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Universities improving graduate employment: case studies
Are some graduates going on to do non-graduate jobs? Evidence we’ve collected from interviews with universities careers services shows many have in fact seen an improvement in graduate employment.
These case studies outline approaches universities have used towards graduate employment, including student preparation and employer engagement.
How are universities improving graduate employment?
We interviewed eight university careers service teams in universities that have seen a significant improvement in graduate employment: either in the proportion of graduates entering high skilled jobs going up, or in graduate unemployment rates going down according to .
Responses from the careers service teams we interviewed fell under three themes:
Whole university approach
Universities say the improvements they’ve seen in graduate employment are as a result of their reformed their approach to career advice, which includes the whole university.
As part of this, careers offices have identified key skills needed for graduate jobs, which universities have then embedded into the curriculum across all departments. This has helped graduates to more easily identify skills they have with the needs of their possible employers.
The importance of work experience
Universities recognise the instrumental role work experience has in allowing students to develop skills required by employers – for example, social skills that cannot be illustrated through academic curricula.
Many universities have implemented a mandatory work experience element across courses, whether that be a placement year or a partnership project with local employers. As a result, graduates meet the demands of employers, who identify work experience as key to deciding the recruitment of an individual.
The value of confidence in graduates
Universities reported that it’s not graduates’ skillsets that prevents them from entering graduate roles – it’s their confidence in their skillsets. This is specifically evident in students from low socioeconomic backgrounds. In response to this, universities have proposed initiatives aimed at uplifting graduates' confidence.
Graduate story
Internship scheme at York St John University
York St John provides tailored opportunities for graduates that would find the transition to professional graduate outcomes difficult due to their individual circumstances.
Ruby Weldon worked for Independent Life, a regional media and hospitality company, during her internship.
The part of the internship I enjoyed most was developing my skills and confidence by experiencing a professional workplace for the first time with less pressure as getting hired in a full-time position. I am particularly proud of getting hired in a full-time position (after the internship). My advice for future graduates considering a graduate internship is go for it! It’s a fun experience, gets you out of your comfort zone and looks great on the CV!
Ruby Weldon
Graduate, York St John's University
Case studies
We’ve highlighted initiatives each university has taken to improve graduate employment. Read the case studies in full.
University of Chichester
The University of Chichester champions a holistic approach to graduate employment which recognises a student’s development not just in lecture theatres, but also inside the university community.
Heriot-Watt University
The last two years of every social science course at Heriot-Watt University now include a mandatory module on effective career planning. This presents students with a timeline of effective career planning, encouraging them to start research on the jobs market themselves.
University of Huddersfield
The university offers the to all undergraduate students on three-year degrees to provide a solid foundation in wellbeing, enterprise and employability skills, leading to a Chartered Management Institute (CMI) Level 5 qualification. This programme is designed to reduce the attainment gap between students from different backgrounds.
University of Leicester
Over the course of several years, beginning in 2017–18, all undergraduate programmes have been supported to introduce (at level 4, or year 1) and Leicester Award Gold (at level 5, or year 2) as a teaching assessment. It requires students to self-assess their transferable skills and identify development opportunities from that, to prepare students to seek out and secure work-related experience.
Liverpool John Moores University
A high proportion of students at Liverpool John Moores come from disadvantaged backgrounds. Helping students develop social capital and mobility is therefore important across all programmes. For example, the careers service has tailored their work with care experienced students, and has brought in a disabled employment specialist. It’s also engaged in co-creation with interns and students from different backgrounds.
Regent's University London
Self-employment is a significant pathway for graduates, with 26% of recent graduates being self-employed. Students at Regent's have been identified for their entrepreneurial flair. Alumni come back to Regent's – a programme to all those interested in starting their own enterprise. The university has also .
University of Winchester
The Psychology Futures programme uses personal tutoring, compulsory embedded modules in each year, optional applied modules in level 6, and a combination of reflective, goal directed and applied assessments to develop students’ higher-level learning. In the final year, the programme provides timetabled individual career coaching to help each student prepare for their transition to work or further study.
A survey in May 2022 of 168 level 6 students, with a response rate of 43.5%, found that 85% value the embedded employability content, 80% believe it’s helped them develop their self-awareness, and 81% feel it has helped them identify potential career options.
York St John University
The careers service aims to tailor events to the broad spectrum of needs for students. For example, those from the neurodiverse community are supported by a career advice specialist. This support helps students identify what the barriers are to them getting into work, and helps them challenge themselves. Often, a barrier may be that students don’t have the confidence to pursue new opportunities.