Empowering employability: a collaborative institutional review at Bangor University

In the ever-evolving landscape of higher education, employability has taken centre stage as a key metric for assessing the quality of provision in universities. It's no longer just about earning a degree; it's about preparing students for a successful transition into the workforce. In this blog, I will share my journey through a collaborative institutional review of employability at Bangor University, shedding light on our approach, outcomes and the transformative initiatives it has set in motion.

Shifting landscape of employability

In recent years, employability has become a critical factor in a student's decision to attend university. A report by Neves and Hewitt (2020) highlighted that 'getting on the career ladder' and 'going on to higher levels of study' are the top drivers for students pursuing higher education. Success metrics for these drivers are provided by the Graduate Outcomes survey (GO), which tracks the employment status of alumni 15 months post-graduation. The latest data, released in June 2023, revealed that 90% of respondents were engaged in work or further study, but also uncovered a 5% unemployment rate, gender pay gaps and an ethnicity employment gap. This data underscores the need for universities to take a proactive approach to boost graduate employability.

A 'wicked problem' in higher education

One of the key challenges of enhancing employability, enterprise and entrepreneurship in higher education is getting students to actively engage with initiatives. With academic demands, social pressures and financial constraints competing for their attention, students often struggle to prioritise career development. While students may know the importance of improving their CVs, networking at career fairs and attending workshops, these activities often take a back seat to more immediate concerns.

Bangor University's approach

Bangor University's Employability Strategy 2030 set the stage for our renewed focus on employability. Our vision was to provide all students with a transformative experience that enhances employability, self-esteem and skills for life. To achieve this, the University appointed me in the role of new Associate Pro-Vice Chancellor for Employability. In this role, I led an institutional review of employability intended to identify areas for development and growth.

Collaborative Review Process

Our institutional employability review, conducted between November 2022 and March 2023, was a comprehensive process, rooted in inclusivity, engagement, and collaboration.

• Stage 1: Research and Benchmarking The initial phase involved in-depth research, including analysis of external and internal data, such as the GO survey results, Longitudinal Education Outcomes data, internal career readiness surveys, and league table positions. This provided me with a broad perspective on employability both within the institution and nationally
• Stage 2: Consultation The second stage featured extensive interviews with staff across the university, including academic leads, administrative staff, and careers professionals. These interviews gave me insights into best practices, challenges, and opportunities in relation to employability
• Stage 3: Collaboration and Feedback The final stage involved collaboration with key stakeholders, including the Students' Union, Directors of Teaching and Learning, and the Pro-Vice Chancellor for Education and Student Experience. This collaborative process refined my draft report and ensured it represented a wide range of perspectives

Outcomes and Initiatives

The collaborative nature of this review, which incorporated diverse perspectives and real-world experiences, has resulted in actionable recommendations aligned with national best practices. By embedding employability within the curriculum, involving students and fostering collaboration, we are now on the path to transforming the student experience and improving graduate outcomes.

My institutional review identified five strategic priorities:

1. Enhance the use of data to inform strategic direction and interventions
2. Elevate employability and professional/graduate attributes as a key priority across the institution
3. Improve academic colleagues' knowledge, skills, and understanding of employability
4. Embed employability within the curriculum and expand placement opportunities
5. Foster collaboration among academic departments, professional services, the Students' Union, alumni, and employers to create employability opportunities.

Transformative Initiatives

The review has already led to the implementation of numerous initiatives, for example:

• Revising role descriptions to enhance accountability, responsibility, and recognition for employability roles, ensuring they are well-equipped to drive positive outcomes
• Establishing a placement working group to standardize procedures and provide students with a broader selection of placement opportunities.
• Developing a comprehensive staff training program to raise awareness of employability opportunities among staff
• Consolidating employability activities into an institute-wide careers event called 'My Graduate Career Week' to increase participation and leverage shared resources.

Conclusion

Our 'Empowering Employability' case study at Bangor University demonstrates how a proactive, collaborative approach can drive change and foster a holistic, student-centric educational environment. To learn about the full scope of the review, we encourage you to access the publication 'Unpacking the 3Es – A National Perspective A Case Study Series Commissioned by HEFCW 2023'. This case study not only showcases the achievements of Bangor University but also provides invaluable insights and best practices for institutions committed to empowering their students for future success