Leiden University website Career zone is a perfect starting place for students to reflect on their own profile, find opportunities to develop their skills and find jobs. It has personality tests and self-analyses tools.
In the context of a competitive job-market it is important that the Leiden University graduate gets noted. With nearly 50% of Dutch youth entering Higher Education (VSNU 2016) it is of great importance that students obtain a university degree with recognisable added value and acquire a distinct graduate profile. Leiden University wants to support its graduates to become outstanding academic professionals and engaged citizens who are able to take up positions both in and outside of academia and contribute to solutions for the challenges facing our society today.
- What are the university's objectives with this theme?
- What are the key aspects?
- What are important questions?
- How do we know we’re making progress?
- Further reading
- Students prepare for a wide variety of careers in a competitive job-market
- Students develop a distinctive profile as a Leiden University Graduate
- Students develop a mind-set for life-long learning
- Programmes include the development of (transferable) skills
Employment is the number one outcome that, in increasing proportions, prospective students expect to get from higher education. However, employment should not be confused with employability. Whilst employment refers to jobs, employability is a set of attributes that makes a graduate worth employing. Whilst jobs come and go as the labour market and economy change, the graduate should be equipped to continuously develop employability skills further. To be addressed effectively, for employability it is desirable to include aspects in teaching and learning policies, processes, practices and curriculum design. It should be addressed throughout the student lifecycle; from the very start of a student programme through to the completion of their studies. All stakeholders, including academic and support staff, students, careers services, student organisations, and employers, have a role to play in embedding employability and should be invited to collaborate in this process. (see also Framework for Embedding Employability in Higher Education (2015), HEA)
Leiden University aspires to develop students with the following qualities:
- Professionals with a sound knowledge of the discipline and a critical, inquisitive mindset.
- They are able to take on leading positions, are entrepreneurial and can work in partnership with colleagues from different disciplines and backgrounds.
- As citizens, they engage with the societal challenges facing the world and want to play an active role in finding solutions.
- They are culturally aware and internationally competent.
- They are able to make use of the international, intercultural and gender diversity that characterise our society and job market in order to arrive at sustainable and responsible solutions.
- They are capable of reflecting critically on the cultural and social background of their own values.
These qualities can be developed by addressing them in the formal curriculum as well as support-services (career services) and extracurricular opportunities (work placements, projects, study abroad)
Curriculum: When designing or reviewing courses it is important to be specific about the knowledge, skills and attitudes described in the Graduate Attributes. Besides discipline-specific attributes in the domains just mentioned, overarching transferable skills should also be included (see Transferrable Skills HYPERLINK). Where possible, these attributes should be translated into measurable learning objectives that can be integrated into existing modules, transferable skills learning-pathways or offered as separate employability modules.
Co-curricular programmes and activities:
Students are encouraged to take part in co-curricular programmes closely linked to their study courses, such as mentor-/tutor programmes, internships, projects and (skills) courses, either on a mandatory or voluntary basis. The Honours tracks offer further opportunities to develop an inquisitive, critical mindset and a variety of interpersonal skills.
Each Faculty has its own careers service, coordinated by a central office. They offer extra support and guidance on internships, career options, job applications and facilitate a variety of practical workshops relating to job applications. Furthermore they are the linchpin to student organisations and other partners which offer a variety of symposia and career fairs with alumni and employers.
- What steps could we take to embed employability in the curriculum?
- How can we prepare students for an ever changing job market? (see chapter Transferable skills)
- How can we make the best use of cultural diversity in a student cohort? (see chapter Transferable skills)
- How could students improve their employability profile?
Step 1. Reformulate the (university’s) objectives into questions concerning
- the current situation (today); and
- the desired situation in 2025
Step 2. Make the answers to the questions measurable
Step 3. Use the answers as input for further (re-)design
1) How are students prepared for a wide variety of careers?
- in 2025
Examples of measurable answers: transferable skills are included in (x) courses; (x) guest lectures from different fields
2) To what extent do Leiden University Graduates develop a distinctive profile?
- in 2025
Examples of measurable answers: (x) students report finding suitable employment easily
3) How do students develop a mind-set for life-long learning?
- in 2025
Examples of measurable answers: (%) teachers model life-long learning by taking courses;
4) To what extent do programs include the development of (transferable) skills?
- in 2025
Examples of measurable answers: in (x) separate skills trainings; embedded in (x) courses
- University Careerzone
- Peg et al (2012), Pedagogy for employability https://www.heacademy.ac.uk/knowledge-hub/pedagogy-employability-2012 Higher Education Academy (HEA) – This HEA publication includes a series of case studies, which focus on teaching and learning strategies that supports the development of student employability.
- Walma van de Molen, J., Kirchner, P. (2016) Met de juiste vaardigheden de arbeidsmarkt op. (In Dutch only)
- Vanhercke et.al. (2014), Forrier et.al. (2015), Perceived employability and psychological functioning framed by gain and loss cycles.
- Cole, D., Tibby, M. (2013) Defining and developing your approach to employability https://www.heacademy.ac.uk/system/files/resources/employability_framework.pdf
- EPLOYABILITY, Literatuurstudie naar theorie en empirie, ROA 2017. https://cris.maastrichtuniversity.nl/portal/files/12794679/ROA_R_2017_2.pdf
- Bowden, J., Hart, G., King, B., Trigwell, K., & Watts, O. (2000) Generic capabilities of ATN university graduates, Canberra: Australian Government Department of Education, Training and Youth Affairs.
- Projectplan Employability Leiden University 2016-2018
- Blackboard course Employability/ Arbeidsmarktvoorbereiding, via email@example.com
- Example Academic Training Course (Faculty of Science)
- Example Master programme Career Orientation (Faculty of Science
- Example module Career preparation (Faculty of Social and Behavioural Sciences
- More teaching examples
Location: Leiden, Biopharmaceutical Sciences
What is this course about?
The Academic Training course runs through the entire Bachelor programme. In this learning path, a broad spectrum of skills is focused on empirical research; searching and reading scientific literature, formulating a research question, developing a research plan, conducting research, writing a concise research report and a literature summary / abstract, presenting a research plan and / or research results, logical reasoning and collaboration. During this course, attention is also paid to academic integrity, the competence profile and the employment perspective of a (drug) researcher on the basis of (self-) reflection assignments and the faculty lecture series On being a Scientist, coordinated by Mr. Prof. dr. Dr. B. Haring and Mr. Prof. dr. Dr. F. van Lunteren.
What are the objectives?
During the courses students learn to deal with scientific literature, prepare scientific research, critically evaluate their own work and the work of others, to work together effectively, and to effectively convey their work to others. They also learn to develop presentation skills, writing skills and career related skills such as pitching and networking.
Location: Leiden, Biomedical Sciences Working groups, online reflection assignments, guestlectures, career activities, 1 EC Level: curricular
What is this course about? The activities within Career orientation are meant to help students with the first steps of their career. The course stimulates students to undertake a variety of activities that will help them to make a god start!
What are the objectives?
During the course students identify and reflect on their career and lifestyle preferences, learn what they have to offer society, think broadly about career options, actively explore career options and learn about the neccessary steps to take on the career ladder..
Links to best practices Employability at curricular level
- Archaeology – Leerlijn Dream & Do, Past & Future Ba 1-3
- Biopharmaceutical Sciences – Leerlijn Academische Vorming Ba 1-3
- Psychology – Course Perspectief op Carriereplanning Ba 2
- Journalism & New Media – Course Crossmediale onderzoeksjournalistiek/stage
- Political Sciences – Module Arbeidsmarktvoorbereiding Politicologie Ba 1-3 and Module on Career Preparation MA
Links to best practices Employability at co-curricular level
- Biology – Studie Loopbaan Orientatie (SLO)Cursus Ba 1-3
- Biomedical Sciences – Masterprogramme Career Orientation
- Astronomy – Programma Arbeidsmarktorientatie Sterrenkunde Ba 1-3
- Educational Sciences – Leerlijn Pedagogische Wetenschappen Ba 1-3 (PDF available, via Blackboard course Arbeidsmarktvoorbereiding )
- Cultural Anthropology – Traject Arbeidsmarktorientatie CA/OS Ba 1-3
- Latin America Studies – Programma Arbeidsmarktorientatie Latin Am. Studies Ba
- Criminology – Criminology Career Course Ba 1-3 (via Blackboard course Arbeidsmarktvoorbereiding)
The Higher Education Academy (HEA) has identified four stages that could help with embedding employability in your course design and quality-assurance processes. These four easy steps will enable a consistent and comprehensive approach.
- Step 1: Design your employability model
- Step 2: Planning
- Step 3: Action
- Step 4: Measuring impact
- See also
- Further reading
Start with answering the following questions:
- Who are your stakeholders? How can you involve them in your discussions?
- Who can support you in working through this stage of the process?
- What does employability mean to you, your team and stakeholders?
- What does your industry sector, employers or area of practice want to see in graduates?
- What does industry or your area of practice believe is a desirable graduate attribute?
- What are the students’ expectations of how you can support and enhance their employability?
Next, draw up a plan involving all your stakeholders. It requires a combined effort, working in partnership with other institutional services and departments; careers service; student support services; student societies and also with external partners, such as alumni, employers and professional bodies.
Lastly, think about how these areas can be addressed, in the curriculum, co-curriculum, extracurriculum or in all three?
Using the agreed points of reference identified at Stage 1, consider the following questions:
- Which specific features of employability do you currently address and to what extent?
- Is the timing and focus of your work in these areas right, given the students’ needs and their development trajectory at university and beyond?
- To what extent is employability reflected in programme/course learning outcomes?
- How is employability assessed and/or validated?
- How do you measure the impact of employability activity and support?
Putting your plans into practice.
- What evidence do you have that your work is effective?
- What are your measures of success?
- What feedback have you obtained from students, stakeholders and colleagues?
- How have you assessed impact?
- How rigorous is this process?
- How do you utilise feedback or feed forward to inform future practice?
- Are you actively engaging alumni?
- If yes, how do you measure impact and build on good practice?
- If not, reflect on barriers to engagement and how you could start to address them.
(Adapted from HEA, 2015, Framework for embedding employability in higher education)
Peg et al (2012), Pedagogy for employability https://www.heacademy.ac.uk/knowledge-hub/pedagogy-employability-2012 Higher Education Academy (HEA)
This HEA publication includes a series of case studies, which focus on teaching and learning strategies that supports the development of student employability.