Organised by:

EMPLOYER ENGAGEMENT

13 MAY 2009 THE COMMONWEALTH CLUB How far should universities go to meet the needs of employers?

In partnership with: Sponsored by:

Employer Engagement

History and Geography

• 1843 private sector • Manufacturing • Vocational • Higher education and advanced skills • Mode 2 knowledge creation

21 st Century Employer Engagement • New models • Business support networks • Applied Research • Work-related T • Employability

New Models and Facilities • Institutes • Specialist facilities • Wholly-owned subsidiaries courses applied research SMEs & business support

Work-based and work-related curriculum • Activity-led learning • Live projects • Internships and placements • Off-site employer CPD programmes

Employability: The Add+vantage Programme • • • Counts towards final degree marks Compulsory – – Free choice of module under different strands: – The Global Graduate The Creative Graduate The Influential Graduate

Addressing the Issues • Staff development programme • Staff appointment, recognition, reward and promotion criteria • New types of (hybrid) post • Estates development • Legal and financial advice • Getting funding streams right

Thank you for your attention

Organised by:

Graham Henderson

Teesside University In partnership with: Sponsored by:

Work Based Learning Some ‘Lessons so far’ from the NE

Prof Graham Henderson Vice Chancellor and Chief Executive Providing Opportunity, Promoting Enterprise, Delivering Excellence

Where did we start…. • Under-qualified/Under-skilled workforce • low HE participation rates

(c.55% Nat. average)

• low demand for higher skills from learners

and

employers

(due to low perception of ‘value added’)

• Limited understanding amongst

some

employers of what higher skills their businesses need • Limited recognition of potential contribution of Universities 14 26 April 2020

Priorities we had to address

•

Building external confidence….

… by demonstrating responsiveness, high value added & flexibility

(in structure, content, attendance, location, start/finish: ‘roll-on roll-off’, AP(E)L, staged awards, etc)

•

Enhancing understanding of ‘the offer’

•

Delivering demonstrable ‘bottom line value added’

15 26 April 2020

• Some examples of what are we • doing?

Starting to behave like a business! …..

Demonstrating (& celebrating) a ‘can do’, ‘business solutions’ approach Spending more time/resource getting to know our markets & how they’re changing

•

Developing a more flexible, responsive & ‘business like’ pan-University interface … ….. using a ‘hub and spoke’ model:

– – – –

central coordination/leadership senior managers in every school ‘Account Manager Infrastructure’

26 April 2020

Focussing on our economic

(& social and cultural)

contribution • Regional Economic Strategy (RES) “placed Universities and Colleges at the heart of the regional economy” • Now we….

“Place the regional economy at the heart of everything we do”

using a X-disciplinary,

cluster based approach

reflecting Institutional strengths…. & linking to key regional 26 April 2020 sectors & Workforce Development

So what are we doing?

(cont’d…)

Taking positive action to change the culture & increase ownership/engage’t through e.g.

–

a LOT of internal comms.

–

reflection in mission… …. Business Engagement Strategy (incorp. WfD Strategy) one of 3 ‘Primary Strategies’

–

limited restructuring

–

evolving workloading & rewards systems

–

accreditation and approval

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mechanisms

26 April 2020

Governance & Support structures

• •

Enterprise Committee Workforce Development Strategy Group

•

Workforce Development and Enterprise Networks

• •

Enterprise Development Fund Enterprise Development Programme

(open to all)

•

Uni-wide Policies & Practices

19 26 April 2020

Building Demand

•

Enhanced IAG through ‘ONE DOOR’ ‘gateway’

(partnership with local

FECs)

•

Involving employers at every stage of design delivery and evaluation… which can assist with the ‘funding model’

• •

Working through intermediaries,...

e.g. NECC, ECITB, NEPIC, NPIA, FSB, Cogent, Skillset, Skills for Health,…

20

Embracing ‘QA, Brand & Accredit’

26 April 2020

And… what have we learned ?

21 26 April 2020

Funding

• • •

Funding models can be ‘win:win’…. but …

–

it’s ‘risky’ & it’s ‘lumpy’ (producing step changes in funding)

–

relies on employers being willing to contribute Flexibility of funded nos. is critical - need to: either: know ASNs will be available

or:

have flexibility to strategically transfer nos. from elsewhere otherwise need to go for full cost

22

Grow when opps. arise -

26 April 2020

can’t always

• • • • • •

Need to want to do it… (it’s NOT compulsory) find a way of embedding it as a widely accepted part of ‘what you do’ balance protecting standards with ‘fit for purpose’ QA processes know what you are good at before you’re asked establish a reputation for ‘delivering’

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work through intermediaries

26 April 2020

•

And….

to be successful your offer MUST…..

meet a recognised need

• •

be accessible and not overly disruptive be financially competitive and demonstrate “bottom line value added”

• • • • •

For example….. NECC FD in Leadership &

Mgmt

Developed in partnership Employer led content/delivery NECC oversee recruitment...1

NECC staff st cohort Minimal attendance plus…residentials,

26 April 2020

master classes, in-co. coaching/mentoring

Organised by:

James Ramsbotham

North East Chamber of Commerce In partnership with: Sponsored by:

James Ramsbotham

Chief Executive North East Chamber of Commerce

Agenda

• Employer Engagement in FE • Recruiting a skilled workforce • Developing a skilled workforce

Employer Engagement in FE

• Start early: 11–16 or 16–19?

• Motivation for engagement

45% 40% 35% 30% 25% 20% 15% 10% 5% 0% Factors motivating engagement

Providers

Motives

Factors motivating engagement

Employers

40% 35% 30% 25% 20% 15% 10% 5% 0% Social responsibility Attracting potential recruits Training the future workforce Raise awareness of sector / business PR Other No response

Employer Engagement in FE

• Start early: 11–16 or 16–19?

• Motivation for engagement • Esh Group: Fit for Employment • Business Links and Sector Skills Councils

Recruiting a Skilled Workforce

• Graduate recruiting in recession • Preparing graduates for employment • Believing in Progression

Developing a Skilled Workforce

• Lifelong Learning • Modular Achievement • Reality of ‘Demand-led’ • Needs or Aspirations?

Organised by:

Graham Love

QinetiQ and CBI Higher Education Task Force In partnership with: Sponsored by:

Workforce Skills for the 21

st

Century – an Employer’s View

Graham Love CEO QinetiQ Group

QinetiQ Group plc

Vision: To be recognised internationally as a leading provider of technology-based services and solutions to customers in defence, security and related markets

• FTSE 250 technology services company supplying defence and adjacent markets • Home markets in UK, USA, Australia, employing approximately 14,000 scientists, engineers and technicians • A combined patent portfolio totalling 900+ patent families • Cody Venture Fund formed in 2007 with Coller Capital to exploit non-core IPR • One of the UK’s leading recruiters of STEM graduates • Extensive STEM Outreach programme; awards include National STEM Ambassadors awards in April 2009 36

CBI Higher Education

•

Comprises 18 leading businesses and universities from a range

Task Force

• Objective: to explore what business wants from higher education, how business and universities can best work together and how the sector should be funded • Report to be published later this summer 37

Business Challenges

• Businesses’ key strategic priorities for the next three years (%) Source: CBI/Nord Anglia Education & Skills survey 2009 38

Demands of employers

• Important factors considered when recruiting graduates (%) Source: CBI/Nord Anglia Education & Skills survey 2009 39

High Tech Sector Needs

• Proportion of jobs requiring degree-level skills (%) Source: CBI/Nord Anglia Education & Skills survey 2009 40

Changes in STEM undergraduates 2000 2006

Source: OFSTED 2006 41

Meeting the needs of the

Employer confidence in their ability to access skilled employees in the

future (%)

high tech sector

Low-skilled Intermediate-skilled High-skilled Don’t know 3 Not confident 17 Not confident 31 Don’t know 5 Don’t know 8 Not confident 49 Confident 43 Confident 64 Confident 79

Source: CBI/Nord Anglia Education & Skills survey 2009 42

Impact of Globalisation

• Global markets • Competition for talent • Competition of ideas • Open Innovation 43



Zephyr Unmanned Air

Zephyr

– an environmentally-friendly

Vehicle

designed to fly over long distances at high altitudes powered by solar energy  Defence applications in surveillance & intelligence, earth observation, communications relay 

July 2008

- Unofficial world record for longest duration unmanned flight, 82 hrs at 62 kft 44

The

Zephyr Partnership

Lightweight carbon structure Autonomous flight control Aerodynamic design & Wind tunnel testing Silicon solar cells Lightweight Payloads Propulsion Li-S battery Servo chamber

45

Skills for Successful

•

Innovation

• Horizon scanning

Delivery

• Technology roadmapping • Technology brokerage • Technology supply chain management • International management • Intellectual property management • Systems integration • Project management 46

Tomorrow’s Workforce

• Over 70% of tomorrow’s workforce is already in the labour market, requiring re-fresh of skills and knowledge over their career lifetime • Demographics and national economics will necessitate that tomorrow’s workforce stays in employment for longer • Globalisation will result in tomorrow’s workforce having greater international interchange • Technology advances will drive new business models and ways of working for tomorrow’s workforce • Higher Education has a vital role to play in equipping the workforce of UK industry to meet tomorrow’s challenges 47

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