Common use of Employability Clause in Contracts

Employability. 3.15.1 In the initial years of the current economic downturn, which hit the West Midlands particularly hard, we experienced a drop in the ‘Positive Destination’ metric of the Destination of Leavers from Higher Education survey. Our positive destination performance, which has moved from 66% in 2009/10 to 79.9% in 2014/15, suggests that the targeted activity implemented to support Coventry University’s employability strategy has had a positive impact. 3.15.2 We wish to continue focussing on improving the employability of our diverse student population to secure an advantage in the increasingly competitive graduate job market. This is of particular relevance for students who may lack the social capital due to their background to otherwise progress into their chosen profession. Coventry’s Education Strategy continues to ‘embed a range of workplace competencies and employment relevant to the student qualification aim’ providing a professional and career relevant focus to our students throughout their studies. 3.15.3 We are committed to our embedded approach to employability, from curriculum design, the delivery of our Add+vantage module scheme, placement opportunities, and engagement with employers including the showcasing of our diverse and inclusive student population to non‐traditional employers of Coventry graduates, to providing our students with many opportunities to engage in volunteering, mentoring and ambassador schemes. This is in line with sector evidence reported by the UUK advisory group that “demonstrated that there are a range of interventions that could help address differences in graduate outcomes. These include collaborations with employers on the development of degrees, the embedding of employability into the curriculum, and the provision of opportunities for students to engage in social action, volunteering or participation in outward mobility programmes. University careers’ services are also integral to brokering links with employers, for instance in facilitating work experience including internships and placements.” (UUK, 2016, ‘Working In Partnership: Enabling Social Mobility In Higher Education. The final report of the Social Mobility Advisory Group’) 3.15.4 Under this access agreement we are accordingly committing to a range of activities and 74% of the associated expenditure to support employability. To date activities have included: • The provision of Employability Tutors and a sector specialist Employability Unit in each Faculty to work with students from their first term. • Employer engagement teams that aim to increase access to rewarding employment opportunities within the professions across a range of initiatives including industry representation on mock interview panels, lectures and at recruitment events. • The delivery of diversity conferences, which link employers, students and staff to change employer attitudes to diversity, exploring issues such as unconscious bias in recruitment. In particular we seek to engage with employers who have not historically recruited Coventry graduates to showcase our students and graduates, build closer links with employers and over time change both employer perceptions and student aspirations. • Coventry’s Add+vantage scheme provides one of the most innovative and comprehensive employability programmes in the UK. The scheme consists of the delivery of mandatory modules designed to help students develop more of the practical skills and capabilities sought after by employers, enhancing the student experience and complementing the skills and knowledge acquired through their degree subjects. We aim for our students to be better prepared to ‘hit the ground running’, contributing to their organisations from day one. • Location specific support. As an example Coventry University London Campus (CULC) offers all students a variety of skills development modules per programme of study and additional employability workshops and development programmes such as High Flyers/Get Ahead. Students are also offered opportunities to study/work abroad and undertake work experience modules. Students participating in these activities gain real life opportunities to develop their transferable skills in preparation for employment and onwards career development. • The CULC Careers, Employability and Enterprise staff aim to equip students with the employability skills sought by employers and to equip students with the skills and knowledge to effectively choose and manage their career aspirations. Students with no family history of attending university or entering professional careers are particularly supported to consider a range of career options. The ‘Women in Business’ series of on campus workshop events is run by CULC in collaboration with an external specialist/development coach, working with students to help develop self‐awareness, confidence, personal values and professional impact. • CU Coventry, CU Scarborough and CU London are delivering and developing a range of mechanisms to support and enhance the employability of students. 4.1 We have reviewed and revised the level and balance of our financial support measures as part of the development of this agreement for 2018/19, mindful of the limited sector evidence available to demonstrate the impact of investment in this area. As a result we are forecasting a lower level of expenditure on OFFA countable scholarships and bursaries and an increased level of expenditure on student success and progression. We will continue to offer a range of financial support measures to support access to HE for students from low participation neighbourhoods that complement our outreach activities. We have reviewed our hardship funding and the previous Access to Learning Funding and consolidated into a single process. This is designed to provide a fund that can respond to students with immediate financial hardship and be delivered very quickly after an assessment driven by the Students' Union Advice Centre (trained financial support workers). We consider these financial support measures to be closely aligned to support for access to HE and in the case of hardship funding, provision for which has been increased, to support success and progression.

Employability. 3.15.1 In the initial years of the current economic downturn2.9.1 Through our Employability Framework, which hit the West Midlands particularly hard, we experienced a drop in the ‘Positive Destination’ metric of the Destination of Leavers from Higher Education survey. Our positive destination performance, which has moved from 66% in 2009/10 to 79.9% in 2014/15, suggests that the targeted activity implemented to support Coventry University’s employability strategy has had a positive impact. 3.15.2 We wish to continue focussing on improving the employability of our diverse student population to secure an advantage in the increasingly competitive graduate job market. This is of particular relevance for students who may lack the social capital due to their background to otherwise progress into their chosen profession. Coventry’s Education Strategy continues to ‘embed a range of workplace competencies and employment relevant to the student qualification aim’ providing a professional and career relevant focus to our students throughout their studies. 3.15.3 We are committed to our embedded approach to employability, from curriculum design, the delivery of our Add+vantage module scheme, placement opportunities, and engagement with employers including the showcasing of our diverse and inclusive student population to non‐traditional employers of Coventry graduates, to providing our students with many opportunities to engage in volunteering, mentoring and ambassador schemes. This is in line with sector evidence reported by the UUK advisory group that “demonstrated that there are a range of interventions that could help address differences in graduate outcomes. These include collaborations with employers on the development of degrees, the embedding of employability into the curriculum, and the provision of opportunities for students to engage in social action, volunteering or participation in outward mobility programmes. University careers’ services are also integral to brokering links with employers, for instance in facilitating work experience including internships and placements.” (UUK, 2016, ‘Working In Partnership: Enabling Social Mobility In Higher Education. The final report of the Social Mobility Advisory Group’) 3.15.4 Under this access agreement we are accordingly committing to a range of activities and 74% of the associated expenditure to support employability. To date activities have included: • The provision of Employability Tutors and a sector specialist Employability Unit in each Faculty to work with students from their first term. • Employer engagement teams that aim to increase access to rewarding employment opportunities within the professions across a range of initiatives including industry representation on mock interview panels, lectures and at recruitment events. • The delivery of diversity conferences, which link employers, students and staff to change employer attitudes to diversity, exploring issues such as unconscious bias in recruitment. In particular we seek to engage ensure that all University of Aberdeen staff and students share a common understanding of employability in the context of both the formal academic curriculum and our innovative co-curriculum. 2.9.2 The Framework is based around five key strands:  Aberdeen Graduate Attributes  Curriculum Development  Employer Engagement  Co-Curricular Activities  Career Planning 2.9.3 Strand 1, Aberdeen Graduate Attributes, aims to support a culture of Graduate Attribute engagement and development through:  Raising student and staff awareness of the values, competencies and skills which are characterised through the Aberdeen Graduate Attributes  Providing the online ‘ACHIEVE’ website to enable students to self-assess, reflect upon, and improve their development of Aberdeen Graduate Attributes  Articulating the importance of Graduate Attributes to students at each study level through the Personal Tutor Scheme  Using the externally-funded Higher Education Academy project, Bringing Graduate Attributes to Life and the resources developed through this project with employers who academic Schools to contextualise Aberdeen Graduate Attributes 2.9.4 Strand 2, Curriculum Development, seeks to increase the visibility of employability in teaching, learning and assessment across the University. Employers have not historically recruited Coventry graduates the opportunity to showcase input into, and help shape, our curriculum and students have the opportunity to develop enterprise and graduatesentrepreneurial skills. Through our Teaching Fellows’ Network, build closer and through staff development activities and teaching development grants, we also encourage the dissemination of effective employability teaching and assessment practices. 2.9.5 Strand 3, Employer Engagement, focuses on raising the profile of the University and its capability in order to enhance links with employers and over time change both employer perceptions and student aspirations. • Coventry’s Add+vantage scheme provides one increase the number of the most innovative and comprehensive employability programmes in the UK. The scheme consists of the delivery of mandatory modules designed employers contributing to help students develop more of the practical skills and capabilities sought after by employers, enhancing the student experience and complementing the skills and knowledge acquired through their degree subjects. We aim for our students to be better prepared to ‘hit the ground running’, contributing to their organisations from day one. • Location specific support. As an example Coventry University London Campus (CULC) offers all students a variety of skills development modules per programme of study and additional employability workshops and development programmes initiatives such as High Flyers/Get Ahead. Students work placements and career mentoring. 2.9.6 Under Strand 4, Co-Curricular Activities, we are also offered opportunities continuing to study/work abroad and undertake work experience modules. Students participating in these activities gain real life opportunities to develop their transferable skills in preparation for employment and onwards career development. • The CULC Careers, Employability and Enterprise staff aim to equip students with the employability skills sought by employers and to equip students with the skills and knowledge to effectively choose and manage their career aspirations. Students with no family history of attending university or entering professional careers are particularly supported to consider a range of career options. The ‘Women in Business’ series of on campus workshop events is run by CULC in collaboration with an external specialist/development coach, working with students to help develop self‐awareness, confidence, personal values and professional impact. • CU Coventry, CU Scarborough and CU London are delivering and developing a range of mechanisms to support up-scale and enhance the STAR (Students Taking Active Roles) award and to raise the profile of co-curricular and student participation opportunities, including work placements, study abroad, enterprise and entrepreneurship initiatives and the Aberdeen Internship Programme. We are also enhancing and expanding the University’s Career Mentoring Programme by working in partnership with a broad range of organisations, employers and professional bodies. 2.9.7 Strand 5, Career Planning, offers students the opportunity to explore their employment and further study options and to further develop their employability of skills. This strand also helps to connect students to potential employers and gives them practical career planning resources in addition to traditional careers service provision. To supplement this activity, we are currently developing an online professional skills development course for students. 4.1 We have reviewed and revised the level and balance of our financial support measures as part of the development of this agreement for 2018/19, mindful of the limited sector evidence available to demonstrate the impact of investment in this area. As a result we are forecasting a lower level of expenditure on OFFA countable scholarships and bursaries and an increased level of expenditure on student success and progression. We will continue to offer a range of financial support measures to support access to HE for students from low participation neighbourhoods that complement our outreach activities. We have reviewed our hardship funding and the previous Access to Learning Funding and consolidated into a single process. This is designed to provide a fund that can respond to students with immediate financial hardship and be delivered very quickly after an assessment driven by the Students' Union Advice Centre (trained financial support workers). We consider these financial support measures to be closely aligned to support for access to HE and in the case of hardship funding, provision for which has been increased, to support success and progression.

Employability. 3.15.1 In the initial years of the current economic downturn2.9.1 Through our Employability Framework, which hit the West Midlands particularly hard, we experienced a drop in the ‘Positive Destination’ metric of the Destination of Leavers from Higher Education survey. Our positive destination performance, which has moved from 66% in 2009/10 to 79.9% in 2014/15, suggests that the targeted activity implemented to support Coventry University’s employability strategy has had a positive impact. 3.15.2 We wish to continue focussing on improving the employability of our diverse student population to secure an advantage in the increasingly competitive graduate job market. This is of particular relevance for students who may lack the social capital due to their background to otherwise progress into their chosen profession. Coventry’s Education Strategy continues to ‘embed a range of workplace competencies and employment relevant to the student qualification aim’ providing a professional and career relevant focus to our students throughout their studies. 3.15.3 We are committed to our embedded approach to employability, from curriculum design, the delivery of our Add+vantage module scheme, placement opportunities, and engagement with employers including the showcasing of our diverse and inclusive student population to non‐traditional employers of Coventry graduates, to providing our students with many opportunities to engage in volunteering, mentoring and ambassador schemes. This is in line with sector evidence reported by the UUK advisory group that “demonstrated that there are a range of interventions that could help address differences in graduate outcomes. These include collaborations with employers on the development of degrees, the embedding of employability into the curriculum, and the provision of opportunities for students to engage in social action, volunteering or participation in outward mobility programmes. University careers’ services are also integral to brokering links with employers, for instance in facilitating work experience including internships and placements.” (UUK, 2016, ‘Working In Partnership: Enabling Social Mobility In Higher Education. The final report of the Social Mobility Advisory Group’) 3.15.4 Under this access agreement we are accordingly committing to a range of activities and 74% of the associated expenditure to support employability. To date activities have included: • The provision of Employability Tutors and a sector specialist Employability Unit in each Faculty to work with students from their first term. • Employer engagement teams that aim to increase access to rewarding employment opportunities within the professions across a range of initiatives including industry representation on mock interview panels, lectures and at recruitment events. • The delivery of diversity conferences, which link employers, students and staff to change employer attitudes to diversity, exploring issues such as unconscious bias in recruitment. In particular we seek to engage ensure that all University of Aberdeen staff and students share a common understanding of employability in the context of both the formal academic curriculum and our innovative co-curriculum. 2.9.2 The Framework is based around five key strands: ▪ Aberdeen Graduate Attributes ▪ Curriculum Development ▪ Employer Engagement ▪ Co-Curricular Activities ▪ Career Planning 2.9.3 Strand 1, Aberdeen Graduate Attributes, aims to support a culture of Graduate Attribute engagement and development through: ▪ Raising student and staff awareness of the values, competencies and skills which are characterised through the Aberdeen Graduate Attributes ▪ Providing the online ‘ACHIEVE’ website to enable students to self-assess, reflect upon, and improve their development of Aberdeen Graduate Attributes ▪ Articulating the importance of Graduate Attributes to students at each study level through the Personal Tutor Scheme ▪ Using the externally-funded Higher Education Academy project, Bringing Graduate Attributes to Life and the resources developed through this project with employers who academic Schools to contextualise Aberdeen Graduate Attributes 2.9.4 Strand 2, Curriculum Development, seeks to increase the visibility of employability in teaching, learning and assessment across the University. Employers have not historically recruited Coventry graduates the opportunity to showcase input into, and help shape, our curriculum and students have the opportunity to develop enterprise and graduatesentrepreneurial skills. Through our Teaching Fellows’ Network, build closer and through staff development activities and teaching development grants, we also encourage the dissemination of effective employability teaching and assessment practices. 2.9.5 Strand 3, Employer Engagement, focuses on raising the profile of the University and its capability in order to enhance links with employers and over time change both employer perceptions and student aspirations. • Coventry’s Add+vantage scheme provides one increase the number of the most innovative and comprehensive employability programmes in the UK. The scheme consists of the delivery of mandatory modules designed employers contributing to help students develop more of the practical skills and capabilities sought after by employers, enhancing the student experience and complementing the skills and knowledge acquired through their degree subjects. We aim for our students to be better prepared to ‘hit the ground running’, contributing to their organisations from day one. • Location specific support. As an example Coventry University London Campus (CULC) offers all students a variety of skills development modules per programme of study and additional employability workshops and development programmes initiatives such as High Flyers/Get Ahead. Students work placements and career mentoring. 2.9.6 Under Strand 4, Co-Curricular Activities, we are also offered opportunities continuing to study/work abroad and undertake work experience modules. Students participating in these activities gain real life opportunities to develop their transferable skills in preparation for employment and onwards career development. • The CULC Careers, Employability and Enterprise staff aim to equip students with the employability skills sought by employers and to equip students with the skills and knowledge to effectively choose and manage their career aspirations. Students with no family history of attending university or entering professional careers are particularly supported to consider a range of career options. The ‘Women in Business’ series of on campus workshop events is run by CULC in collaboration with an external specialist/development coach, working with students to help develop self‐awareness, confidence, personal values and professional impact. • CU Coventry, CU Scarborough and CU London are delivering and developing a range of mechanisms to support up-scale and enhance the STAR (Students Taking Active Roles) award and to raise the profile of co-curricular and student participation opportunities, including work placements, study abroad, enterprise and entrepreneurship initiatives and the Aberdeen Internship Programme. We are also enhancing and expanding the University’s Career Mentoring Programme by working in partnership with a broad range of organisations, employers and professional bodies. 2.9.7 Strand 5, Career Planning, offers students the opportunity to explore their employment and further study options and to further develop their employability of skills. This strand also helps to connect students to potential employers and gives them practical career planning resources in addition to traditional careers service provision. To supplement this activity, we are currently developing an online professional skills development course for students. 4.1 We have reviewed and revised the level and balance of our financial support measures as part of the development of this agreement for 2018/19, mindful of the limited sector evidence available to demonstrate the impact of investment in this area. As a result we are forecasting a lower level of expenditure on OFFA countable scholarships and bursaries and an increased level of expenditure on student success and progression. We will continue to offer a range of financial support measures to support access to HE for students from low participation neighbourhoods that complement our outreach activities. We have reviewed our hardship funding and the previous Access to Learning Funding and consolidated into a single process. This is designed to provide a fund that can respond to students with immediate financial hardship and be delivered very quickly after an assessment driven by the Students' Union Advice Centre (trained financial support workers). We consider these financial support measures to be closely aligned to support for access to HE and in the case of hardship funding, provision for which has been increased, to support success and progression.

Employability. 3.15.1 In the initial years of the current economic downturn, which has hit the West Midlands particularly hard, we experienced a drop in the ‘Positive Destination’ metric of the Destination DLHE return as shown in the table below. However the more recent confirmed releases of Leavers from Higher Education survey. Our positive destination performance, which has moved from 66% in this data (2009/10 to 79.9% in 2014/15, suggests onwards) suggest that the targeted activity implemented to support Coventry University’s employability strategy has had led to a positive impact. 3.15.2 recovery. Table showing destinations of full‐time UK domiciled first degree graduates and leavers by type of destination (% Positive Destination) in 2012/13 and previous years. 2008/09 2009/10 2010/11 2011/12 2012/13 Coventry University 59.9 66.8 69.9 71.0 71.2 We therefore wish to continue focussing focusing on improving the employability of our diverse student population those 65% on Maintenance Grants who typically lack the social capital through their schooling or family background to secure an advantage in the increasingly competitive graduate job market. This is of particular relevance for students who may lack the social capital due to their background to otherwise progress into their chosen profession. Coventry’s Education Strategy continues to ‘embed a range of workplace competencies and employment relevant to the student qualification aim’ providing a professional and career relevant focus to our students throughout their studies. 3.15.3 We are committed to our embedded approach to employability, from curriculum design, the delivery of our Add+vantage module scheme, placement opportunities, and engagement with employers including the showcasing of our diverse and inclusive student population to non‐traditional employers of Coventry graduates, to providing our students with many opportunities to engage in volunteering, mentoring and ambassador schemes. This is in line with sector evidence reported by the UUK advisory group that “demonstrated that there are a range of interventions that could help address differences in graduate outcomes. These include collaborations with employers on the development of degrees, the embedding of employability into the curriculum, and the provision of opportunities for students to engage in social action, volunteering or participation in outward mobility programmes. University careers’ services are also integral to brokering links with employers, for instance in facilitating work experience including internships and placements.” (UUK, 2016, ‘Working In Partnership: Enabling Social Mobility In Higher Education. The final report of the Social Mobility Advisory Group’) 3.15.4 Under this access agreement we are accordingly committing to a range of the following activities and 74% of expenditure:  Increasing the associated expenditure provision we make to support employability. To date activities have included: • The provision of ensure there are Employability Tutors and a sector specialist Employability Unit in each Faculty and School to work with students from their first term. • Employer engagement teams that aim to increase access to rewarding employment opportunities within the professions across a range of initiatives including industry representation on mock interview panels, lectures and at recruitment events. • The delivery of diversity conferences, which link employers, students and staff to change employer attitudes to diversity, exploring issues such as unconscious bias in recruitment. In particular we seek to engage with employers who have not historically recruited Coventry graduates to showcase our students and graduates, build closer links with employers and over time change both employer perceptions and student aspirations. • Coventry’s Add+vantage scheme provides one of the most innovative and comprehensive employability programmes in the UK. The scheme consists of the delivery of mandatory modules designed to help students develop more of the practical skills and capabilities sought after by employers, enhancing the student experience and complementing the skills and knowledge acquired through their degree subjects. We aim for our students to be better prepared to ‘hit the ground running’, contributing to their organisations from day one. • Location specific support. As an example  Coventry University London Campus (CULC) offers all students a variety of skills development modules per programme of study and additional employability workshops and development programmes such as High Flyers/Get Ahead. Students are also offered opportunities to study/work abroad and undertake work experience modules. Students participating in these activities gain real life opportunities to develop their transferable transferrable skills in preparation for employment and onwards career development. •  The CULC Careers, Employability and Enterprise staff aim to equip students with the employability skills sought by employers and to equip students with the skills and knowledge to effectively choose and manage their career aspirations. Students with no family history of attending university or entering professional careers are particularly supported to consider a range of career options. The ‘Women in Business’ series of on campus workshop events is run by CULC in collaboration with an external specialist/development coach, working with students to help develop self‐awareness, confidence, personal values and professional impact. • CU Applying the 65% proportion, the cost of the above activities estimated for 2016/17 that we wish to claim for is £728,500 under this access agreement.  Additionally Coventry, CU Scarborough and CU London are delivering and developing ’s Education Strategy aims to ‘embed a range of mechanisms workplace competencies and employment relevant to the student qualification aim. Employment and enterprise opportunities can be maximised through increased work related opportunities that will meet the increasing competition for global jobs…Greater inclusion and active participation of public and private organisations and professions in the development and monitoring of courses will provide a professional and career relevance to our students throughout their studies. Through the focus and assessment of work‐related competencies, students will develop a better awareness and understanding of how these can be demonstrated in the workplace and be able to demonstrate their knowledge skills and attributes to succeed and excel in a professional environment.’  We also propose to appoint dedicated study tutors to work alongside academic and student support and staff. The newly created positions will provide a subject‐based academic mechanism across a student’s programme of study. An increased use of student mentors, who may be current students or recent graduates, will further enhance the employability of students. 4.1 We have reviewed student learning experience, contributing to both the success and revised the level and balance progression of our financial support measures as part graduates. We do not claim any expenditure against these proposed activities under this access agreement.  Coventry’s Add+vantage scheme provides one of the development most innovative and comprehensive employability programmes in the UK. The scheme consists of the delivery of mandatory modules designed to help students develop more of the practical skills and capabilities sought after by employers, enhancing the student experience and complementing the skills and knowledge acquired through their degree subjects. We aim for our students to be better prepared to “hit the ground running”, contributing to organisations from day one. We do not currently claim any related expenditure under this access agreement.  Continuation and expansion of a Postgraduate Certificate in Career Development for those recent graduates who have not succeeded in finding graduate‐level employment five to six months after completing their course. Applying the 65% proportion of the total cost of this agreement programme gives a forecast figure of £58,261 for 2018/19, mindful of the limited sector evidence available to demonstrate the impact of investment in this area. As a result we are forecasting a lower level of expenditure on OFFA countable scholarships and bursaries and an increased level of expenditure on student success and progression. We will continue to offer a range of financial support measures to support access to HE for students from low participation neighbourhoods that complement our outreach activities. We have reviewed our hardship funding and the previous Access to Learning Funding and consolidated into a single process. This is designed to provide a fund that can respond to students with immediate financial hardship and be delivered very quickly after an assessment driven by the Students' Union Advice Centre (trained financial support workers). We consider these financial support measures 2016/17 to be closely aligned to support for access to HE and in the case of hardship funding, provision for which has been increased, to support success and progressionincluded under this agreement.