DeliveringQuality Report

7/23/2019 DeliveringQuality Report

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Quality assurance and delivery of careers

education, information and guidance for

learning and work within higher education

Delivering

Quality


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DELIVERING QUALITY

Quality assurance and delivery of careers education,

information and guidance for learning and work

within higher education

A Report by MALCOLM MAGUIRE

The National Institute for Careers Education and Counselling (NICEC)

Sheraton House, Castle Park, Cambridge CB3 0AX


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This new report by NICEC reflects the increasing importance of careers education information

and guidance (CEIG) within the strategic priorities of all higher education institutions. It

highlights the significant contribution made by CEIG activities within other key policy agendas

such as employability, the development of work-based learning opportunities for students and

the use of personal development planning.

The report acknowledges the influence of a number of key reports and processes most

notably, the DfEE-commissioned Harris Review of Higher Education Careers Services (DfEE, 2001)

and the Quality Assurance Agencys Code of Practice on CEIG. The professional activities of

careers advisers through the network of AGCAS and other collaborative initiatives also make a

significant and ongoing contribution to raising the overall profile of this important area.

Encouragingly, many HE careers services have already been accredited against the matrix quality

standard, or are in the process of accreditation. In some institutions, accreditation also covers a wide

range of student services activity. This level of engagement demonstrates a commitment to high

professional standards across CEIG activities which increasingly involve work in partnership with

academic staff in the curriculum.

The research also found many positive examples of productive partnerships between employers

and HEIs. Work placements schemes, in particular, were seen as highly effective in promoting

partnership activities. Alongside this, institutions are being increasingly imaginative and pro-active

in developing links with employers, and careers services play an important role within this process.

The Harris Review and other national initiatives helped to put CEIG more firmly on the strategic

map of priorities for HEIs. The findings of this project show a continued enhancement of

professional CEIG services and activities within institutions, building on some of the key

recommendations from the Harris Review and good practice shared by CEIG professionals.

It provides a useful snapshot in time of continued progress and development.

Patricia Ambrose Diana Warwick

Executive Secretary for SCOP Chief Executive for Universities UK

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Foreword


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This study was commissioned by AGCAS, the Association of Careers Advisory Services,

SCOP, the Standing Conference of Principals and UUK, Universities UK with funding

from the Department for Education and Skills and was undertaken by NICEC Fellows

Lesley Haughton, Tony Watts, Lyn Barham and Marcus Offer, and from Sue Maguire,

of the Centre for Education and Industry at the University of Warwick.

The research team would like to express their gratitude to all those who returned the

survey questionnaires and provided such considered and thoughtful responses, often

accompanied by relevant and informative material. We would also like to offer sincere

thanks to all those individuals who gave so readily of their time, in order to enable us to

undertake the case studies. Their co-operation, and the depth of knowledge and

expertise on which they were able to draw, were vital for the success of the project, and

they invariably provided this with good humour and with consummate efficiency.

The study benefited greatly from the input of the project steering group, notably:

Margaret Dane Project Manager AGCAS

Jan Perrett AGCAS

Barry Keight DfES

Jackie Matthews DfESTracey Battle DfES

Vivienne Rivis UUK

Patricia Ambrose SCOP

In addition to fulfilling their steering group role, the support and encouragement given

to the research team by this group proved invaluable. Margaret Dane deserves special

mention in this respect.

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Acknowledgements


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The study also benefited from the comments and wisdom of the projects expert

reference group, whose membership consisted of:

Margaret Dane AGCAS

Carl Gilleard AGR

Judith Norrington Association of Colleges

Pat Pugh Careers Scotland

Jennifer Mullis DFES

Tony Green ENTO

Lucy Madahar Graduate Prospects

Sarbani Banerjee HEFCE

Browyn Nelson LSC

Val Butcher NICECLeigh Hackel SSDA

Helen Steele Yorkshire Forward

Malcolm Maguire

NICEC Director

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1. Introduction 18

Background 18

Aims and objectives 18

Methodology 19

Characteristics of the survey respondents 19

2. Context 21

3. The strategic role and position of the Careers Service 26

Organisational position of the Careers Service 28

Institution corporate plans 30

Institutional decision-making forums 30

Systems of review 32

Statements of entitlement for students/ graduates 33

Feedback from students 34

Involvement in institutional QA activities 35

Internal budgets 36

External funding 37

Access to ICT funding 38

Services to different categories of students 38Nature of services offered to students 39

Partnerships with academic departments 41

Professional development available to academic staff 43

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Contents


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4. Continuous quality enhancement 45

The matrix quality standard 45

QAA Code of Practice 50

Institutional quality assurance mechanisms 52

5. Collaboration within and outwith the HE institution 53

Collaboration with employers 53

Statements of entitlement 58

Collaboration with other external bodies 59

Contribution to work experience and placements activities 61

Provision of work opportunities 62

Students perceptions of the quality of the Careers Service 64

6. Conclusions and Recommendations 69

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Contents


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The strategic role and position of Careers Services was identified as one of the four

areas of critical examination in the review carried out by Professor Sir Martin Harris, in

June 2000.

The aim of this project, as stated in the specification document, was to investigate and

evaluate post-Harris provision and quality assurance of Information, Advice and

Guidance (IAG) delivery for learning and work within higher education for students,

graduates and employers.

Data was gathered through a survey of Heads of Careers Services in higher education

institutions (HEIs) and case studies in eight HEIs.

The role and position of the Careers Service within the institution

The degree of organisational restructuring which has been a prominent feature of HEIs

in recent years has inevitably impacted on the role of the Careers Service. Taken

together with the focus on the employability agenda, this appears to have provided

Careers Services with opportunities to extend their spheres of activity.

There is a high degree of complexity and variation, not only in where Careers Services

are located within the organisation, but also in how this reflects their level of funding

and their access to, and influence on, key decision-making. (3.6)

There is a lack of uniformity in the role and position of Careers Services in HEIs, although

in over half of the institutions surveyed, the Careers Service was located in Student

Services. (3.7)

The importance, for Careers Services, of securing and maintaining strong links with

those responsible for the allocation of funds and for making key decisions, was stressed.

(3.9)

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The prominence of the employability agenda was seen as being extremely significant in

enabling the Careers Service to exert influence on some of the key decision makers in

the university. (3.11)

Just over half of the survey respondents claimed that careers education, information

and guidance (CEIG) and employability policies and objectives were clearly-defined

within their institutions corporate plan. (3.12)

Where Careers Services are part of a wider entity, they may be represented indirectly

through their line managers. A consequence of this situation is that the line manager

will require thorough and careful briefing, from the Head of the Careers Service, about

those aspects of the Services activities which need to be discussed. (3.16)

The extent to which the Head of the Careers Service was involved in the strategic

planning of the institution as a whole was recognised in case study institutions as being

extremely important. (3.19)

In the example of the Skills Plus initiative, the Careers Service had become centrally

positioned within the institution, by focusing on the three important agendas of

employability, work-based learning, and personal development planning. The initiative

encompasses career awareness, the development of career management skills and key

skills, action planning and other aspects of personal development. (3.20)

Systems of review for monitoring the extent to which careers provision meets

institutional objectives could be regarded as indicators of the recognition, by the HEI, of

the role played by the Careers Service. Nearly two-thirds of the respondents to the

survey stated that such systems were in place. (3.21)

Over 90 per cent of survey respondents claimed that Statements of Entitlement, which

stipulated the core services which students could expect to be available to them, were

in place in their institution. (3.24)

In one Careers Service, a review of methods of obtaining feedback from students had

recently been undertaken and a more focused approach adopted. A survey of

disengaged students, conducted by a team of student interviewers, had generated a

wealth of useful data. (3.27)

Almost 90 per cent of survey respondents claimed that their service was subject to theinstitutions quality procedures. (3.28)

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A variety of models of funding, ranging from all Careers Service staff being core funded,

with no requirement to access additional funding, to those where a majority of funding

emanates from external sources, were identified. This points to the need for Heads of

Careers Services to possess or develop good financial management skills, allied to an

awareness of opportunities for securing additional funding. (3.30-3.35)

The more widespread use of ICT was highlighted throughout the fieldwork as being

increasingly important to the ability of the Careers Service to function effectively. (3.37)

There was a degree of uniformity in the core services which were offered by HEI Careers

Services. These core services invariably included the provision of careers guidance to

individual students, both full-time and part-time, and to recent graduates. (3.38-3.39)

The development of Job Shops, with which Careers Services invariably have close

involvement, has enhanced the service delivered to students. (3.40)

An extremely interesting innovation was the Fresh Start scheme, which was targeted

at attracting students who had dropped out of courses back on to full-time courses. As

part of the review process, potential applicants could access advice and guidance from

the Careers Service. This had successfully attracted large numbers of drop outs back on

to courses. It was also claimed that it had extended the role of the Careers Service

within the university. (3.42)

The main interdependent service areas provided by the Careers Service were

characterised as: core information, advice and guidance services; the development of

student skills; help with job-hunting and collecting and providing data on student

experiences and graduate destinations. (3.43)

In one institution, a Centre for Employability had been set up as a separate unit in the

university, working closely with the Careers Service and with responsibility for

developing and delivering courses on career management, career planning and

starting a business. In doing so, the employability agenda had enabled the Careers

Service to become more integrated with the work of academic departments. (3.44)

The ability of the Careers Service to work effectively with academics was seen by some

case study institutions as constituting an important challenge for the service. The

introduction of, for example, Personal Development Planning (PDP) had greatly

enhanced the Careers Services ability to engage with academic departments. (3.47)

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Another successful example model involved identifying employability components

within the existing curriculum, rather than attempting to re-vamp the curriculum

completely. (3.50)

Three quarters of survey respondents indicated that professional development for

Careers Service staff was available within their institution. Courses provided by AGCAS

were frequently mentioned. (3.51)

Continuous quality enhancement

The Harris Review and the Joint Implementation Group (JIG), which was established by

Universities UK and SCOP to take forward the Harris Review recommendations have

been influential to varying degrees within the quality assurance structures in individual

HEIs.

Almost all Careers Services responding to the questionnaire were accredited against the

matrix quality standard or were working towards accreditation. (4.4)

A significant issue for many Careers Services and for matrix Advisers and Assessors, has

been the question of what to include within the application for accreditation, and,

where appropriate, how much of the student services function should be included. (4.5)

The introduction of the matrix quality standard, and the process of accreditation, were

generally seen to have had a positive impact on the work of the Careers Services, their

staff, the service provided to students, and on HEIs as a whole. Those aspects which

were regarded highly were: the clear structure and framework; its flexibility; being

developmental; its encouragement of strategic planning and documentation of policies

and procedures; its impact on Careers Service staff; the rigour of the assessment

process; and its ability to raise the profile of the Careers Service within the institution.

(4.6-4.7)

AGCAS has arrangements which allow HEIs access to matrix Advisers and to one

assessor with experience and expertise in the HE sector. Some institutions have

welcomed this specialised support, whereas others have chosen to be assessed in the

same way as non-HE guidance providers. (4.10)

Over four fifths of the HEIs responding to the questionnare had adopted the QAA Code

of Practice for CEIG, with its use in obtaining increased support from the institution for

changes to the service being frequently mentioned. (4.11)

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The QAA Code of Practice and the matrix quality standard were regarded as being

compatible, despite serving different purposes, by Careers Services. The matrix quality

standard has largely supported developments within the Student Services arena, while

the QAA Code of Practice has raised awareness across the institution. (4.16)

Respondents from several institutions made reference to the development of ICT

systems, and the case studies revealed a considerable range of developing applications

for ICT within CEIG, including staff resources as well as student-facing and employer-

facing applications. (4.20)

Although central responsibility for quality assurance and chains of communication took

many forms, most respondents appeared to understand the procedures. (4.22)

Collaboration within and outwith the institution

Within careers work in higher education, there is a high level of collaboration between

Careers Services, facilitated by AGCAS and supported by Graduate Prospects, to harness

and share professional expertise across the sector for the benefit of the students,

graduates and employers. This includes the provision of information, training and

development, and research.

Numerous examples of productive partnerships between employers and HEIs, often

activated or administered by the Careers Service, were identified during the course of

the fieldwork. (5.5)

Some employers asserted that the HE(I) Careers Service could play a key role in making

the institution as a whole more aware of employers requirements for graduate skills.

Allied to this was a contention that a greater input was needed in mainstream degree

course teaching to enhance the employability of students. (5.7-5.8)

An example of good practice entailed the creation of a Student Employment Team,

with responsibility for generating opportunities for students and graduates, and for

maintaining employer links. The involvement and support of the IT department,

through the development of a sophisticated ICT system which enables a wide range of

vacancies and placements to be advertised, was considered to be critical to the success

of Careers Services links with employers. (5.11-5.12)

This increased use of websites and emails, particularly for advertising vacancies and

placements, appears to have impacted significantly on the relationship between HEIs

and employers. (5.13)

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It was perceived that HEIs relationships with employers were often characterised by

complexity, leading to an element of fragmentation, with a variety of departments and

initiatives all seeking to target employers. In addition, the ability of the Careers Service

to liaise effectively with employers could be constrained by the variability with which

individual academic departments network with employers. (5.14-5.15)

Relationships with employers have also been enhanced through the accreditation of

work-based learning. (5.16)

The Employer Services Unit provides an example of an initiative targeted at establishing

closer links with employers, which involves a strategic partnership between the Unit

and Careers Service advisers. (5.21)

Over 70 per cent of institutions responding to the questionnaire had Statements of

Entitlement for employers, with the advertising of vacancies, the provision of facilities

for conducting interviews or for making presentations to students, the setting up of

careers or recruitment fairs, and the creation of website links being mentioned most

frequently. (5.22-5.24)

Links with local Learning and Skills Councils (LSCs) had been established by just under

two thirds of responding HEIs. These links were often through membership by

representatives of both the LSC and the Careers Service on various local or regional

steering groups or forums. However, the emphasis placed on Level 2 Entitlement by the

Skills Strategy has at a stroke brought into question the relevance of their relations with

HEIs and was causing the value of these links to be questioned. (5.27-28)

The Careers Service role in facilitating work placements and access to job opportunities

places it in a pivotal position, requiring the establishment of effective working

relationships with employers, students and academic departments. (5.33)

The vast majority of services undertook some advertising of work experience or

placement opportunities, through bulletins or websites. There was also widespread use

of a variety of mechanisms for encouraging students to consider such opportunities, or

to support them in preparing for their placements. (5.35)

Other activities mentioned by respondents included the co-ordination of placements,

liaison with departmental placement officers, the provision of links between employers

and academic staff, the development of contacts through whom work experience

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placements could be provided, and organising work experience fairs. STEP programmes

were also mentioned by a handful of respondents. (5.37)

The majority of HE Careers Services are involved in providing or facilitating access to

part-time, term-time or casual work opportunities, often in collaboration with the HEIs

JobShops. On-line advertising of vacancies is also prevalent. (5.40)

Students in the focus groups perceived overall awareness of the Careers Service to be

low, and there was a recognition that even those students who were aware did not

necessarily use it. (5.42)

Students welcomed on-line contact with the Careers Service, notably that which

focused on advice about events and part-time working opportunities. The Passport toyour Future management information system provided an example of the use of ICT to

enhance the Careers Services offering to students. (5.44-5.46)

A good practice example involved the creation of a Student Communications Team,

with students contributing to the promotion and development of services. (5.47-5.48)

Students perceived that the role of the Careers Service was to offer help with job

applications, CV preparation, mock interview practice, and to offer practical workshops

and organise networking events where students can meet potential employers and

find out about career opportunities. (5.49)

The input of the Careers Service to the inculcation of career management skills was

welcomed by students, although the variability with which these were implemented by

individual teaching departments was a cause for concern. It was therefore felt that

Careers Services may need to be more proactive in encouraging departments to do

this. (5.50)

The relevance of the input of the Careers Service to their future employability was

widely welcomed by students. (5.52)

Summary of Recommendations

The role and position of the Careers Service within the institution

HE Careers Services should strive to engage the interest, commitment and

involvement of senior management within the HEI. The recognition of CEIGpolicies, as an integral part of the institutions corporate plans and strategies, and

in reviewing the institutions objectives, should be encouraged.

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UUK and SCOP should encourage their members to engage with the key student

employability, PDP and career development objectives which the Careers Service

seeks to achieve.

The role of the Careers Service within the university could be extended byadvocating and introducing a scheme such as Fresh Start, which is targeted at

attracting students who had dropped out of courses back on to full-time courses,

and involves advice and guidance from the Careers Service.

Where Careers Services are reliant on the representation of wider departmental

Heads, as may be the case where the Careers Service is located within a Student

Services Department, mechanisms should be implemented which enable the

Director of Student Services (or whoever is the appropriate representative) to be

thoroughly briefed on the Careers Service perspective on issues which are ofrelevance to them.

HEIs should be encouraged to generate greater student awareness of Careers

Service Statements of Entitlement and of the range of services they offer.

Careers Services need the time and resources to enable them to interact

effectively with individual academic departments, to ensure that the career

management skills components of courses are fully implemented. The example of

the Centre for Employability illustrates how the employability agenda has

enabled the Careers Service to become more integrated with the work ofacademic departments.

The adoption of a system of Academic Careers Liaison Officers, especially in

departments where there is no personal tutorial system, would enhance the

position of the Careers Service within HEIs.

HEI senior management should be made aware of the central role of the Careers

Service in the implementation of the employability agenda, for which the

knowledge and expertise of the service is crucial.

Careers Service staff should be engaged as consultants, catalysts, and, where

appropriate, deliverers, in relation to employability issues.

The Careers Service could effect a more prominent role within the HEI by being

centrally involved in the delivery of career planning modules which are run by

individual departments.

HE Careers Services should seek to establish Service Level Agreements with

academic departments, with a view to contributing to the development of the

curriculum, including elements for enhancing student employability.

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Continuous quality enhancement

An evaluation should be conducted of the benefits of different approaches to

supporting and assessing for the matrix quality standard. In particular, it would

be useful to compare the process when carried out by AGCAS assessors, with that

conducted by other assessors.

AGCAS can play a key role in disseminating examples of good practice in relation

to the accreditation process for the matrix quality standard.

Consideration should be given to ways in which AGCAS and/or matrix Advisers

and Assessors are able to provide support for very small services.

In relation to some concerns being expressed about the lack of rigour of the

matrix quality standard accreditation process, there is clearly a role for AGCAS in

highlighting and disseminating examples of good practice.

Collaboration within and outwith the HE institution

Careers Services should offer an email service to employers which would provide

an update on developments at the HEI, while at the same time reminding

employers of the facilities provided by the Careers Service.

HEIs should set up an Employability Forum, involving employers and key relevant

staff, at which advice on strategies to enhance the employability of students

could be developed.

Academics should be encouraged to recognise the benefits to be derived from

establishing relationships with employers recruiting students and graduates. This

may be in addition to links which have been established through research

activities.

HEIs and Careers Services should be proactive in involving employers in Career

and Personal Development Programmes, and in helping students to obtain and

reflect on work-related learning.

Examples of good practice should be shared widely throughout HEIs. AGCAS,

UUK and SCOP can contribute to this dissemination process.

HE Careers Services need to attempt to maintain links with IAG Partnerships. A

fracturing of this relationship could have serious consequences for HEIs ability to

fulfil their ambitions in relation to the Widening Participation agenda.

HEIs should be encouraged to assess the appropriateness of replicating the kind

of programme for placements and work tasters which has been developed by GO

Wales.

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In seeking greater collaboration with individual academic departments, Careers

Services should emphasise the importance of the role of course tutors, who have

regular contact with students.

The establishment of a Student Communications Team is an innovative strategyto engage students with the services offered by the Careers Service, and could

usefully be replicated.

Generating awareness of the Careers Service and of the range of services it could

offer students should be carried out throughout the academic year and for all

years, and not predominantly during induction or in the final year.

Information about what is offered by the Careers Service needs to be clear and

accurate and available through a variety of media.

Examples of how ICT has been used to effect a better service to students should

be more widely disseminated.

HE Careers Services should be encouraged to adopt systems similar to the

Passport to your Future system.

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1.1 This study was undertaken by the National Institute for Careers Education and

Counselling (NICEC), in response to an invitation from the Association of Graduate

Careers Advisory Services (AGCAS) to tender for a project entitled HE Careers Services

Project: Quality assurance and delivery of IAG for learning and work within higher

education.

Background

Key Themes

1.2 The tender document identified three key themes which form the main focus of the

study. These are :

Strategic role and position of Careers Service including the extent to which

careers education, information and guidance (CEIG) is considered to be an

essential or appropriate component of the curriculum, as opposed to being a

service provided only by the Careers Service.

Continuous quality enhancement particularly in terms of the impact of the

introduction of quality standards

Collaboration within and outwith Higher Education Institutions (HEIs) focusing

on the need for HEIs to forge links with employers and a range of other external

bodies.

Aims and objectives

1.3 The aim of the project, as stated in the specification document, was to investigate and

evaluate post-Harris provision and quality assurance of Information, Advice and Guidance

(IAG) delivery for learning and work within higher education for students, graduates and

employers.

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C H A P T E R 1

Introduction


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Methodology

1.4 The methodology comprised:

desk research to review pertinent literature and reports

a survey of HEIs

case studies of good practice incorporating interviews and focus groups

identification of effective practice

Postal survey of Heads of HE Careers Services

1.5 For the survey, questionnaires were mailed to the heads of Careers Services in 160 HEIs

in the United Kingdom. 84 completed questionnaires were returned.

Characteristics of the survey respondents

1.6 Respondents were drawn from a wide range of HEIs. Of the institutions which

responded, 83.5 per cent were in England, 7.6 per cent in Scotland, 6.3 per cent in

Wales and 2.5 per cent in Northern Ireland. Breaking the sample down by type of

institution, there was a relatively even spread between pre-1992 universities (39.2 per

cent), post-1992 universities (29.1 per cent) and other HEIs (31.6 per cent).

1.7 Nearly three quarters (72.2 per cent) of those surveyed had five or fewer full-timeCareers Adviser posts. A much greater proportion of pre-1992 universities had more

than five careers adviser posts (48.4 per cent), than was the case for post-1992

universities (26.1 per cent) and other HEIs (4.0 per cent).

1.8 More than half of the responding Careers Services had no staff on fixed term contracts,

while 11.8 per cent had all such staff on fixed term contracts. This latter practice was

significantly more prevalent among other HEIs.

1.9 As far as the qualifications of staff were concerned, just over half (56 per cent) had a full

complement of staff with a professional qualification in careers guidance, with a further

24 per cent having over three quarters of their staff professionally qualified.

Interestingly, other HEIs (77.3 per cent) and post-1992 universities (78.2 per cent) were

much more likely to have 100 per cent of the staff professionally qualified than were

pre-1992 universities (23.3 per cent).

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Case studies

1.10 In order to obtain greater insight into effective practice, case studies were undertaken

in eight HEIs.

1.11 In each case study institution, the fieldwork comprised:

face-to-face interviews with the head of the Careers Service

face-to-face interviews with senior administrators and, where appropriate,

academic departmental representatives

focus groups of students, differentiated by faculty, year of study etc

discussions, either in focus groups or through telephone conversations, with

representatives of relevant stakeholder groups (eg employers) with whom the

institution has strong working links

1.12 Of the eight case study HEIs, three were pre-1992 universities, four were post-1992

universities, and one was an other HEI. Six of the institutions were in England, with one

each from Scotland and Wales.

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2.1 It should be noted that the term careers education, information and guidance (CEIG)

will be used in this report to describe what the HE Quality Assurance Agencys Code of

Practice for CEIG refers to as an amalgam of processes, facilities and opportunities

designed to enable individuals to prepare for, and make effective decisions about, their

roles in present and future labour markets.

2.2 The evaluation and re-visiting of the role of, and practice of, CEIG services in higher

education has acquired greater prominence in recent years. Within this, the Harris

Review of higher education careers services can be identified as a key document (Harris,

2001). However, it is important to recognise that the review itself should be considered

within a context not only of time, but also in the development of thinking, and of

practice. Many of the concerns and ideas which were broached in the Harris Review

had been aired previously and follow-up work has continued in a number of areas.

2.3 Following the Harris review, the development of the Quality Assurance Agency for

Higher Education (QAA) Code of Practice for career education, information and

guidance, and the report Modernising HE Careers Education a framework for good

practice, which was produced by the Joint Implementation Group and published by

Universities UK (UUK) and the Standing Conference of Principals (SCOP), have sustained

the momentum generated by the Harris Review. Thus, the significance of the HarrisReview may be seen as part of a continuing process of the development of ideas and

practice for higher education careers services.

2.4 The report of the Harris Review contained 41 recommendations, many of which are of

relevance to this study. In terms of the key themes which have been identified as being

of most immediate consideration, those recommendations which may be regarded as

being most pertinent relate to:

The sector defining the core services that every Careers Service should provide tostudents and to employers

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C H A P T E R 2

Context


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Institutions developing Statements of Entitlement for their students and recent

graduates, as well as for employers

The QAA Code of Practice for career education, information and guidance placing

expectations on institutions to have clear policies towards their Careers Services Institutions reviewing their systems for monitoring the extent to which Careers

Services meet their institutional objectives

The needs of, and services provided by, Careers Services being taken into account

by their HEI when on-line services to employers are being developed.

2.5 If the Harris Review provides an appropriate backdrop to this study, a series of other

contextual factors should also be borne in mind. Firstly, there is the continuing trend for

increased participation in higher education, driven by the governments target ofenabling fifty per cent of people aged between 18 and 30 to participate in higher

education by 2010. Accompanying this trend, the numbers of institutions offering

degree courses has increased substantially in recent years (IES, 2004).

2.6 A key aspect of this increased participation has been the drive to widen access to

higher education to groups within the population who have not traditionally been well

represented. These may include different ethnic and socio-economic groups, mature

students, and those wishing to study on a part-time or distance basis. While this policy

has been successful in attracting more applicants from some under-represented

groups, the proportion of higher education places being taken up by working-class

applicants has remained relatively constant since the mid-1990s. Nonetheless, the

changes in the characteristics of the annual intake mean that HEIs, and their Careers

Services, are now required to address the needs of an evolving and extremely diverse

student body from within and beyond the UK. Perhaps the most significant impact in

this respect is yet to come, as the recently introduced Foundation Degrees become

more widely accessed.

2.7 While seeking to provide a service to students, Careers Services clearly need to be

aware of trends in the demand for graduate labour, and overall trends in the labour

market. It is widely acknowledged that transformations in the labour market, and in

particular the growth of the knowledge-based economy, will lead to continually

increasing demands for higher level skills, and for a significant growth in the proportion

of jobs on offer which require qualifications at first degree level and above (Wilson et al,

2004).

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2.8 A recent study concluded, not unsurprisingly, that the possession of a degree benefits

graduates through their being able to secure better jobs and higher earnings, though it

also highlighted the huge diversity in what now constitute graduate jobs (Purcell et al,

2004). However, the same study points to concerns over "a growing mismatch between

the skills and knowledge developed on degree programmes and the requirements of

employers" (p. 3). More worryingly, the paper asserts that "research on employers

perceptions of the graduate labour market indicates that they have become

progressively more confused by the increasing diversity of the graduate labour supply".

These factors are clearly of importance when considering Careers Services (and the

HEIs) links with employers. In many cases, the relationship between the HE Careers

Service and employers has also been affected by changes in employers recruitment

patterns and practices, such as the increasing use of on-line recruitment methods, the

tendency of large employers to target particular HE institutions, and the huge range ofSMEs now recruiting graduates across the UK.

2.9 Perhaps the single most significant policy to impact on the work of HE Careers Services

has been the focus on enhancing employability among students. Emanating from the

report of the National Committee of Inquiry into Higher Education, chaired by Lord

Dearing (NCIHE, 1997) and building on the work of previous initiatives, such as the

Enterprise in Higher Education scheme, the employability agenda has maintained a

high profile within HEIs. A 2002 report which highlighted case studies of good practice

concluded that "the last half-decade has seen considerable proactive development of

employability in higher education institutions" (UUK and CSU, 2002). In particular, it

pointed to "three broad areas of development: a more sophisticated understanding of

the needs of employers and graduates; a wider debate on the nature of employability;

and a growing awareness of the diversity of activities within universities.

2.10 As will be seen from our findings, the employability agenda has provided an

opportunity for the activities of many HE Careers Services to become more integrated

with those of academic departments. This agenda has also been supported by the work

of the Enhancing Student Employability Co-ordination Team (ESECT), which was

formed by the Higher Education Funding Council for England (HEFCE) and the

Department for Education and Skills (DfES) to help HEIs improve student employability.

This partnership of key organisations including AGCAS, the Association of Graduate

Recruiters (AGR), the Centre for Recording Achievement (CRA), HE Academy, National

Union of Students (NUS) and several HE researchers has worked together to provide an

integrated and holistic approach to employability by developing good curricular and

extra curricular practices and toolkits. The employability agenda includes a focus on

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enterprise and self-employment, and attention has also been paid to fostering links

with small and medium sized enterprises (SMEs).

2.11 The need for HEIs to develop "stronger links with business and the economy" was one

of the main themes of the DfES White Paper "The Future of Higher Education", which

was published in January 2003. The proposals for generating greater collaborative

working between higher education and business included:

Strengthening the Higher Education Innovation Fund (HEIF)

Funding through HEIF a network of 20 Knowledge Exchanges to reward and

support HE institutions working with business

Building stronger partnerships between HE institutions and regional

development agencies (RDAs)

Helping sector skills councils forge stronger alliances between business and

relevant departments in universities and colleges

2.12 The development of links between HEIs and Sector Skills Councils has been assisted by

the activities of AGCAS.

2.13 The long term links between business and the universities in the UK" have been

reviewed recently by a team led by Sir Richard Lambert (Lambert, 2004), though the

teams focus was on knowledge transfer rather than on graduate recruitment links.

2.14 A wider policy development has been the introduction of the Skills Strategy, which

seeks "to ensure that employers have the right skills to support the success of their

businesses and that individuals have the skills they need to be both employable and

personally fulfilled (DfES, 2003). While the Skills Strategy supports the acquisition of

skills at all levels, there is a particular focus on promoting achievement in skills up to

Level 2.

2.15 Underlying all these policy initiatives have been changes to funding mechanisms

affecting both HEIs and their students. The recent White Paper acknowledged that

there had been "years of under investment" in higher education. The introduction of

new levels of student fees in 2006 will impact significantly on HEIs and students. HEIs

will also be affected by the emphasis on preparations for the 2008 Research Assessment

Exercise (RAE) and the consequent priorities in funding allocations. It should be

remembered here that the HE student funding regimes differ between the UK

constituent countries.

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2.16 It is worth noting the benefits of collaboration between HE Careers Services, facilitated

by AGCAS and supported by Graduate Prospects, to share professional expertise across

the sector in the UK for the benefit of students, graduates and employers. These

benefits include information products and services, training and professional

development and research to underpin professional practice. Reports produced since

the Harris review, and developing key issues raised include:

2001 Careers Services : Technology & the Future (Marcus Offer, James Sampson

& Tony Watts)

2003 Careers Service Web Site Design Project 2001 3

2003 Services for Graduates (Lucy Madahar)

2003 HE Careers Services & Diversity (Lee Harvey et al)

2004 Managing e-guidance interventions within HE Careers Services (Lucy

Madahar & Marcus Offer)

2005 A report on HE Careers Services and International Students is due in

September

2.17 Finally, it needs to be stressed that, partly as a result of the numerous factors outlined

above, most HEIs have been undergoing a process of considerable organisational

restructuring. This was clearly evident during our fieldwork, and has impacted

significantly on the positioning and role of the Careers Service within HEIs.

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3.1 When announcing the establishment of the review of Higher Education Careers

Advisory Services, to be carried out by Professor Sir Martin Harris, in June 2000, Baroness

Blackstone, the then Minister for Higher Education, opined that university careers

services are too often a Cinderella service, out on the edges of Higher Education, with little or

no presence or influence in the lives of students and the academics who teach them. This has

to change1. Accordingly, the strategic role and position of Careers Services wasidentified as one of the four areas of critical examination in the Harris Review.

3.2 Before considering the findings of our survey and case studies in relation to the role and

position of the Careers Service within HEIs, it is useful to place it in the context of an

earlier piece of work, which informed the Harris Review. This project focused on

strategic directions for Careers Services in Higher Education (NICEC, 1997). In addressing

the institutional role of Careers Services, the report questioned whether Careers

Services were an integral part of HEIs, or whether they were an additional service.It acknowledged that the services could be aligned with other student services, with

other academic services, with other marketing services, or they could stand on their

own. This reflected the position of Higher Education Careers Services at that time a

position which was recognised by the Harris Review which referred to the fact that the

precise role of the Careers Service varies considerably. In some institutions, delivery of

career education, information and guidance is integrated more into the curriculum

than in others. Although no one model is appropriate to all, clarity of role,

responsibilities and management arrangements is vital in every case (p. 18).

26

C H A P T E R 3

The strategic roleand position of the

careers service

1 Baroness Blackstones speech at the Graduate Labour Market in London Seminar, Royal Horticultural Halls Conference Centre, 9

June, 2000.


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3.3 In terms of the role of the Careers Service within the institution, two of the Harris

Review recommendations are particularly relevant:

Recommendation 3 (p. 21): The sector should define the core services that every

Careers Service should provide to students and promote best practice in relation

to Statements of Entitlement for students.

Recommendation 4 (p. 21): Institutions should develop Statements of Entitlement

for their students and recent graduates.

3.4 In addition to these two recommendations, a further five could be considered as being

relevant:

Recommendation 1 (p. 18): relating to the extent to which Institutions corporate

plans are sufficiently well-defined, and management arrangements are adequate

to ensure that the objectives are attained.

Recommendation 15 (p. 24): advocating that Institutions should review their

funding distribution to ensure they are able to deliver the core careers services.

Recommendation 21 (p. 28): encouraging Institutions to involve Careers Services

in reviewing the institutions Labour Market Intelligence (LMI) needs and those of

its customers.

Recommendation 23 (p. 31): urging Institutions to review the missions and

performance of their Careers Services and to identify those areas where working

relationships with academic departments and other units and services of the

institution need to be improved.

Recommendation 30 (p. 36): suggesting that Institutions should ensure that the

needs of Careers Services for investment in ICT are taken into account when

funds are distributed for the development of ICT capacity.

3.5 It is important to recognise that the degree of organisational restructuring which has

been a prominent feature of HEIs in recent years has inevitably impacted on the role of

the Careers Service. Taken together with the focus on the employability agenda, this

appears to have provided Careers Services with opportunities to extend their spheres of

activity. A Pro Vice-Chancellor at a case study institution asserted:

"The role of the Careers Service has changed and is now more integrated into the whole

learning experience of students. Our vision is that all students should encounter services

immediately, and find not only that CEIG is part of their induction, but integrated into their

courses and embedded in modules. The careers programme is integral to the Learning and

Teaching strategy and to the work of academic departments."

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3.6 However, as the findings of the study reveal, there continues to be a high degree of

complexity and variation, not only in where Careers Services are located, but also in

how this reflects their level of funding and their access to, and influence on, key

decision-making. There is certainly no clear-cut, deterministic relationship between the

location of the Service and its status and influence within the institution. This is not to

say that nothing has changed since the Harris Review far from it. As will be seen, some

Careers Services have made considerable strides in securing greater input to the

curriculum, and collaboration with academic departments. Nevertheless, the overall

picture is one of mixed success. It would be tempting to assert that the pace and

degree of change is such that it is too early to make definitive statements. However,

the continuing process of change and restructuring within Higher Education does not

suggest that a state of stability is imminent.

Organisational position of the Careers Service

3.7 It is apparent from the foregoing that there is a lack of uniformity in the role and

position of Careers Services in HEIs. Indeed, this was evident from responses to the

survey. Here, the data indicates that in over half of the institutions (52.6 per cent) the

Careers Service was located in Student Services. This considerably exceeds the

proportion where it was located under Teaching and Learning (14.1 per cent) or

External Relations (6.4 per cent). Within this total, there was a significant difference in

the proportions located in Student Services departments between pre-1992

universities (35.5 per cent), post-1992 universities (69.6 per cent) and other HEIs

(58.3 per cent) (see Fig 1).

Figure 1: Proportion of Careers Services located within Student Services

0

20

40

60

80pre-1992 universities

post-1992 universities

other HEIs

Type of Institution

%

35.5

69.6

58.3

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3.8 As indicated above, the location within Student Services was common, particularly

among post-1992 universities. In one such case study institution, the Careers Service

had been integrated with Student Services, whose staff provided a wide range of roles,

including support for disabled students and financial information and advice (partly as a

result of the Harris Review). This relationship appeared to be relatively unproblematic,

although the Head of the Careers Service maintained that it was important for the

service to retain certain functional specialisms within the Careers Service.

3.9 In contrast, in another case study post-1992 university, the Careers Service was part of

an integrated service, within the Advisory and Counselling Service which operated in

the same premises and which comprised: counselling, academic advisers and the

disability unit. Prior to a recent restructuring, it had been part of Student Services, but

the Head of the Careers Service asserted that "Student Services has become part of ahuge silo called Student Affairs and the budget has moved upwards, so that the Head

of Student Services is no longer a budget holder . we have been displaced and

shoved to the back in terms of the hierarchy." This is an extremely significant point, as it

highlights the importance, for Careers Services, of securing and maintaining strong links

with those responsible for the allocation of funds and for making key decisions. At the

same time, it should be acknowledged that the location of the Service is not necessarily

a determinant of the Services autonomy or scope of operations.

3.10 A number of cases indicated some degree of hybridisation: for example, in one where

the Careers Service was located within Student Services, it also reported to the Learning

and Teaching Committee on strategic issues; and at another, where it was part of

Learning Support, it was attached both to Student Services and to Teaching and

Learning. Over a quarter of institutions (26.9 per cent) referred to other locations. A

further hybrid form which was identified was where the Service was part of the

Educational Development and Support Centre, incorporating Student Services plus

Teaching and Learning Unit although it was not clear from this description whether

this meant that there were multiple lines of accountability. For some Services, their

location within the institution appeared to place them very close to Teaching and

Learning Units: these included Learning Resources, Skills Development and Academic

Services. Several services indicated location under Central Administration the

Registrar, another senior manager, Assistant Principal (Academic), or the University

Council; or some degree of independence which may effectively amount to the

same thing (i.e. location under Central Administration). Other more specific locations

included Customer Services; Student Recruitment and Careers; Information Services;

and Marketing Department.

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3.11 Interestingly, it was found in a case study university that the Careers Service had been

moved from Marketing and External Relations as part of a strategic attempt to

implement employability within the curriculum. The subsequent move into the

Teaching and Learning Division had enabled the Careers Service to be represented on

university committees which have a student focus, as opposed to those which have an

external relations function. The Head of the Careers Service sits on the Teaching and

Learning Committee, from which a subgroup has been formed to look at the

universitys strategic plan in relation to employability. The prominence of the

employability agenda was seen as being extremely significant in enabling the Careers

Service to exert influence on some of the big hitters in the university, such as the

universitys largest faculty, which in this case was Medicine. The move had also enabled

the Careers Service to access and develop the right networks, notably in its attachment

to curriculum and planning. As will be seen later, the link between the requirements ofthe employability agenda and the locus of key decision-making in HEIs offers the

opportunity for the Careers Service to enhance its status and influence.

Institutional corporate plans

3.12 The significance of HEIs corporate plans, as a context wherein the importance of the

role of the Careers Service could be established, was alluded to in the Harris Review,

with the recommendation that "Institutions should consider whether, within their

corporate plans, their policies towards their Careers Services are sufficiently well-defined"

(p. 18). In response to our survey questionnaire, just over half (56 per cent) of our

respondents claimed that CEIG and employability policies and objectives were clearly-

defined within their institutions corporate plan. There were no significant differences

between institution types. At least one institution distinguished between CEIG and

employability, noting that the former was covered within the corporate plan but the

latter was not. Two institutions indicated that coverage was limited.

3.13 The overall context of changing emphasis was apparent in several case studyinstitutions. For example, a Pro-Vice Chancellor stated that "the university corporate

plan is broad and generic, and within the plan, learning and teaching, research and

widening participation are key strategies, with objectives concerned with student

experience."

Institutional decision-making forums

3.14 In response to a question about whether the Careers Service was accountable to, and

represented on, appropriate decision-making forums within the institution, over four-

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fifths (83.5 per cent) replied yes. Again, there were no significant differences between

institution types.

3.15 Examples were given by respondents which related simply to membership of

committees within the institutional grouping of which they are part (e.g. Student

Services). However, some of these committees are clearly more broadly strategic than

others. It should be borne in mind that institutions were asked only to give examples,

so the lists are selective rather than exhaustive. Two institutions referred to

representation on a variety of School and Faculty Boards; others to representation on

various task groups (especially on employability, core skills, student retention, and

related themes). More institution-wide examples included some which were related to

academic/teaching and learning issues.

3.16 Where Careers Services are part of a wider entity, they may be represented indirectly

through their line managers. For example, there were several instances of the Careers

Service being represented on the College Senior Management Team or Academic

Board/Committee or Senate via the Director of Student Services. Most of these were

former colleges of education. A consequence of this situation is that the line manager

will require thorough and careful briefing, from the Head of the Careers Service, about

those aspects of the Services activities which need to be discussed.

3.17 Not all Careers Services will be able to achieve this, given their current position in the

institutional structure. Some replies indicated reporting mechanisms rather than

memberships. One, for example, indicated that the CEIG report goes to Committee for

Academic Regulation Planning and is represented by Director of Student Services, and

that Destinations of Leavers from Higher Education (DLHE) is reported at

Deans/Directorate by the Head of Careers. This example raises two critical issues:

i. that where Careers Services are part of Student Services, this may restrict their

direct reporting opportunities

ii. that senior management may be more interested in destinations data than in the

activities of the Careers Service per se.

3.18 This response also indicated that the Head of Careers is Chair of the Progress Files

Working Group, which is an offshoot of Deans/Directorate. This example highlights the

importance of the ability of the Careers Service to take advantage of the strategic

opportunities offered by such initiatives. In another example, it was asserted by the

registrar at one of the case study institutions that "the involvement of senior

management in the implementation of the QAA Code of Practice and the introduction

of Personal Development Planning (PDP), has given the Careers Service a higher

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profile." Here, there was also the recognition of the importance of the skills agenda and

employability issues, and, in particular, the role of work experience and student

employment in taking this forward.

3.19 However, this is not always the case, and a concern raised by the Careers Service staff at

this same institution was that the service was not necessarily perceived as being a core

or integral service by senior management, whose support was crucial. Certainly, the

extent to which the Head of the Careers Service was involved in the strategic planning

of the institution as a whole was recognised in other case study institutions as being

important. In one example, it was reported that the Director of the Service reported

directly to the Provost and attended a range of senior level strategic planning meetings.

Their role was strategically important and accountable. At the request of the Vice

Chancellor, the Director wrote the current Employability Strategy for the University,involving all schools and departments, and was jointly responsible for implementing

the strategy across the institution. This role helped to engage academic departments in

the employability agenda.

3.20 The following is an example of an initiative which has positioned the Careers Service

centrally within the institution, through focusing on the three important agendas of

employability, work-based learning, and personal development planning.

Systems of review

3.21 Another way in which tangible evidence of the importance of the role of the Careers

Service is recognised within the HEI could be through the existence of systems of

review for monitoring the extent to which careers provision meets institutional

The Skills Plus initiative recognises synergies between key policies for the University

and unites them in one strategy. CEIG and the Careers Service are considered to be

very important in that agenda, and also in the PDP agenda. The initiative

encompasses career awareness, the development of career management skills and

key skills, action planning and other aspects of personal development. All staff have

a copy of the policy, as do all partner colleges, and it is on the University website.

Skills Plus is embedded in quality assurance processes to approve academic

programmes, and underpins bespoke or targeted work in departments. The CareersService staff facilitate workshops and other meetings in Faculties to operationalise

the policy. Ideas have been shared at a national conference on employability. A

mini-review is being undertaken with Heads of School to see if the implementation

of the policy is working.

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objectives. Nearly two-thirds (65 per cent) of the respondents to the survey stated that

this was the case. However, pre-1992 universities had a much higher proportion

answering in the affirmative (82.1 per cent) than did post-1992 universities (54.5 per

cent) and other HEIs (54.2 per cent) (see Fig 2).

Figure 2: Proportion of HEIs with a reviewing system

3.22 In some, as this example from a case study institution exemplifies, the positive impact

of the matrix quality standard was acknowledged:

The process is providing a framework for the review and development of the content and

transparency of policies and other documents, the processes underpinning them, and

materials for staff development and for use with clients. It is seen as helpful in identifying

gaps in provision and processes, and a detailed action plan has been created and is

constantly reviewed. All staff are involved in agreeing what should be included. An example

of this activity is the development of a departmental staff development policy, an annual

personal development review system, and an Induction Pack for new staff. . This work is

seen as staff development in itself and the products make staff feel valued for their

contribution. It is a way of checking assumptions about the quality of the service, asking

questions and checking each others awareness.

Statements of entitlement for students/graduates

3.23 A finding of the Harris Review was that "an important improvement can be made by

agreeing "core services" which all institutions should provide and by providing better

information to students about what they can be entitled to expect at individual

0

20

40

60

80pre-1992 universities

post-1992 universities

other HEIs

Type of Institution

%

82.1

54.5 54.2

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institutions" (p. 19). The recommendation was that these core services should be

defined and enshrined in Statements of Entitlement.

3.24 In order to assess the extent to which this suggestion had been implemented, survey

respondents were asked whether their institution had developed Statements of

Entitlement for students and recent graduates. This relates directly to the Harris

Reviews Recommendations 3 and 4. An overwhelming 90 per cent of responding

institutions had developed these Statements of Entitlement, although, while the

proportion from other HEIs (90.9 per cent) approximated this average, and that for

pre-1992 universities was even higher (96.3 per cent), the proportion from post-1992

universities was, somewhat surprisingly, significantly lower (78.3 per cent).

Feedback from students3.25 The Harris Review (p. 28) suggested that Careers Services should consider whether their

current methods of gaining customer feedback covered the full range of their services.

It noted that methods used to obtain feedback might include sample surveys,

comments on feedback forms after specific events, focus group discussions and more

informal discussions.

3.26 The survey questionnaire asked whether systems existed for seeking feedback from

students and recent graduates. Only 2.6 per cent of respondents, all of whom werefrom other HEIs, stated that no such systems existed. It can be assumed from this that

HEIs continue to take the task of gathering feedback from students seriously,

notwithstanding the contention that feedback fatigue is becoming a feature of

student life, and, consequently, responses may not be plentiful or meaningful.

3.27 The following example of a service where a review of these methods had recently been

undertaken and a more focused approach adopted, was found during the fieldwork.

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Involvement in institutional QA activities

3.28 The QAA Code of Practice for CEIG recommended that the Careers Service should be

subject to the institutions quality procedures. 88.5 per cent of survey respondents

claimed that this was the case in their institution. There were differences between

institution types, with other HEIs having smaller proportions (79.2 per cent), than pre-

1992 universities (96.8 per cent) and post-1992 universities (87.0 per cent).

3.29 The following example is taken from a case study institution, and exemplifies the role

which the Careers Service can play in the quality assurance policy of the institution.

Evaluation methods have been reviewed recently, because it was thought that

returns were often poor and nothing significant was being learnt from much of the

data gathered. A more focused approach is now being taken, as students are asked

for enormous amounts of general feedback about their experience of university.

However, Stage 2 and 3 students are regularly surveyed by the Careers Service to

establish their career intentions. Follow-up after graduation is currently to gain

information about immediate destinations only, although follow up after two years

is being developed as part of DLHE.

An annual client survey is conducted over a period of a week and all users of the

service are given a brief questionnaire. Feedback cards are used to invite comments

on particular sessions, and after events to measure impact. Staff performance is also

assessed through Personal Development Review (PDR) processes and regular

observation both by peers and line managers.

A survey of disengaged students has been very influential in reviewing practice.

The survey was carried out by a team of student interviewers, who identified and

talked to a sample of students who had not used the Careers Service. This

generated so much useful information that it was the subject of a departmental

away day in which the delivery of services and the style of delivery were reviewed.

Action was taken to improve outreach services, and the popular School-based andlunchtime sessions were established.

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Internal budgets

3.30 When asked whether Careers Service budgets were negotiated on the basis of a

strategic/operational plan, only 43.1 per cent of survey respondents replied in the

affirmative. It was noticeable that respondents from other HEIs exhibited a greater

tendency to state that their budgets were related to an operational plan (59.0 per cent),

than did pre-1992 universities (34.5 per cent) and post-1992 universities (38.1 per cent).

3.31 In a post-1992 university, the Careers Service budget was a subset of the main

university budget, and subject to annual review. The university paid for core services,

but, as a Pro-Vice Chancellor acknowledged, "budgets are tight". Most of the Careers

Service budget was used for staffing. Additional income generation was encouraged,

and the service had to make a case for expansion and bid for internal funds. A

respondent from another post-1992 university attributed the stability of the core

funding which is made available to the Careers Service to the high profile which the

service has within the university, and the extent to which it is valued by the university.

The Corporate Plan of the University is underpinned by quality assurance, and the

system for implementing this is embedded in the practice of Faculties. A central unit

is responsible for audit procedures. Quality enhancement (not simply monitoring

and audit) is of great importance. It is felt that quality should relate to the student

experience as a whole, and that auditing exercises do not effectively test the impact

of provision on the experience of students.

Quality assurance at Faculty level involves three activities: approval of new

programmes; annual monitoring of provision and reporting to the Learning and

Teaching Committee; and an institutional five-yearly review of a subject area or

group of subjects. The Careers Service has a role in all of these. In course approval,

the Careers Service has access to the course planning team and relevant

documentation in order to contribute to the career management content within

the programme. The Careers Service contributes a range of data, notably that

relating to first destination, for annual monitoring, and to the periodic reviews to

help to assess the wider success of aspirations with regard to employability and

other agendas in course proposals. The University analyses data annually from a

student perception questionnaire which all students are required to complete

(a 55 per cent return is usually achieved). This includes questions about the use of

the Careers Service and about the integration of career management skills in the

curriculum.

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Again, the support and backing of senior management within the university was

regarded as important.

External funding

3.32 In response to a question about the extent to which Careers Services were able to

generate income from external sources, interesting differences emerged between

types of institutions. Of those who responded, nearly half (46.1per cent) asserted that

the Careers Service received funding from external sources. However, while this was the

case in 76.7 per cent of pre-1992 universities, the proportion was much lower (34.8 per

cent) in post-1992 universities, and only 17.4 per cent in other HEIs. This highlights the

fact that Careers Services in pre-1992 universities appear to be more able to generate

external funds. Of those who answered yes, over half (51.6 per cent) claimed that it

constituted less than a quarter of their annual income, while a third (32.3 per cent) put

the figure at between a quarter and a half of annual income.

3.33 The dangers of an over-reliance on external funding were highlighted in one of the

case study institutions, where the impact of a high proportion (60 per cent) of income

emanating from short-term, external funding had been highly significant. Although the

service had been successful, and, in the eyes of the HEIs senior managers, "creative and

innovative", the short-term nature of much of the funding had led to a situation where

there was the prospect of the Service losing a number of posts in 2005. Careers Servicestaff were considered to be highly motivated, but aware of their temporary status.

There was even the possibility of core activities effectively functioning as projects.

The situation was not helped by the lack of a Service Level Agreement between the

University and the Careers Service, and between the Service and individual Faculties.

3.34 In another institution, where the proportion of the Careers Service budget derived from

external funding was small (2-3 per cent), the practice was to bid for substantial

amounts of funding from within the university. However, this may not represent theoverall trend, for in an institution where the proportion of externally generated funding

for the Careers was only slightly higher, it was stated that the university was interested

in exploring ways in which the Careers Service could become more involved in income

generation, in particular in relation to using its expertise to engage in project work. At

the same time, it was acknowledged that the establishment of careers provision, not all

of which was directly provided by the Careers Service, across the HEI, would enable the

Service to devolve some of its current responsibilities.

3.35 Overall, there was a variety of models of funding, ranging from all Careers Service staff

being core funded, with no requirement to access additional funding, to those where a

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majority of funding emanates from external sources. A key issue which this raises is the

need for Heads of Careers Services to possess or develop good financial management

skills, allied to an awareness of opportunities for securing additional funding.

Access to ICT funding

3.36 The Harris Review asserted that "the development of a quality ICT system can enhance the

effectiveness of provision to students, employers and academic colleagues" (p. 35).

Accordingly, Recommendation 30 of the Review was that "institutions should ensure that

the needs of Careers Services for investment in ICT are taken into account when funds are

distributed for the development of ICT capacity"(p. 8). Respondents to the survey were

asked whether such needs were taken into account within the institution. Over half

(55.4 per cent) stated that this was the case. Interestingly, other HEIs (65.2 per cent)

were more likely to respond in the affirmative, than were respondents from pre-1992

universities (53.3 per cent) or from post-1992 universities (47.6 per cent). Of those

saying yes, one added: but limited. Another added: to a very limited extent a few

thousand pounds for equipment, but we pay for a student IT helper for web

development out of our income generation.

3.37 As identified elsewhere in this report, the more widespread use of ICT was highlighted

throughout the fieldwork as being increasingly important to the ability of the Careers

Service to function effectively. The following quotation exemplifies this:

"All on-line developments are regarded as very important, both in improving services and in

increasing access and awareness."

Services to different categories of students

3.38 There was a degree of uniformity in the core services which were offered by HEI Careers

Services. Overwhelmingly, institutions indicated that they provided careers guidance to

individual students, both full-time and part-time. A smaller proportion (73.4 per cent)

provided services for distance learners, with email services and websites being

important.

3.39 All respondents stated that their services were available to their own recent graduates,

with over 90 per cent making these available for at least two years, which was the

recommendation of the Harris Review. Over three-quarters (77.9 per cent) said that they

also made them available to recent graduates from other institutions. Several qualified

this as being confined to a limited service usually excluding guidance interviews.

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3.40 The development of Job Shops, with which Careers Services invariably have close

involvement, has enhanced the service delivered to students. However, it was generally

felt that the location and condition of the buildings within which the Careers Service

was housed could have a detrimental effect on the way the service was viewed by

students. In one case study institution, a student survey had highlighted what was

subsequently interpreted as being an image problem for the service:

"A student survey revealed that the main offices in the biology department building were

seen as inhospitable and intimidating, although the staff are friendly and approachable

when students do access services. The Careers Library has no natural light, and little room for

displaying resources or for computers for service users to access. Additional office space is in

portakabins on the main site, and the Job Shop is centrally situated in the Students Union.

The outreach service is provided to the other sites. Students and staff do not always knowwhat the range of services provided are, and, even if they are using them, may not associate

them with the Careers Service."

3.41 The final point, about the lack of recognition of Careers Service inputs, is an important

one, which should be borne in mind when assessing the findings of student feedback.

This is especially so when Services are increasingly working in collaboration with

academic departments, and their activities may be less visible.

3.42 An extremely interesting innovation was identified at one case study institution, which

had successfully introduced a scheme, entitled Fresh Start, targeted at attracting

students who had dropped out of courses back on to full-time courses. As part of the

review process, potential applicants could access advice and guidance from the Careers

Service. In total, the scheme had attracted 1,333 students back to the university, with

350 enrolled for 2004/5. It was also claimed that it had extended the role of the Careers

Service within the university.

Nature of services offered to students

3.43 When asked to indicate which of seven listed activities were offered to students, over

96 per cent cited careers information, short advisory interviews, extended guidance

interviews, and help with job hunting as being provided. Even those categories which

did not reach this figure, had significantly high proportions: career management skills

training (89.9 per cent); job seeking skills training (93.7 per cent); and psychometric

testing (81.0 per cent). This suggests a broad consensus in terms of the core activities of

the service. The three main interdependent service areas which were the responsibility

of the Careers Service were characterised by one respondent as:

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Core information, advice and guidance services which support the recruitment,

progression and employment of students.

The development of student skills (eg employability, learning or study skills).

Collecting and providing data on student experiences and graduate destinations,to help with service planning and course development.

3.44 An interesting and apparently highly successful innovation, which could be regarded as

an example of good practice, in terms of career management skills training, involved

the setting up of a Centre for Employability as a separate unit in the HEI, working closely

with the Careers Service and with responsibility for developing and delivering courses

on career management, career planning and starting your own business. This had been

established in a post-1992 university.

The Centre for Employability developed from an Enterprise in HE project which had

initiated employability activities within the University. Staff involved in employability

were originally located within the Careers Service, but it was decided that running

employability courses was a different function to delivering careers guidance. Staff

at the Centre have close contact with staff at the Careers Service and continue to

work together running workshops and sharing expertise. They are also involved in

the matrix quality standard assessment.

The Centre runs a range of courses for both staff and students within the University

and for external groups. Provision includes a distance learning course in career

management and a range of elective courses which students can choose to take as

part of their degree programme. There is also a certificate in career management,

which attracts a wide range of students from both within and outside the University.

It is targeted at people in work who wish to review their career options and is

advertised in company newsletters etc. This programme is not suitable for

undergraduates.

Courses run by the Centre are delivered free to applicants. There are different levels,

and the process is highly regulated by the University, since each programme

constitutes part of a degree course programme. Level 1 programmes are typically

introductory. Level 2 courses encourage greater levels of analysis and use of

resources. Level 3 courses move students towards independent learning. One

module constitutes 20 credits and students are required to complete 120 credits in

one academic year.

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3.45 The above example illustrates how the employability agenda has enabled the Careers

Service to become more integrated with the work of academic departments.

Partnerships with academic departments

3.46 A recommendation of the Harris Review was that "institutions should review the

missions and performance of their Careers Services to identify those areas, if any, where

working relationships with academic departments and other units and services of the

institution need to be improved" (Recommendation 23, p 8). The questionnaire asked

whether the Careers Service had partnerships with academic departments in (a)

contributing to Career Management Skills development and (b) embedding Career

Management Skills in the curriculum. In terms of (a), 89.7 per cent answered yes, whilethe figure for (b) was 75.6 per cent. Analysis of the details of these relationships

suggests that arrangements vary considerably between institutions. Nonetheless, the

high level of positive responses does suggest that considerable progress has been

made, with Careers Services increasingly being involved in the design and delivery of

career manag

DeliveringQuality Report

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