. Victoria is fluent in French and holds a first class English and French law degree from the University of Exeter. PAGE 13
PARALLEL SESSIONS A ALL PARALLEL SESSIONS ARE FREE CHOICE ON THE DAY A1 How to approach 1-2-1 appointments with disabled students: mental health, neurodiversity, and other conditions AGCAS Disability Task Group In what ways might these 1-2-1s differ from other careers guidance appointments? What are the common themes that students may wish to discuss? Clare Matthews & Edmund Lewis from the Disability Task Group will outline the national context for disabled students’ outcomes and share data that illustrates the importance of offering individualised 1-2-1 support. We’ll give advice on ways to structure the appointments and provide practical tips on how to plan for adjustments. We’ll consider themes that come up at different stages of the disabled student’s career readiness journey, while acknowledging the diverse range of specific needs disabled students bring to an appointment. We will reflect on what we have learned supporting disabled students and consider how you might know if the appointment has been useful for the individual. Today we encourage you to share your experiences of supporting disabled students and we look forward to answering your questions.
A2 Postgraduate Taught Students: A Changing Landscape AGCAS Postgraduate Taught Task Group This session will provide an overview of the postgraduate taught landscape. We will share our Task Group’s observations and experiences of how student demographics are starting to change across postgraduate taught programmes with particular reference to widening participation students, international students and levels of work experience. We will also discuss the impact of the Graduate Route and future metrics for PGTs (e.g. the survey that the Office for Students are developing and piloting for postgraduate students). PAGE 14
TUESDAY 21 JUNE 15:20–16:00 A3 Showcases A3a How and why do we measure what we measure? Fiona Cobb, University of London University Careers and Employability services are collecting large volumes of data across the full student lifecycle, from careers registration, to engagement data (careers fairs, appointments, work based learning initiatives), student feedback and Graduate Outcomes data. The data explosion (Shacklock, 2016) present sus with both challenges and opportunities measure the effect of our careers work. So how can we measure the effect of our careers work? Why should we measure it? And what do we really mean by impact? During this session we will showcase the ongoing work The On Course data group, as we develop best practice resources to clearly define what we mean when we talk about ‘measuring ‘impact’ and engagement, and to explore how we can robustly demonstrate impact with the careers and employability data available to us.
A3b Cry me a River – Tears Tiers of Engagement Antony Cotterill and Josh Gray, University of East Anglia Shedding tears around student engagement? There is currently a concern for many careers (and other university) services around student engagement. In the years before Covid measuring engagement was about proving the case for growth making volume a key driver. Post-Covid, measuring engagement is about proving the case for impact, making depth important too. Tiers of Engagement is our new easy-to-use metric for understanding the volume and depth of student engagement across our range of initiatives and activities. Tiers goes beyond binary counting, looking below the surface, weighting engagement types and targeting levels based on good graduate outcomes, offering more nuanced interventions and analysis above and beyond
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TUESDAY 21 JUNE 15:20–16:00
subject and level of study. One unified measure allows easy analysis alongside other service data like careers registration, student pulse and graduate outcomes for a deeper intelligence-led perspective. This showcase will demonstrate our tears to cheers journey from measuring input to impact.
A4b Working with PGRs and Research Staff through the global pandemic
A3c Introducing My Generation Career Coaching at University of Southampton Heather Pasero, University of Southampton Heather Pasero, University of Southampton Career Consultant introduces My Generation Career Coaching Programme. My Generation Career Coaching programme was launched to first generation, UK domiciled undergraduate students in 2019. The programme was designed following on from my HECSU funded research report: Talkin’ ‘Bout First Generation – An Investigation into the needs of, and the challenges faced by first generation students at the University of Southampton. My Generation Career Coaching is currently in the fourth year of delivery with excellent evidence of positive impact collated and reported. Join this 15-minute showcase to learn about this innovative practice and hear about the effectiveness and impact of the My Generation Career Coaching Programme.
A4 Showcases A4a The Undergraduate Research Support Scheme (URSS) Wendy Hunt, University of Warwick The URSS is a flagship scheme for undergraduate research, contributing to the quality of the teaching and the learning experience, development of students’ core skills, employability, a highly supportive environment for students to develop public engagement and academic research skills and a talent pipeline of researchers here at Warwick. The scheme is not credit-bearing. Student participants receive mentoring from Warwick’s research staff, skills training and bursary support for summer research projects, many of which are carried out abroad, which allows the participants to develop their learning and broaden their intercultural skills.
Kirstin Barnard and Lucie Whitfield, University of Nottingham TWhen working with the Postgraduate Researchers and Research Staff through the global pandemic, we had to quickly innovate, adapt and handle a greater demand for our services than ever before. This led us to reflect on the future of our provision and how this might best be delivered. We decided that the best place to start was by working in collaboration with PGR students. We secured a funded M4C DTP placement to better understand PGR experience and how, as a Careers Service, we could best support their development. This project shaped a successful bid to Research England for 3 further placements to look at our communications, website and develop further online learning. Come along to find out how we did it, what we learned and what we’ll do next.
A4c An assessment of the potential benefits of the CareerEDGE employability model for art and design student success Rob Hunt and Professor Kevin Petrie, University of Sunderland A presentation about a research project exploring students' perception of employability in the School of Art and Design at the University of Sunderland. Interviews with students were undertaken in the summer of 2020 to map their perceptions of their own employability and of the Career EDGE model which had been piloted with students. Overall, the project led to change in learning outcomes across seven BA programmes in the school to include a greater emphasis on the routes to careers planning and options for careers inside and outside of the subject areas. This work is ongoing, and this showcase will outline the project, developments and impacts to date.
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PARALLEL SESSIONS B B1 Working with International Students Internationalisation Task Group An interactive session for staff to understand working with international students in careers and employability with a back to basics approach, a collaboration between Lancaster, Exeter and Plymouth. Members of the Internationalisation Task Group will introduce trends, information and resources relating to the careers of our international students to help colleagues engage positively and effectively with this group of students in light of the latest educational strategies and policies of government. The attendees will gain an understanding of trends in international student employability in the UK and overseas, understand barriers to employment, whilst sharing their own experiences of working with international students. This session will help colleagues to develop strategies and confidence to work with international students through interactive scenarios and questions to generate discussion. We’ll share with attendees’ resources to aid in their careers delivery, helping to create an inclusive and accessible careers service and supportive network of colleagues.
B2 Showcases B2a Developing Professional Literacy: Using Skills As A Trojan Horse To Influence a University-Wide Approach to Curriculum Design and Delivery Sarah Wenham, University of Leeds The University of Leeds is at the start of a 10yr curriculum transformation project, which has opened up conversations about the purpose of student education and what ‘success’ means for an individual student. As part of that project, the Student Careers Service, in partnership with senior academics, are leading a process of ‘Surfacing Skills’ within the curriculum (using the newly developed ‘Leeds Skills Matrix’), which has been developed through a consultative approach between academics, students, the careers service and employers. PAGE 16
WEDNESDAY 22 JUNE 11:20–12:05 The conversation around what skills each individual programme develops as part of its ‘DNA’ is leading to wider considerations of mindset, values and behaviours, and how students can begin to personalise their success criteria (both within and beyond their curriculum experience). The term ‘Professional Literacy’ (as opposed to employability) has been adopted to compliment and support the existing Academic and Digital literacies that exist already in relation to curriculum development at Leeds. This, and the Surfacing Skills process, has already had a demonstratable impact in attitudes at the most senior level and in how academics are approaching the purpose and structure of their degree programmes.
B2b Holistic approaches to helping disadvantaged students define and achieve career ambitions and personal success Yvonne Drakeley, Lancaster University Widening Participation initiatives have brought significant numbers of students with complex personal issues and potential vulnerabilities into academic researchorientated Universities. Such students often need the support of a range of Student Services to address challenges while studying and may think about their future in ways that do not align with traditional graduate careers offers, so tend not to access Careers services. At Lancaster we have piloted collaborative working between Careers and Student Services teams to provide such students with both an accessible route into talking with Careers staff about their future options and a holistic approach to addressing potential barriers to graduate success. This contributes both to retention and to such students moving on to graduate opportunities that are both realistic and sustainable in their personal context.
PARALLEL SESSIONS B B2c The Warwick Award: Recognising and supporting skills development in a range of student cohorts Parmjit Dhugga and Ali Collins, University of Warwick The Warwick Award is a new, institution-wide skills award launched at the University of Warwick in summer 2022. It recognises the many different skills development activities that students take part in to build their employability skills, as well as the different levels and types of engagement appropriate to different student cohorts depending on their other commitments. The Award is flexible, enabling students to select the activities most suitable to their interests and circumstances, and it is designed to be accessible to the majority of UG and PGT students, recognising part time work, caring responsibilities and in-curriculum skills development as well as traditional extra-curricular activities such as leadership roles in sports and student societies. This session will give an overview of the Warwick Award, its structure and its different recognition levels. It will invite feedback and comment from participants with the aim of sharing best practice and learning between colleagues.
B3 Showcases B3a Career e-guide for LGBTI+ Students, Graduates and Career Coaches PLUS Career Coaching Guide for working with LBGTI+ Students in a 1 to 1 setting
WEDNESDAY 22 JUNE 11:20–12:05 find overtly positive LGBTI+ employers; student awareness of their online presence; dealing with referees for transgender students; dealing with discrimination in the workplace. In addition, TU Dublin Career Development Centre has compiled a Career Coaching Guide for Career Coaches working with LGBTI+ students in a 1 to 1 setting. Many Career Coaches feel that they have a lack of skills, knowledge and experience in working with LGBTI+ students. With this in mind, this guide has been developed to assist Career Coaches better support students in their one-to-one coaching.The Coaching Guide and Web Resources will be shared with all AGCAS members.
B3b Mentoring: how to run a successful programme matching alumni mentors with student mentees for maximum mutual benefit Emily Seed and Simone Providence-Doyley, Goldsmiths, University of London Goldsmiths, University of London, has been consistently expanding its mentoring scheme since 2018. We now run three mentoring streams for under-and postgraduate students; our Mentoring Programme for BAME students, Mentoring Programme for Disabled students, and Mentoring Programme for GOLD Award students (our co-curricular personal and professional development programme). This year we have matched 104 students with alumni mentors, for a six month mentoring relationship. Join us to hear about the successes and the challenges of our mentoring programmes, how we aim to ensure mentees and mentors get maximum benefit from the programme, our plans for expansion, and to share your own mentoring programmes with us.
Christiane Brennan, Technological University Dublin TU Dublin Career Development Centre has designed a series of interactive web resources tailored for LGBTI+ students and Career Coaches. These have been compiled to assist LBGTI+ individuals make the transition from education into employment. They provide information on areas including: the pros and cons of disclosure; how to PAGE 17
PARALLEL SESSIONS B B4 Showcases B4a Avoiding a ‘bolt-on’ approach: Linking employability and sustainability in the curriculum Helen Atkinson and Dr. Lee Higham, Newcastle University As HE careers and employability professionals, many of us are exploring creative ways to embed employability within academic programmes. How can we avoid this feeling like a ‘bolt-on’ approach and work with academic colleagues to provide authentic, experiential learning opportunities for students within the curriculum? Join this session to hear more about Sustainable Solutions, a compulsory module for 270 undergraduate students in Newcastle University’s School of Natural & Environmental Sciences. The module sees students work in interdisciplinary teams over a three-week period to devise an innovative solution to an authentic, sustainability-based challenge set by a graduate employer. Find out how we delivered Sustainable Solutions as part of a diverse team and the impact the module is having on student employability outcomes so far. We’ll also offer advice for AGCAS members considering how to further embed employability and enterprise activities in their respective area!
B4b The Careers Education Framework: delivering social justice and employment outcomes Dimpy Patel and Shauna Arnold, London Metropolitan University The Careers Education Framework is an approach to employability based upon an ethos of social justice to improve graduate outcomes for all students. It has been developed in collaboration with students, employers, and academic and professional service staff across the PAGE 18
WEDNESDAY 22 JUNE 11:20–12:05 University and provides a fully embedded careers education with an assessment of employability skills at each level and employer/ opportunity focused interactions within the curriculum. Resulting in over 90% of students receiving impactful careers education and Work Based Learning. The session will cover: How the framework was created to support institutional priorities Working with academics and students to co-design the framework Partnering with school decision makers and academics to embed and implement Evaluation and impact monitoring.
B4c Partnership working in Computer Science to improve Graduate Outcomes with limited resources Kulvinder Birring, London South Bank University Practical partnered solution to embedding employability within Computer Science, by providing AI, tailored resources, input from a wide range of stakeholders to mitigate employability skills gaps; aligning opportunities, improving graduate outcomes and providing a long-term solution to empower our students to be employable.
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WEDNESDAY 22 JUNE 15:20–15:55
C1 Supporting graduates in times of uncertainty: Introducing the AGCAS Graduate Support Toolkit
C2b An Embedding Employability Toolkit – empowering academics to incorporate employability in their pedagogy
Florence Reedy, AGCAS Policy and Research Manager and Michael Tomlinson, University of Southampton
Holly Delafield, University of Bristol
Florence and Michael will present findings from a research project on graduate transitions into the labour market during the Covid-19 pandemic, including an overview of the AGCAS Graduate Support Toolkit. The toolkit has been developed based on the research to support career practitioners in their work with graduates in times of uncertainty.
C2 Showcases C2a Supporting Passion to Profession – Collaborating with Arts Students to Gain Meaningful Employment
Learn about the experience of creating and launching an ‘Embedding Employability Toolkit’ at the University of Bristol – a digital resource created for academic colleagues to enable them to embed employability skills into their curriculum design. The Toolkit is structured around 12 key methods of embedding employability, with an overview of each method supported by the essential ‘tools’ needed to implement as well as case study examples of it in practice in the curriculum across the University. The Toolkit was created by the Careers Service in collaboration with the Bristol Institute for Learning and Teaching, drawing on expertise from both teams in surfacing and enhancing employability in the curriculum, as well as with input from academic colleagues. We will discuss the process of creating the Toolkit, how it is being used, and intended next steps.
Emma Lennox, Queen’s University Belfast Working with ‘non-vocational’ arts students who are passionate about their subjects can be daunting when opportunities seem limited and student expectations are high. Following detailed interviews with final year Arts, English and Language students this Masters research study highlights the main drivers for these undergraduates, what they deem as ‘meaningful employment’, how the optional Work Placement Module has removed barriers, and strategies other practitioners may consider taking forward when working with this cohort. Working closely with academics, employers and sector professionals in a structured format has supported moving these students closer to their career goals.
C2c Widening the Reach of Employability Development at the University of Huddersfield Dr James Forde, Rosie Pollock and Gabrielle Skeldon, University of Huddersfield This presentation describes how the University of Huddersfield has adopted a whole-of-institution approach to widening the reach of employability skills development for its undergraduates. Launched during the pandemic, the Global Professional Award is a large scale three-year programme that enrols all full-time undergraduates to build their capacity as desirable graduates, with over 9,000 students enrolled by September 2022. This presentation explains how the programme helps the university to meet its wider aim of improving graduate outcomes for all its undergraduates, particularly non-traditional students. As well as building on existing good practice, the programme deviates from other HEI offerings in its approach to provide targeted support to students who traditionally may not participate PAGE 19
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WEDNESDAY 22 JUNE 15:20–15:55
in such programmes. The presentation details some of the challenges to date for the implementation of the programme and concludes with some considerations for HEIs considering similar approaches.
C3b We don’t talk about “the Job Centre”: Reaching and supporting graduates in the local community
C3 Showcases
Graduate Labour Market statistics estimate that 13.6% graduates were unemployed in 2020, it is realistic to assume that a number of these graduates will sign on to benefits whilst they look for work but, claiming benefits and the support available at the Job Centre is something we generally don’t discuss as career services…does this need to change?
C3a It doesn’t end with the ceremony – Providing careers support after graduation Gareth Hughes, University of Bristol, Helen Kempster, City, University of London, Marian Derbyshire, University of Nottingham, Olivia Stocker, University of Sheffield, Suzanne Kulk, Nottingham Trent University, and Jessica Shilton, University of Bradford The introduction of the Graduate Outcomes Survey has forced Careers Services to rethink the way that they engage with recent graduates and provide support tailored to their needs. In this session we will discuss the challenges facing recent graduates and the support provisions that a range of universities have developed to address them. Hear from a group of Careers Advisers from five different institutions who specialise in graduate support about the support they have delivered over the past few years, ranging from work experience programmes, engagement campaigns, online resources, connections with the Department of Work & Pensions and more. Much of this support has been developed with a focus on groups of graduates who face greater challenges in securing graduate-level work or further study, and so will include a discussion of how we have worked with those from widening-participation backgrounds, international graduates and others.
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Jess Sanders, University of Liverpool, and Daisy Munn, Lancaster University
In July 2020, the Government introduced the Kickstart scheme. The University of Liverpool and Lancaster University saw this as an opportunity to create funded internships for young people who live in their local communities: with the aim of improving graduate outcomes and facilitating civic engagement in their regions. This showcase will focus on: 1. Engagement with graduates and local Job Centre 2. Graduate Employability offer - lessons learnt from the scheme (skills gaps and best practice) 3. A collaborative approach - All Grads V Our Grads 4. Considerations for the future
C3c Tackling Student Retention and Engagement in the Career Service by Focusing on Student Wellbeing and Making Communities Oli Chequers, Goldsmiths, University of London The Gold Award is Goldsmiths’ Skills Award. In this session I will share how we increased engagement with students in 2020-21 (the lockdown / online year) through focusing on wellbeing and building community & how we have built on this in 2021-22, which has been more of a hybrid year in terms of online and in-person. Our increased focus on the community aspect in 202122 – i.e the skills award as a way for students to meet
PARALLEL SESSIONS C other students from across the College – has led to the highest number of sign-ups we have ever received for the Gold Award.
WEDNESDAY 22 JUNE 15:20–15:55 C4b Cancelled
C4 Showcases C4a Student personal development programmes Sarah Bennett, University of Warwick The University of Warwick has offered the 'Sprint' programme - a women's personal development programme for both undergraduate and postgraduate students - since 2014.Sprint covers a range of topics such as understanding your values, assertiveness, networking, the gender-pay gap and imposter syndrome. Through collaboration with employers, students hear from successful women established in their careers who offer support as speakers, mentors or panellists. Around 1200 women have benefitted from Sprint (often WP and international students) since its inception and data demonstrates clear and positive impact. Whilst Sprint is a resounding success, we are currently reviewing this offer and considering the needs of other groups at Warwick to ensure greater inclusion. We are seeking input from colleagues and academics across the university as we consider ‘what could the future of personal development look like for students at Warwick?’.
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PARALLEL SESSIONS D
THURSDAY 23 JUNE 12:20–12:05
D1 Mind the gap: expectations vs. reality of belonging in a post-COVID workplace
D3 Showcases
Rish Baruah, University of Warwick
D3a Pathways to Success: The Early Years Career Progression Pathways Project
The recent Careers 2032 report shows a lack of career confidence amongst students, especially final years who are about to embark upon the first phase of their career as a graduate. Added to reports of the “Great Resignation” and the effects of Covid lockdown, it begs the question of whether there is a gap between expectations and reality when entering the workplace. Drawing on research and the personal experience of colleagues who started new jobs remotely, we invite a discussion on the “new normal”, and how employers can ensure they foster a sense of belonging for new staff when colleagues might not be physically present. Can we learn from virtual internships, as offered by some universities and organisations such as Bright Network? What are the possible impacts, and how can careers services help our students prepare for a workplace that might look and feel radically different from what went before?
D2 The 3 E's; Enterprise, Entrepreneurship, and Employability according to Careers Professionals in UK HE
Alasdair McMillan, Birmingham City University Graduates in some sectors face a two pronged problem – they lack confidence in themselves and their skills, as well as graduate role ‘infrastructure’ not yet existing. This is a problem the data showed the students graduating from our early years degree programmes faced, so when we were approached by West Smethwick Enterprise (a local early years employer) to help address this the Early Years Career Progression Pathways (EYCPP) project was born. This project aims to solve both problems at once by working with students on programme, as well as building links and working with local early years employers, all supported in delivery by academics. This quick dive into the project will cover: How we were able to build a great working relationship with a local employer How we successfully applied for European Social Fund funding The challenges and successes of engaging with a hard-to-reach cohort
Enterprise and Entrepreneurship Task Group This World café style session presents and facilitates discussion on the findings of The 3 E's; Enterprise, Entrepreneurship, and Employability project. The project, conducted by the AGCAS Enterprise and Entrepreneurship Task Group, explores the understanding of, and relationship between the 3 E's according to Careers Professionals within UK Higher Education Institutions. This session will be a continuation of the 3E project as the facilitated discussion by attendees/participants will be recorded, transcribed, and analysed. All attendees should be aware that by attending this session, they are consenting to being recorded and their data being utilised anonymously within the 3E project. PAGE 22
D3b Supporting the levelling up agenda: connecting physics students to regional employers through curriculum development Andrew Mizumori Hirst, University of York Within the Yorkshire, Humberside and East Midlands (YH+EM) economic region sits the White Rose Industrial Physics Academy (WRIPA). Initiated in 2014 and supported by HEFCE Catalyst funding, WRIPA is a 10year collaboration between business and the university physics departments of Hull, Leeds, Nottingham, Sheffield and York. WRIPA’s mission is to provide physics students with the opportunity to gain skills, knowledge and work experience that will better prepare them for graduatelevel technical employment. This ambition is delivered
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THURSDAY 23 JUNE 12:20–12:05
across several themes, including curriculum development, upgraded laboratory spaces and digital careers tools. More recently, WRIPA was awarded funding from the Office for Students’ Challenge Competition to support improved outcomes for graduates who seek employment in Yorkshire, Humberside and East Midlands. This presentation will highlight different curriculum development interventions from across WRIPA that organises work placements with regional employers; connects students to business and supports students to develop a connected identify to physics-related employment.
D4 Showcases
D3c Industry Led Projects: Embedding Employability into the curriculum, at scale Wendy Browne, City, University of London City is launching a new series of industry led project modules across our Law, Business and Arts and Social Science Schools. These credit-bearing modules offer students the opportunity to work on an employer-related brief either with their peers or individually. This work based learning is a key component of City’s institutional Employability Strategy (Employability Development Plan), and is an effective and efficient way of ensuring students have the opportunity to interface with employers and gain commercial awareness. This 15 minute showcase will give an overview of how we negotiated employability into the curriculum in part via these industry led modules, but also how we plan to collaborate effectively with employers to offer meaningful opportunities, at scale.
D4a Your Future Start Now – moving forward together… Karen Hall and Heather Gaunt, University of St Andrews Your Future, Start Now is a focused and supportive pilot employability programme for 1st and 2nd years delivered by employers and alumni in partnership with the Careers Centre. A direct response to industry feedback concerning the required skills they ask of graduates married with the ask from our students to understand earlier: the employability landscape, their place therein and the support and guidance available at every stage from the Careers Centre and wider University. The programme is five key skills workshops delivered over a month. It culminates in the opportunity to apply for a locally based paid micro-internship allowing students to give back whilst putting their new skills and knowledge into practice. We took comfort that we knew why we should do it but in securing feedback from the start and throughout from our students and stakeholders have become enlightened by the need and areas of opportunity for growth.
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THURSDAY 23 JUNE 12:20–12:05
D4b An Innovative Approach to Developing Professionalism in our Student Union Executive Team
D4c Maximising the enterprise and innovation ecosystem for students
Clare Robertson-Hunt, University of Dundee We have developed an innovative graduate certificate to help students transition and develop in the professional workplace with an interactive curriculum utilising workshops, online learning and psychometric testing. To achieve learning outcomes students are supported to gather evidence for an E-Portfolio, deepen their ability to reflect on work-based experiences, develop a better understanding of their professionalism and take ownership of their learning gain. In year 1 of the programme with all students in fixed-term positions we prepared them for outplacement benefitting both the student and employer with 100% of students moving onto positive destinations. The programme has developed to also focus on the career development of permanent employees assisting the employer to develop and retain their staff. By being adaptive and collaborating with employers and students to understand development needs throughout the pandemic the programme has helped students to navigate their workplace at a time of unprecedented stress and exponential change by including new subjects such as the changing work environment and building resilience.
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Tom Simmonds and Sarah Rogers, University of Southampton The enterprise ecosystem at the University of Southampton is vibrant and diverse. The Student Enterprise Team sits within the Careers, Employability and Student Enterprise division, and plays a significant role in that ecosystem. Find out about some of the innovative approaches taken to provide a pipeline of support that drives tangible outcomes for students with entrepreneurial ambitions. Find out about how close student partnership working and connecting with strategic knowledge exchange institutional priorities is also resulting in closer collaborations, higher profile of the work being done in this space and informing broader aspirations.
PARALLEL SESSIONS E E1 International graduates and UK employment: understanding the facilitators and barriers to success Helen Atkinson, Co-Chair of the AGCAS Internationalisation Task Group, and Gemma Green, AGCAS Head of External Relations July 2021 saw the introduction of the Graduate Route visa, the biggest change in policy impacting international student employability in recent years. The Graduate Route enables international students to remain in the UK to work, or search for work in the UK for a two-year period after graduation (or three years for PhD students). Join this session to hear the initial findings from a research project led by the AGCAS Internationalisation Task Group, and supported by the International Student Employability Group (ISEG), capturing the experiences of international graduates seeking and gaining employment in the UK. Helen and Gemma will be joined by an international graduate, who will share their journey to employment since graduating from university.
E2 Utilising friendship as a method to research barriers to placement years for widening participation students David Molyneux and Laura Yetton, University of Warwick An exploration of the study into the perceived, lived, and experienced barriers of widening participation students entering the workplace as placement students, this research was completed and published in 2021. This study made use of the qualitative method described in ‘Friendship as method’ (Heron, 2019). This novel approach to qualitative data collection asks pairs of student friends with experience in the topic area, to record their discussion to gain authentic insight into the experiences of students, in a similar format to BBC Radio 4’s Listening Project. Various themes relating to WP student experience were raised as a result, perhaps most interestingly an insight
THURSDAY 23 JUNE 15:20–16:00
into students feeling unable to bring their, ‘authentic selves to the workplace’. In this session, themes raised by the research will be discussed and ways in which the profession can best support students and graduates, in light of this insight into lived student experience considered. https://luminate.prospects.ac.uk/barriers-to-placementyears-for-widening-participation-students
E3 Creative Industries Employer panel: Best practice in employer alignment with HE Careers Services Creative Industries Task Group Our panel discussion presents employers from the Creative Industries in discussion of the question ‘How have you (Employers) collaborated with Higher Education to support graduate employment into the creative industries? Was this effective? If so, how?’ This panel discussion will be interesting to all Careers Consultants, not just those aligned to Creative industry programmes of study. We use the UK Government (2018: 2021) framework to consider Creative Industry as those interested in working in creative roles throughout industry. Creative roles are not limited to creative sectors, but are essential in every successful organisation and enterprise. Learning from the presented case studies of Employers working with HE will enable attendees to consider future Employer collaborations to support graduate employment into graduate creative industry roles. UK Government (2018) Creative industry Sectors, available at Creative Industries Sector Deal (publishing.service.gov.uk) UK Government (2021) Creative industries Council, available via Creative Industries Council - GOV.UK (www.gov.uk)
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PARALLEL SESSIONS E
THURSDAY 23 JUNE 15:20–16:00
E4 Showcases E4a: Developing Stakeholder Relationships – a toolkit for HE Careers Teams Sarah Allen Joanne Workman and Cyrielle Mevel, University of Nottingham Do you have productive relationships and genuine partnerships with your academic colleagues?Have you maximised the potential of your employer relationships? Building high quality relationships with academic colleagues, employers and other professional stakeholders is surely a priority, but how much thought do we give to them?At the University of Nottingham we have paused to consider this. As a result, we are now piloting the use of a relationship development toolkit. This model spans transactional level engagement through to strategic partnerships that have the potential for transformational outcomes. Careers staff can use a practical, interactive tool to complete a short questionnaire and access an “ideas bank” of approaches to relationship building together with resources to support communicating and influencing skills. The toolkit aims is promote reflection around our professional relationships along with good practice sharing about how to develop them.
E4b: How to enhance careers guidance with coaching to empower local underrepresented students and graduates Teresa Waring, Newman University, and Alison Sharp, University of Birmingham Transformation West Midlands (TWM), an OfS funded local challenge project, has sought ways to empower 750 local under-represented final year students and recent graduates, to navigate their careers and employability towards a stronger student experience and graduate outcome. For the past 3 years we’ve trialled a
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range of models and approaches through ‘progression coaching,’ to build stronger supportive relationships with our students/ graduates to better understand their diverse needs. We’ll share evidence based findings, outlining what we did and how we used data to inform, assess and address identified needs at institutional level and projectwide activities, leading to impact. We’ll describe why and how we adapted, using learnings from one to one progression coaching to new developments: group coaching and reverse mentoring. Students supported their peers by applying coaching techniques to enable positive mindset/action and more confidently mentor local employers to help modify recruitment practices with an emphasis on EDI.
CONFERENCE SUPPORTERS Thank you to our conference sponsors. Your can hear from our supporters on each day of the conference, and visit our supporter tables in the Exhibition Hall.
sfG MentorNet is a secure, user-friendly and affordable online mentoring system that simplifies the running of your mentoring programmes, improves communication and enables you to report on and monitor progress in mentoring relationships. It is developed by a UK business with a wide range of university customers including Brunel University, Cambridge University, Oxford Brookes University, Kingston University London and more. Read a couple of our recent customer blogs to find out more: Increasing Student Engagement Whilst Minimising Admin at Brunel University London - Mentoring Software by MentorNet (sfgmentornet.com) Providing a modern and centralised mentoring solution at Kingston University London - Mentoring Software by MentorNet (sfgmentornet.com) We are not a huge corporate, so you won’t get lost amidst the numbers. You won’t be a small cog in a big wheel. We aim to provide a personal and personalised service. Visit our website and please follow us on LinkedIn.
Build student and graduate employability on the UK’s leading career development platform designed specifically for colleges and universities. Used by over 75% of UK universities and extensively in Australia, New Zealand, South Africa, and Europe, the Abintegro Career Centre platform helps students and graduates supercharge their careers and employability. Using the latest AI technology, it gives institutions the ability to offer thousands of students the support and guidance previously only offered in a 1-2-1 meeting or workshop setting. Last year alone over 6.2 million careers interactions were completed on our University and College platform, and this is continuing to grow year on year. PAGE 27
CONFERENCE SUPPORTERS
Started by the University of Warwick in 1997, Unitemps is a university-owned, campus-based recruitment service which addresses the key staffing challenges in higher education. The Unitemps model allows institutions to tackle issues such as legislative compliance, efficiencies and cost savings, while enhancing the overall student experience and meeting the temporary employment requirements of your institution. With its heritage firmly grounded in the higher education sector, Unitemps is an employment solution placing students, graduates and workers from the wider community in temporary, permanent and internship roles, both on campus and within local businesses.
RateMyPlacement is the UK’s leading website for paid placements and internships. Receiving over 3 million student visitors a year, we work with over 400 employers across a wide range of industries to promote their opportunities to our audience of career-conscious students. Student feedback is at the heart of everything we do. Home to 70,000+ student-written reviews, we make it easier for students to find a role and employer that’s right for them – before they apply. We also have a University Hub where you’ll find everything from the latest industry news to virtual events, training opportunities and student success stories. Sign up and you’ll also receive bi-weekly newsletters packed with valuable resources to share with your students.
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CONFERENCE SUPPORTERS
The Career Center by JobTeaser is the only career service platform offered to universities free of charge and provides the most accessible and engaging way for students to gain information, advice and guidance, explore the job market and a wide range of job opportunities from local employers and SME’s to some of the world’s largest brands. Our business model means universities are our partners, at the centre of what we do with shared goals. JobTeaser has created a unique ecosystem of universities, employers, students and recent graduates with a mission to prepare the new generation to reach their full potential, embrace the future with optimism and make their mark in the world. Over 30 Universities in the UK and over 600 universities worldwide already use JobTeaser to help their students make informed career choices in line with their individual aspirations, values and goals making us the European leader for career guidance and the recruitment of students and recent graduates.
GTI (groupgti.com) helps students of all backgrounds realise their potential - discovering options, developing skills and building confidence: targetconnect is used by universities to engage with the largest graduate employer network in UK and deliver careers fairs, placements, jobs, careers guidance, content, workshops, skills reflection, awards and more. 420,000 graduate level vacancies have been posted across the network since January this year. Cibyl is a leading student market research consultancy covering the UK and Ireland. Cibyl provides employers, universities, professional bodies and researchers with unparalleled insights into students’ career thinking. The annual Cibyl graduate research surveys are the most comprehensive of their kind. Insights into the student mind.
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CONFERENCE SUPPORTERS
Symplicity is committed to empowering our clients with innovative, easy-to-use solutions that enable them to streamline processes, improve outcomes, and cultivate positive relationships with their students, customers, and communities. Come and visit our virtual booth and discover the latest employability platform; Symplicity CareerHub Core and learn about how your students can identify and present their skills to give them the competitive edge with Symplicity UniHub. We serve thousands of higher-ed institutions of all shapes and sizes worldwide and our solutions have helped more than 41 million students, staff, employers, and government constituents worldwide.
Handshake is the #1 way Higher Education students find jobs, blending the best aspects of a career management system, an early career professional network, and a virtual career engagement platform. Handshake was founded in 2014 with a mission to democratise opportunity and ensure every student has the support they need to find a great job and kick-off a meaningful career regardless of where they study, what they choose as a course, and who they know. Today, Handshake supports over 1,400 educational partners in the UK and the US who use the platform to connect to over 600,000 companies - from FTSE 100 companies to thousands of small businesses, non-profits, start-ups, and more. Universities switch to Handshake for three key reasons: Handshake’s students-first user experience helps increase student engagement and satisfaction. Handshake’s network architecture increases access to opportunity for students while streamlining the graduate recruitment process for companies of all shapes and sizes. Handshake’s administrative tools (g.reporting, appointment scheduling, etc) are designed to save teams time while supercharging their impact and reducing costs. Visit www.joinhandshake.co.uk to find out more.
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CONFERENCE SUPPORTERS
CareerSet helps career centres make CV support easy and scalable. The online platform enables students to improve their CV independently - and to tailor it to specific vacancies, via personalised and actionable feedback. We work with leading UK universities with a goal of conducting 10,000+ CV reviews per quarter, while aligning scoring and feedback algorithms to institution-specific standards. Career Advisors can easily keep track of student progress and use gained insights to address individual student needs.
Discover why leading Universities trust us to power their skills awards & graduate attribute programmes, online pre-arrival bootcamps, plus PG, international, alumni, work placement learning and the digital upskilling of thousands of staff & students... contact us for an exploratory demo at www.potential.ly Potential.ly is more than a powerful learning management system. It powers and enables leading career services and graduate attribute teams to easily create and manage rewarding development experiences for thousands of students. It is the only platform where students can log everyday extra-curricular learning experiences and attribute development, giving them a folio for life. Experience how simple it is to create interactive, media rich learning journeys or utilise ready to go employability and professional skills training from leading companies. Build skills audits and other self-assessments with personalised feedback reports Easily track progress, measure engagement and view individual reflections Map content, skills diagnostics and extra-curricular experiences to one or many frameworks Give your students life long learning with access to a folio to use after they graduate Integrate into VLEs such as Blackboard or Canvas to embed activities and graduate attributes into the wider curriculum. PAGE 31
AGCAS SUPPORTERS The AGCAS Supporters programme gives organisations working with higher education careers services privileged access to the AGCAS community. It is an opportunity for organisations to demonstrate their support for HE careers professionals, and the AGCAS mission and vision, by collaborating with us on activities to support the community in the development of thought leadership and best practice in student career development and graduate employment. Thank you to all of our Supporters.
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SUPPORTER
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www.agcas.org.uk @AGCAS #AGCASAC22