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Edition #1 2017

all eyes on employability

Closing the gap between education and the world of work.


inside

table of contents

magazine

02 Inside CP Magazine

What is CP Magazine all about and who are the contibutors?

03 Meet us at the EAIE

The people behind CP and where to meet them

Employability

seems to be receiving increasing attention lately in the world of Higher Education. And for a good reason! Students call for it, employers look for it and Higher Education Institutions are expected to provide it. But the quest for employability can become tricky when a clear definition is missing and expectations seem to vary. This first edition of CP Magazine focuses on exploring the concept of employability within Higher Education in order to identify potential ‘hitches’ and solutions and open the way for a common approach to employability. Through the following pages, we will find out more about the (mis)match in expectations when it comes to employability, insightful research results, and resources and last but not least, the concept of employability through the lens of gamification.

04 CareerChats

Managing expectations, moving towards solutions

08 Best Practice Example

The Università Cattolica del Sacro Cuore Case

10 CareerProfessor.works

Bridging the gap between education and the world of work

12 Gamification of Employability Boosting employability by using the ‘magic’ of gamification

14 How it all Started

Follow us along the path of CareerProfessor

15 Building Cultural Competence

What's in it for universities?

16 Expectation mismatch

What do stakeholders think?

18 Attraction, Integration, Retention Leveraging data - the AIR circle

20 Agenda of Events

magazine contributors Editor in Chief Associate Editor Associate Editor Copy Editor Creative Director Marketing Assistant 2

Nannette Ripmeester Sevi Christoforou Emma Cornelis Anna Sijbrands Kim Thy Rita Nguyen Edition #1 2017


meet us at the eaie Come to our sessions & visit our Booth #A161

Another year, another EAIE conference! Having delivered 6

successful sessions at the EAIE in Liverpool last September, our team is off to the warm and sunny Seville for EAIE 2017. Make sure to Nannette Ripmeester join our workshop and sessions, see our poster presentations or simply Is the founder of Expertise pass by our booth #A161 in Labour Mobility and at the Expo Hall to CareerProfessor.works and Client say hello! Director Europe for i-graduate. She

eats, dreams and loves employability and making mobility work is what drives her vision. Her role is centered to student satisfaction and bridging the gap between education and the world of work. She works with global employers and higher education institutions across the globe.

sevi christoforou Works as an intercultural trainer & careers advisor at Expertise in Labour Mobility. When she is not checking students’ CVs, she loves to write and talk (a lot!) on topics of job searching and early career development. She has a passion for intercultural communication and she is involved in the preparation and delivery of cultural diversity training workshops.

ill We w r, ! m e oble Octob il o pr s N i h t ? Apr EAIE bart o g e H n i h t . m n at 017 i lin upco iladelphia 2 Not C E Ph Ber t AI ere! be a CE in 8 in u th 1 o 0 y 2 C g at E t NAFSA to seein a rd and forwa g n i Look

emma cornelis Works as a content strategist & intercultural researcher for Expertise in Labour Mobility. Her main activities revolve around contributing to online content, assisting Nannette during ISB waves, and is heavily involved in the organisation of Careers Made in Rotterdam: a career event for selected students that helps improve their employability and find a job upon graduation in the Netherlands. 3


career chats

Managing Expectations, Moving towards solutions

CareerChats between global employers, international students & Higher Education Professionals, to explore the alignment between career needs, employability expectations and related motivations. “Be yourself; everyone else is already

taken” – is probably the best career advice to give to young people, and we should for sure thank Oscar Wilde for his wise words. But discovering and being yourself is not easy in this fast-paced, technology-driven world. Especially for graduates who are about to move into the world of work, this presents a challenge. How can we support young people to live their dreams? We have interviewed employers, students and HEI professionals to discuss matters around career preparation and employability. The CareerChats help us close the gap between education and the world of work to help students become the most talented version of themselves, because “the future belongs to those who believe in the beauty of their dreams.”

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When you are challenged to follow your dreams, it always helps if someone can show you the way. But to what extend do Higher Education Institutions (HEI) need to support their students in bridging the gap between education and the world of work?

Give a man a fish and you feed him for a day; teach a man to fish and you feed him for a lifetime.

Edition #1 2017


“” There are seven characteristics I look for in a candidate: common sense, taking responsibility, integrity, likability, competence, courage and personal strength. Stuart Jehan, Strategic Fund Development Manager, Robeco, Luxembourg­/the Netherlands

We have asked global employers what main skills they are looking for in a candidate. Each employer indicated the need to be on top of your subject. “If you hire a software engineer, you assume they have the necessary skills.” However, there is a big demand for more than just technical skills. “As an organization, we have four key skills which all staff are regularly appraised on. These are client centricity, innovation, sustainability and connecting. However, as an individual, there are seven characteristics which I personally look for in a candidate: common sense, taking responsibility, integrity, likability, competence, courage and personal strength.” says Stuart Jehan, Strategic Fund Development Manager at Robeco in Luxembourg. At Philips and IBM they are looking for enthusiastic changeenablers and flexible team workers, Vopak is looking for street-wise innovators. Whether you call it soft skills, transnational skills, transferable skills, or 21st century skills; these are the skills that will get candidates hired. The skills that you will need as a professional to succeed in today’s, but more importantly, tomorrow’s world. And how can our students show they possess those skills? According to Selene Siregar, recruiter at Michael Page in Jakarta, “students need to be able to identify their own strength and weakness. Ideally, students can think on their feet and relate the answers to their skills and experience which can be beneficial to a prospective employer.”

Closing the gap between education and the world of work.

This ability to understand what skills an employer might be looking for, seems not very well developed in recent graduates. “Many do not recognise some of the key skills they may already possess - even if gained in a completely different scenario - or do not realize the high importance of soft skills. For instance, a part-time job serving coffee, although this may not seem relevant for an office job, can indicate your skills in sales and/or dealing with people,” mentions Stuart Jehan. His words are echoed by many other employers. In general, recent graduates do not realize what they have to offer a prospective employer. This reflection on yourself, your capabilities, your skills and how you can apply your academic knowledge to the ‘real world’ is critically evaluated by employers. However, if we ask the same question to HigherEd Professionals, the insight is slightly different, nearly half of them said “I think our graduates are well prepared in terms of understanding job market requirements given the nature of our programmes.” Although some do recognise the challenges, such as Adriana Perez Encinas from Universidad Autónoma de Madrid, who says “I think the students are not so well-informed, at least till some months before graduation. And I do believe they experience uncertainty.” Brett Berquist from the University of Auckland states that “in the broadest terms, most undergraduates finish their studies with a mystical understanding of how the job market works.” Maybe the solution lies in the long summer breaks they have in Finland, as Salla Jutila from University of Lapland explains: “during those long summer breaks, Finnish school kids and students gain work experience and it helps them to understand job requirements better.” Whatever way we move ahead in helping our students to prepare for the labour market, is depending on what decision a HEI makes, but the fact that something needs to happen is clear if we look at what students and employers say. “I expect the university to provide me with sufficient connections and knowledge to find a good job” says Olga Spinu, a Romanian student studying in Rotterdam. Or as Dutch Josje Diepeveen says “I do not expect a university to take me by the hand but I do expect help and support to make the transition to working life.” 5


“” “”

We asked the HigherEd Professionals whether they believe it is the role of a Higher Education Institution to prepare students for their first steps on the labour market. Catherine Chapeau, Responsable Entreprise Insertion Emploi at Grenoble INP states that “the purpose of a higher education degree is to allow a student to exercise a professional activity in connection with their professional project. So, yes the role of a university is to prepare the student to enter the labour market but also to enable them to adapt and evolve on this labour market.” In line with this Diganta Talukdar, an Indian student studying in Groningen says he expects his university degree should support him into the future of work. “The need for jobs or employment may change and my degree should not be influenced by those changes.“ Emma Hagg from the Swedish Karolinska Institutet mentions that Swedish regulations require a focus on employability. “We have a responsibility to make our students employable and that includes preparing them for the transition to the labour market, irrespective whether this is inside or outside academia. Both career paths are equally important.” Katie Orr, Director International of Nova Scotia Community College in Halifax thinks it is essential for higher education to bridge the gap. Certainly for Community Colleges as they are measured on it. Geoff Wilmshurst, Vice President Partnerships for Camosun College, agrees it is important, but also thinks there are different roles for different levels of HE. “At the College level this is vital to what we do and is in fact our raison d’etre. At a University level there is room, in my opinion, to provide an education that is related to general thinking and problem solving that is not necessarily related to a specific job outcome.”

Students & Alumni

Josje Diepeveen, Dutch Stacy Hosana, Rwandese Inessa Khemii, Russian Irina Kurochkina, Russian Maya Malyszko, Polish Weronika Naklicka, Polish Olga Spinu, Romanian Diganta Talukdar, Indian Tim Wuisman, Dutch

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Employers

The role of a university is to prepare students to enter the labour market but also to enable them to adapt and evolve on this labour market.

Catherine Chapeau Responsable Entreprise Insertion Emploi at Grenoble INP

That brings us back to what we understand under employability. Do we believe it is ‘just’ the job after graduation or providing people with the ability and the agility to be prepared for the ‘rest of their lives’? Do we give them a fish or do we teach them to fish? We believe it is preparing for the rest of their lives.

I expect the university to provide me with sufficient connections and knowledge to find a good job. Olga Spinu, Romanian student studying in the Netherlands

Stuart Jehan, Robeco, Luxembourg Andrea Bresch, Philips, Amsterdam Kashif Taj, IBM, Manchester Jenny Taylor, IBM, London Maarten Vaags, IBM, Rotterdam Selene Siregar, Michael Page, Jakarta

HigherEd Professionals

Brett Berquist, University of Auckland Catherine Chapeau, University of Grenoble Alpes Emma Hägg, Karolinska Institutet Yvonne Jordens-Streng, University of Groningen Salla Jutila, University of Lapland Sonja Knutson, Memorial University of Newfoundland Katie Orr, Nova Scotia Community College Adriana Perez Encinas, UA de Madrid Martijn Roos, Erasmus University Rotterdam Geoff Wilmhurst, Camosun College Edition #1 2017


most wanted skills in 5 years´ time

With more automation of procedural tasks, robots will be entering our

workplace. Will robots take over? Well … whilst computers can easily deal with repetitive, logical or simpler tasks, people tend to like dealing with people when more complex tasks or issues arise. So yes, there will be more automation, but that means an even greater focus on agility, creativity, empathy, verbal and written communication for our graduates. In a world where cyber technology and artificial intelligence will be part of our daily lives, we’ve asked our employer panel what skills they expect to hire in 5 years’ time. Here are the top 3 of successful future candidates:

#2 Assignment Oriented Networker with the ability to deal with constant change and insecurity, in possession of innovative DNA.

#1

#3 Communicative Nerd

Agile Communicator

with a strong technical/mechanical/IT skill set, able to apply his/her technical skills in different settings.

with the ability to work in constantly changing project teams with individuals from different cultural and educational backgrounds.

Closing the gap between education and the world of work.

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importance of employability in a university context Best practice case: Why Cattolica is using CP On

the last day of the NAFSA 2017 conference in Los Angeles, Gianluca Samsa, Associate Director Education Abroad from Università Cattolica del Sacro Cuore and Nannette Ripmeester, Director of Expertise in Labour Mobility, sat down for an interview to discuss the link between a university, employability, career advice and the connection with employers. NR: At UCSC you seem to focus on closing the gap between education and employment and your students’ future career. Why do you believe employability matters? GS: We believe, and the statistics prove it, that we do well on transitioning our students from education to employment. 80-90% of our students are employed within six months of graduation. In the QS Graduate Employability Ranking 2017 we rank #8190 globally. Of course, employability differs per subject area, but we get back that our students have a flexible, collaborative and social approach. And that is indeed a highlyappreciated skill set that, in general, makes our graduates employable in a variety of sectors. 8

NR: Do you consider it the role of a Higher Education Institution to prepare students for entry and subsequent success on the labour market? GS: Our aim is to educate our students on content, which we balance with the necessary professional skill set. I believe a good Dean knows how to infuse those soft skills in the curricula, but more needs to happen and the entire university is responsible for making this happen. NR: In your opinion, what kind of career support do your students need before they graduate and thereafter when they enter the job market? GS: Our Career Service is doing a great job, but Università Cattolica has 40.000 students. We need to scale our services if we want to support all those students at the 12 schools we have. We do a lot already by bringing the labour market closer to our campuses with inviting companies for presentations. But with the use of technology and gamification of career advice we hope to aid more students with CareerProfessor. Edition #1 2017


NR: What essential support from Higher Education Institutions for the career area is currently lacking in your opinion? GS: At Università Cattolica we have very successful ‘eruptions’ of career information, but we are not yet there with having a culture on campus that fully supports employability. I’m not even sure all our students fully grasp the importance of being ready for the next step after graduation and how to prepare for that next step. If I visit one of our highly successful Career Days and I see the long queue in front of the CV check desk, all I can think is “SCALE!”. We truly need to scale our activities to address the need for career support.

We educate our students not only to be employable but to be better citizens. Gianluca Samsa, Associate Director Education Abroad, Università Cattolica del Sacro Cuore Closing the gap between education and the world of work.

NR: Does your university have any cooperation with employers? GS: Yes! We have close links to employers and aim to support our students in bridging the gap to the job market. We have done several pieces of research for instance with employers to better understand the value of study abroad and how to incorporate this into our offering to students. We aim to educate graduates that have the right mindset. NR: What is the importance of career success of your graduates with regards to the recruitment of prospective students? What role does graduate outcome play in your student marketing? GS: This is today’s main question for Higher Education. To look at the student cycle as a cycle is essential and slightly controversial. In order to recruit prospective students, we need to ensure we deliver successful alumni. That is the best marketing instrument any university can aim for. However, there is a delicate balance. I believe it is the role of a Higher Education Institution not just to please companies but to lead a country or a region into a certain direction. We educate our students not only to be employable but to be better citizens. 9


this is careerprofessor.works!

bridging the gap between education and the world of work

Employability nowadays

revolves around so much more than ‘just’ finding a job. It is about personal growth, soft skill development and cultural competency. In order to fully grasp the employability perspective, we need to start at the basis: the student. And with this vision in mind, CareerProfessor was born: a ready-to-use digital tool that provides intercultural training and global career advice to all students and alumni of a Higher Education Institution, through a game with more than a thousand multiple-choice questions on job hunting, doing business and social interactions. It contains four separate modules: the app, career advice, a community platform, and data coverage for universities. Research on international student expectations* shows that students in this area need help in finding employment, and that they expect more career advice from their university. We thought it was time to think beyond the obvious. We are delivering support in the language of modern students: easy to grasp, visual, available 24/7, digital.

It all started with understanding the gap between universities and the world of work; it is huge! It seems like a never-ending pitfall that universities keep finding themselves in. Employers indicate that students often miss the necessary skill set. Developing this necessary skill set should be touched upon while students still find themselves in university. By integrating this into curricula and paying attention to it, students will be better prepared for their step(s) into the world of work. Setting up this new and advanced tool, it was crucial to involve all key players, and receive constant input from students, employers and universities. So, what does CareerProfessor actually do? It helps students hone their intercultural knowledge, as well as enhance their employability skills. It brings that connection and supports the student's transition from university to working-life. CareerProfessor is scalable, innovative, and solves one of the most pressing issues for global higher education: ensuring each student leaves higher education feeling employable.

* International Student Expectations: Career Opportunities and Employability. Per Nilsson & Nannette Ripmeester pp. 614-631 Š Journal of International Students http://jistudents.org/ 10

Edition #1 2017


Module 1: Core The App & Website

The CareerProfessor app is a fun and interactive game that provides information on how to job hunt, interact and do business in more than 40 countries. Students are rewarded with exclusive and detailed information on the country of their choice. Digital badges and a leaderboard complete the gamification. CareerProfessor supports intercultural knowledge, thus strengthening the international classroom for both international and domestic students.

Module 2: Career Global Career Advice

Help students understand how to job search and what is required to get hired. Making that first step on the labour market is not easy – students often struggle and fail to see how they can underline what they have learned and how to sell that knowledge to a prospective employer. Step by step CareerProfessor shows the way to write a CV or a resume, nail a job interview and get your elevator pitch right.

Module 3: Community Alumni Relations

Include the messaging option, add a real-time world map and support peer-to-peer networking. Understanding where your graduates go upon graduation is important for any Higher Education Institution. With this CareerProfessor add-on you can turn your alumni into your Brand Ambassadors. Connect and engage with your alumni and create a peerto-peer network.

Module 4: Coverage Reporting on Employability

Add full reporting possibilities providing you with employability data on your graduates at your fingertips. Gaining management information on your students’ satisfaction in how you prepare them for the next step after graduation is key. CareerProfessor provides insight into contentment around employability and career-related topics. Support your students and close the gap between education and the world of work. Closing the gap between education and the world of work.

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Gamification of

employability

Making the Digital Shift Internet has redefined our world and technology is a game changer in HigherEd.

Whether we call them employability skills,

soft skills or professional skills, the value they hold in students’ future life and career is evident. Higher Education Institutions should be at the forefront of employability training to ensure that all students are adequately equipped for their transition to a globalized world. But what happens when HEIs cannot reach all students or some students don’t understand the importance of honing their soft skills or are simply indifferent or shy to take up the opportunities provided by their institution? Maybe it is time to think beyond ‘fixed’ approaches in careers service and provide support in a language that modern students can understand and engage with: easy to grasp, visual, available 24/7, digital. So, how about gamifying employability? Research shows* that gamification prompts learners to be more involved and, as a consequence, more motivated. Players can absorb information as they would in a reallife situation with the advantage that they can decide themselves when and where to play the game. There are no distance constrains, users can learn on their own pace, 12

while also optimizing their performance and productivity. By simply looking at the rapid spread of MOOCs and the success of apps like Duo Lingo, it’s evident that the digital appeal for learning is increasing. And in a time where our attention span seems to have become (literally) shorter than that of a goldfish, an infotainment app has a bigger chance of users actually interacting with learning material. It doesn’t sound that bad now, does it? Gamification of employability could be a tremendous help for career offices that have to deal with big numbers of students and continuous, everyday challenges. Results and data drawn from such digital databases can also be used to support marketing or other general university activities. But this won’t happen until the wider HigherEd community decides to dedemonize the two terms in question – gamification and employability - and starts seeking ways to adopt digital solutions in its services. *2015, Ripmeester, N. & Norvaisaite, V., Gamification and the (quest for) employability, Vista Magazine IEAA, Retrieved from: https://issuu.com/ieaaustralia/docs/vista_winter_2015_final/20 Edition #1 2017


whY

GAMIFICATION? “Gameplay

does contribute to our quality of life, by producing positive emotions (such as optimism, curiosity and determination)... build up our problem-solving resilience so we learn faster from our mistakes, and become resilient in the face of failure.�

Jane McGonigal

More than 1.2 billion people are playing games.

over 700 million people game online around the world.

Game designer & TED speaker

we spend 3 billion hours a week as a planet playing videogames.

the average young person racks up 10.000 hours of gaming by 21.

you have to analyze answers. you are working under pressure.

e n g ag e

providing context supports the advancement of knowledge and skills.

you want to avoid progress loss. you want to climb the ladder.

p r o g r e ss

seeing success visualized provides a sense of accomplishment.

you have to think beyond stereotypes. you are learning to become more resilient.

learning is faster when knowledge is tested on the go.

Gamification: the use of game design elements in non-game contexts. a Game mindset invites graduates to be more curious & optimistic.

every new level is a little

test

you are remunerated for making progress. you can replay to gain more rewards, culture tips and sample cv’s.

r e wa r d

sense of accomplishment will help maintain interest.

milestone, celebrating the success of moving ahead!

the innate desire to learn uses the game element to enhance that learning and sees its relevance.

Testing newly gained knowledge turns people into resilient and quick learners. Closing the gap between education and the world of work.

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“Handwritten letters!”

“Always include references!”

“Chronological order with no gaps”

EURES

EC

1991 Nannette Ripmeester begins at the European Commission working with EURES. For 6 years she was responsible for the EURES-info database.

Discussing and arguing about international CVs and job application letters is one of the topics she tackles at EU-wide level.

1992 Nannette starts Expertise in Labour Mobility (ELM): Making mobility work.

The idea is born: International careers advice.

2014 ELM’s continuously updated career guides on 30+ countries informs over 30.000 graduates and professionals on the main routes to international jobs and employment.

However, employers indicate students lack the necessary skills and universities often seem to experience difficulties in supporting their students’ employability and career choices.

2015 Combining 25 years of experience in the international labour market with gamification, the CareerProfessor platform aims at increasing the employability of students and enhancing their career prospects.

Many hours of research, focus groups, user test meetings and pilot runs at renowned universities lead to a multi-platform app and supporting modules.

2017 CareerProfessor.works takes off: Bridging the gap between education and the world of work.

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Edition #1 2017


Building cultural competence What’s in it for universities?

Spain

AUSTRALIA

Competition

on the labour market is increasing, and possessing interpersonal and intercultural skills has become a must for your students. Thorough preparation and getting students acquainted with cultural differences regarding all that relates to job hunting and working abroad, is what a university can do to increase their student’s employability. Providing your students with the opportunity to go abroad will give them that step ahead of others when applying for a job upon graduation. But not all students will have the option to go abroad. And how - in a digitalised, fast-changing world - do you communicate to those that spent time abroad the importance of developing professional skills on the go? Easy. A digital, informative, and interactive tool that does not only increase your student’s knowledge on cultural differences, but also supports your student’s professional development and make them nail that job interview. CareerProfessor supports the university in energising your students for the world of work. Increase your student’s employability, by preparing them for the real world-of-work, by providing them with country-, job-, and cultural information, as well as CV writing tips. Build your students’ cultural competence, enhance your alumni’ employability, create your university’s brand ambassadors!

NIGERIA

CANADA

INDIA

Game on! Play to unlock your desired country information.

Closing the gap between education and the world of work.

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“�

what do stakeholders think? We look for enthusiasm, teamwork, adaptability and you need to show us you have these professional skills.

Brett Berquist, The University of Auckland, New Zealand Students need to develop an understanding of what employers are looking for. They often see the recruitment process as a mysterious black box with a great deal of luck. We need to help them to present their skills in ways that speak to employers.

Kashif Taj, Early Professionals Manager, IBM, UK

Students that have done an internship can hit the ground running. With purely an academic background they struggle to understand what is required to get hired. We look for enthusiasm, teamwork, adaptability and you need to show us you have these professional skills.

Katie Orr, Nova Scotia Community College, Canada

Careers advice is often too late, too little. This needs to change to close the gap. 16

A broad world view is an essential 21st century skill that students gain studying abroad, however the ability to sell those soft skills is an issue. Career advice is often too late, too little. This needs to change to close the gap.

Edition #1 2017


“� Most graduates include all their skills and hope that employers will be able to identify the skills needed by them.

Selene Siregar, Recruiter Michael Page, Jakarta Graduates need guidance how to present themselves to prospective employers. It is challenging to know which skills are applicable to a certain employer. Most graduates include all their skills and hope that employers will be able to identify the skills needed by them.

Stacy Hosana, Rwandese, International Business Administration @Erasmus University Rotterdam

I do not think my university should help me in finding a job, but I believe my university owes me the knowledge and skills to be able to compete on the level the employment market needs.

Tim Wuisman, Dutch, European Studies @The Hague University of Applied Sciences My university is responsible for being on top of labour market developments and changes. Not only for the specific programmes, but in general; to guide me in possible directions for further study and job opportunities.

I believe my university owes me the knowledge and skills to be able to compete on the level the employment market needs. 17


A

Leveraging data to improve YOUR

RACTION T T prospective students make study decisions based on employability opportunities.

AIR

CIRCLE

R

NTION E T E alumni become Brand Ambassadors sharing their experiences.

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Edition #1 2017


‘A flowing AIR circle can benefit all stakeholders: students, universities and the society.’

Attraction

Increasing focus and resources from both HEIs and governments are being put into the search for best talent. The positive economic and societal impacts are proven through various research but the practices for attracting talent is still a territory to delve into. Gathering data on students’ employability needs and expectations should be the first step for HEIs, as it will not only come in helpful for rearranging and improving current practices but can also be used for enhancing the university’s brand. However, no tool can (or should) measure everything, so different data from various and complementary sources, is the way to go.

Integration

Integration is a compelling part of the AIR circle, students need the support from their HEI to engage in a new environment and become part of a community. Creative initiatives that facilitate the integration process are key and so is reliable data that can be used for strategic planning around student integration activities. For example, data measuring intercultural competence can be used for assessing student’s learning curve, showing development in the integration process and providing student feedback. A combination of digital solutions and data sources can support strong strategies and the advancement of students’ integration process.

Retention

IN

N

universities provides understanding of global job requirements.

In order not to cut the AIR circle short and disrupt the flow of positive outcomes, career support from a Higher Education Institute should not stop shortly before graduation but continue (a little) to ensure a genuinely smooth transition into society and the job market. Data measuring student career satisfaction and graduate employability outcomes can be a tremendous benefit for any HEI (and for its graduates!). It helps to tailor and improve talent retention strategies as well as to strengthen the university’s brand reputation and consequently its ranking which in turn will work in favour of phase one: Attracting new (international) talent.

T E G AT I O R

Closing the gap between education and the world of work.

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agenda of events

@EAIE

27 August

30 August

5 September

13 September

13 September

13 September

14 September

19 September

26 September

3 October

10 October

12 October

13 October

19 October

24 October

26 October

2 November

9 November

13 & 14 November

20-23 November

21 November

30 November

12 December

Team Dynamics and Intercultural Competence EFMD – Humane Summer School Location: Berlin, Germany 15.45-17.45 By: Nannette Ripmeester

Session: Unlimited Global Employability: Successful Strategies to Develop Students’ Intercultural Competencies 09.00-10.00 Session #1811 By: Zori Kondali, Kamilla Trubicki, Sevi Christoforou Webinar: Looking for Work around the Globe InnoEnergy 16.00-17.00 Location: Rotterdam, NL By: Nannette Ripmeester & Sevi Christoforou

E-Poster: Employability Training Gone Digital AIEC 12.00-13.45 Location: Hobart, Tasmania By: Nannette Ripmeester & Sevi Christoforou PhD Career Guidance Course Day 2 13.00-17.00 Location: Radboud University, Nijmegen, Netherlands By: Nannette Ripmeester CBIE Conference 20-23 November CBIE Conference Location: Nova Scotia, Canada By: Nannette Ripmeester

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Session: The Ever-Open Careers Office: Making the Digital Shift CASE Location: Birmingham, UK 14.00-15.00 By: Nannette Ripmeester & Sevi Christoforou Poster: Digitalising Employability Skills Training 09.00-10.30 Session #2411 By: Emma Cornelis

Webinar: How to get your students engaged and your response rates up? Study in Finland Location: Helsinki, Finland By: Nannette Ripmeester

Study abroad done right – CareerProfessor to the rescue! The Study Abroad Festival Leiden University, NL By: Sevi Christoforou & Emma Cornelis PhD Career Guidance Course Day 3 13.00-17.00 Location: Radboud University, Nijmegen, Netherlands By: Nannette Ripmeester Webinar: Turning Study Abroad into Careers Success InnoEnergy 16.00-17.00 By: Nannette Ripmeester & Sevi Christoforou

How to make the most of your study period @RSM IBA Bachelor Kick-Off 2017 Location: Erasmus University Rotterdam 09.15-17.00 By: Nannette Ripmeester

Poster: Press Play: Gamification in Intercultural Skills Development 15.00-16.30 Session #2115 By: Emma Cornelis

Workshop: What Makes the Dutch Dutch? Expertise in Labour Mobility 09.30-16.30 Location: Rotterdam, NL By: Nannette Ripmeester & Sevi Christoforou

PhD Career Guidance Course Day 1 09.00-17.00 Location: Radboud University, Nijmegen, Netherlands By: Nannette Ripmeester Workshop: What Makes the Dutch Dutch? Expertise in Labour Mobility 09.30-16.30 Location: Rotterdam, NL By: Nannette Ripmeester & Sevi Christoforou Looking for a job in the Netherlands for PhD candidates 9.30-17.00 Location: Technical University Delft, Netherlands By: Nannette Ripmeester

12 September

Workshop: Using Big Data for Smarter Marketing 13.30-17.00 Session #1976 By: Thijs van Vugt, Tim Rogers & Nannette Ripmeester

Session: University Brand Management: Satisfied Alumni as a Marketing Tool 09.30-10.30 Session #2042 By: Sevi Christoforou, Sanna Heikkinen & Nannette Ripmeester

Workshop: Innovation in Employability AIEC 09.00-16.00 Location: Hobart, Tasmania By: Judie Kay, Judith Uren, Gerard Holland, Domenic Saporito, Beau Leese & Nannette Ripmeester Looking for a job in the Netherlands for PhD candidates 9.30-17.00 Location: Technical University Delft, Netherlands By: Nannette Ripmeester Seminar: Leveraging data: how to make the most of your ISB results? Study in Finland Location: Helsinki, Finland By: Nannette Ripmeester

Webinar: InnoEnergy CV Wrap Up 16.00-17.00 By: Nannette Ripmeester & Sevi Christoforou

Edition #1 2017

Profile for LabourMobility

CP Magazine | All eyes on Employability  

Everything you need to know about employability in Higher Education in order to identify potential ‘hitches’ and solutions and open the way...

CP Magazine | All eyes on Employability  

Everything you need to know about employability in Higher Education in order to identify potential ‘hitches’ and solutions and open the way...

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