The National / HEA PerspectiveThe National / HEA PerspectiveVal Butcher - Senior Adviser HEAVal Butcher - Senior Adviser HEA

The University PerspectiveThe University PerspectiveNick Nunnington - Sheffield Hallam UniversityNick Nunnington - Sheffield Hallam University

The Student PerspectiveThe Student PerspectiveDan Gazzard - Sheffield Hallam AlumniDan Gazzard - Sheffield Hallam Alumni

The Employers PerspectiveThe Employers PerspectiveSimon Woodhams - HR Director EMEA, CBRESimon Woodhams - HR Director EMEA, CBRE

The National / HEA PerspectiveThe National / HEA PerspectiveVal Butcher - Senior Adviser HEAVal Butcher - Senior Adviser HEA

The University PerspectiveThe University PerspectiveNick Nunnington - Sheffield Hallam UniversityNick Nunnington - Sheffield Hallam University

The Student PerspectiveThe Student PerspectiveDan Gazzard - Sheffield Hallam AlumniDan Gazzard - Sheffield Hallam Alumni

The Employers PerspectiveThe Employers PerspectiveSimon Woodhams - HR Director EMEA, CBRESimon Woodhams - HR Director EMEA, CBRE

Employability Perspectives

Knowledge v Skills in a rapidly changing knowledge society.Knowledge v Skills in a rapidly changing knowledge society. The changing role and processes of higher education.The changing role and processes of higher education. The role and relevance of professional bodies.The role and relevance of professional bodies. Generalists v Specialists – when do we start to specialise ? – Generalists v Specialists – when do we start to specialise ? –

and what is the role of professional accreditation and and what is the role of professional accreditation and assessment have in this process.assessment have in this process.

Transitions from School to University to Employment – where is Transitions from School to University to Employment – where is the integration ?the integration ?

How can stakeholders work together ?How can stakeholders work together ? Real Estate Professionals operate in an ever more Real Estate Professionals operate in an ever more

MULTIDISCIPLINARY and GLOBAL working environment – is this MULTIDISCIPLINARY and GLOBAL working environment – is this replicated in real estate education ?replicated in real estate education ?

Challenges

The University The University PerspectivePerspective

The University The University PerspectivePerspective

Background

Long tradition of professional and vocational education

2002 Employability Working Party (instigated by Head of Careers) defined employability, recommended Framework.

2003 LTI re-focus on employability; added impetus from bidding process for Centres for Excellence in Teaching and Learning

Employability Framework developed 2003/4 Approved by Academic Board March 2004

Antecedents for the Framework

SHU policy tends to be based on practice Has good practice for elements of employability eg

work experience, Key Skills, PDP (and policies based on practice)

An infrastructure supporting elements of employability eg Careers Service, Enterprise Centre, LTI, Registry

Framework pulls together existing policy and practice, making some elements more explicit.

Underpinning

‘Employment’ refers to range of potential work activities: paid/self employment; creative/artistic work; work in/for the community; family/domestic responsibilities; other lifestyles.

Courses need to 'transform' students so they have attributes needed for employment; employers want employees who can transform their organisations

Students need to transfer use of attributes to employment: research indicates transfer is not automatic.

Definition of employability.

Enabling students to acquire the Enabling students to acquire the knowledge, personal and professional knowledge, personal and professional skills and encouraging the skills and encouraging the attitudes attitudes that will support their future that will support their future development and employment.development and employment.

Principles

The SHU Employability Framework:

represents a holistic view of what enhances employability

is underpinned by research and theory.

Underpins our Employability CETL

Operational Overview

Employability Framework

Essential Features

Development of intellectual, subject and Key Skills Progressive development of autonomy Including activities similar to those to be found externally Reflection on use of skills and knowledge between

contexts Personal Development Planning (reflection on

performance; action planning) Career management skills (self awareness; opportunity

awareness; decision making; transition) Learning from work

Employability Framework

Additional Features

Professional skills/competences etc Enterprise

Centre for Excellence in Teaching and LearningEmbedding, enhancing and Integrating employability

Based on 4 courses that fully embed and integrate all Framework features (BSc B&T, BAECS, BALIB, MScPAM)

Begins September 05, funding for 5 years

Vision – to bring our employability framework alive

To support projects which embed, enhance and integrate employability across the University.

Starts today ! – through links with CEBE

The Course PerspectiveThe Course PerspectiveMSc. Property Appraisal & MSc. Property Appraisal &

ManagementManagement

Integrating the FrameworkIntegrating the Framework

The Course PerspectiveThe Course PerspectiveMSc. Property Appraisal & MSc. Property Appraisal &

ManagementManagement

Integrating the FrameworkIntegrating the Framework

employabilityemployability

Name Employer Location

Noor Lida BAHAR Malaysian Public Service Kuala Lumpur

David COUNSELL Weatherall, Green & Smith Leeds

Andrew COWELL Bruntwood Manchester

Edward FITCH Jones Lang LaSalle London

Daniel GAZZARD Cushman & Wakefield Healey & Baker London

Thomas GLYNN Colliers CRE Leeds

Helen HOLMES GVA Grimleys Leeds

Sarah HOOPER Smiths Chartered Surveyors Barnsley

Simon JAMES Strutt & Parker Salisbury

Robert KAYE Lambert Smith Hampton Leeds

James LOCKWOOD DTZ Manchester

Simon LOWE DTZ Manchester

James MORRIS Fraser CRE London

Ross NEEDHAM Cushman & Wakefield Healey & Baker London

Elvis NYANZU Returned to Africa To be confirmed

Emily PANG RH International London

Katie RAE Knight Frank Sheffield

Richard WHITE Donaldsons Manchester

Eleanor WRIGHT DTZ Leeds

Vacar ZEB Weatheralls Manchester

Destinations 2003-4

Property Appraisal

& ManagementIntegrating the Framework

AgendaIntroduction – reasons for success

FULL integration of the framework – not a bolt onFULL integration of the framework – not a bolt on STRONG student, tutor AND administrator relationships.STRONG student, tutor AND administrator relationships. Very strong links with employersVery strong links with employers INTEGRATED support from course team and central INTEGRATED support from course team and central

services – especially careers serviceservices – especially careers service Innovative Teaching Learning and Assessment packageInnovative Teaching Learning and Assessment package Employers value our students "Employers value our students "hitting the deck running hitting the deck running

faster"faster".. Course mirrors professional reality – e.g “act local -think Course mirrors professional reality – e.g “act local -think

global” – Shanghai Field Projectglobal” – Shanghai Field Project

Property Appraisal

& ManagementIntegrating the Framework

Agenda

Block Week projects drive autonomy.Block Week projects drive autonomy. self selectionself selection Reflective professional commentary –links to Reflective professional commentary –links to

PDP and action planning PDP and action planning ownership of resources – e.g. lap tops, base ownership of resources – e.g. lap tops, base

roomroom FlexibilityFlexibility Use of projects such as the ACBEE recognised

European Challenge

Progressive development of autonomy.Progressive development of autonomy.

Student Autonomy

Evidenced bystatistical analysis of Blackboard usage

Property Appraisal

& ManagementIntegrating the Framework

AgendaProgressive development of autonomyProgressive development of autonomy

An astonishing 4231 interactions using Discussion Boards, Virtual Classrooms and e-mail for a group of 6 students represents an unprecedented level of communication averaging at 59 interactions per student per week.

Property Appraisal

& ManagementIntegrating the Framework

AgendaProgressive development of autonomyProgressive development of autonomy

Property Appraisal

& ManagementIntegrating the Framework

Agenda

Team Skills – InductionTeam Skills – Induction Key Skills driven by Block Weeks – each week Key Skills driven by Block Weeks – each week

targeting a specific skill, reflection and action targeting a specific skill, reflection and action planning.planning.

Innovation - e.g. Video Feedback of complex Innovation - e.g. Video Feedback of complex Negotiations.Negotiations.

Self Reliance and Global "big picture" outlook Self Reliance and Global "big picture" outlook – e.g. in International Block Week thrown into – e.g. in International Block Week thrown into a highly complex project in an “alien” a highly complex project in an “alien” environment.environment.

Skills development

Property Appraisal

& ManagementIntegrating the Framework

AgendaPersonal Development Planning (PDP).

Property Appraisal

& ManagementIntegrating the Framework

Agenda

The first assessed activity the The first assessed activity the students do is an in-depth analysis of students do is an in-depth analysis of what is driving the profession and what is driving the profession and how firms are responding in small how firms are responding in small groups they look at the top 12 firms groups they look at the top 12 firms and share the information – providing and share the information – providing an invaluable employability resource. an invaluable employability resource.

Inclusion of activities reflecting external environments.

Property Appraisal

& ManagementIntegrating the Framework

AgendaReflection on the use of knowledge and skills between contexts.

Property Appraisal

& ManagementIntegrating the Framework

Agenda

Extensive CV adviceExtensive CV advice Employment WorkshopsEmployment Workshops Integration and partnership with Integration and partnership with

Careers ServiceCareers Service Mock Interviews – McMaster Mock Interviews – McMaster

sessionssessions Networking with AlumniNetworking with Alumni

The development of career management skills.

Property Appraisal

& ManagementIntegrating the Framework

Agenda

Block Weeks mirror realityBlock Weeks mirror reality Professionals engage in design, Professionals engage in design,

briefing and assessment.briefing and assessment.

Real sites, real dataReal sites, real data

Engagement with learning from work (LfW).

Property Appraisal

& ManagementIntegrating the Framework

Agenda

The Estate Management Block Week – The Estate Management Block Week – frantic, fun and frantic, fun and "a way to make sure I "a way to make sure I will never forget the realities of estate will never forget the realities of estate management"management"

Assessment by professional outcomes Assessment by professional outcomes – being sued = a fail.– being sued = a fail.

Preparation for professions.

Property Appraisal

& ManagementIntegrating the Framework

Agenda

To promote multi-tasking and increasing To promote multi-tasking and increasing complexity of practice requires a deep complexity of practice requires a deep understanding of learner needs. At an understanding of learner needs. At an early point on PAM Darkins (student, early point on PAM Darkins (student, 2003) wrote to her tutor: 2003) wrote to her tutor: Thought you Thought you might find this (press cutting) interesting might find this (press cutting) interesting in light of our first development block in light of our first development block week project – very similar to our proposal week project – very similar to our proposal I seem to remember so you must have I seem to remember so you must have taught us well! Did you forward them to taught us well! Did you forward them to Sheffield First?Sheffield First?

Engagement with enterprise.

Property Appraisal

& ManagementIntegrating the Framework

Agenda

Capability is a necessary part of specialist Capability is a necessary part of specialist expertise, not separate from it.expertise, not separate from it.

Capable people not only know about theirCapable people not only know about their specialisms, they also have the confidence tospecialisms, they also have the confidence to apply their knowledge and skills within variedapply their knowledge and skills within varied and changing situations and to continue toand changing situations and to continue to develop their specialist knowledge and skills.develop their specialist knowledge and skills.

Stephenson J (1988)Stephenson J (1988)

Application of the Framework is about developing capable people

Celebrating Success and Self Celebrating Success and Self ReinforcementReinforcement

The proposed CETL Alumni ProjectThe proposed CETL Alumni Project