Access to employability

1. Access to employability Fiona White & Richard Mendez Preparing for work: Dyslexic undergraduates making the transition into employment

2. Aims of the Workshop • Investigate the need for an employability programme at the University of Leicester for students with disabilities; • Discuss the programme devised by the University of Leicester • Discussion

3. Background • What information is there about how dyslexic students perform in the job market and do they remain in employment? • What are dyslexic students’ main concerns about employability and employment? • How do Higher Education Institutions and students address these concerns?

4. Background • Research from the UK’s Association for Graduate Careers Advisory Services (AGCAS) Disabilities Task Group • Improved parity in the employment destinations of graduates with disabilities and non-disabled graduates in 2007 • But disparities still exist !

5. The UK National Context AGCAS’ research showed that in 2007: • 49.9% of graduates with a disability were in full-time employment, compared with 55.6% of non-disabled graduates • 7.8% of graduates with a disability were unemployed, compared with just 5.6% of non-disabled graduates

6. The UK National Context 2007 Destinations of graduates with a disability compared with non-disabled graduates in percentages (%)

7. The UK National Context • Statistics appear relatively positive for graduates with disabilities • AGCAS reports that the statistics masks underlying issues • Previously shrinking gap between both sets of graduates, beginning to widen again • Anecdotal evidence from the University of Leicester – some graduates with dyslexia struggle to keep their jobs long-term

8. The University of Leicester Context • 2007 graduate destinations data specific to University of Leicester graduates • 46% of University of Leicester graduates with a disability were in full-time employment compared with 51.9% of all other Leicester graduates that year • 11% of University of Leicester’s graduates with a disability were assumed unemployed compared with only 4.7% of Leicester’s non-disabled graduates • Big disparity !

9. The University of Leicester Context 2007 Destinations of University of Leicester graduates with a disability compared with University of Leicester non-disabled graduates in percentages (%)

10. The University of Leicester Context Worryingly • University of Leicester graduates with a disability, twice as likely to be unemployed than their non-disabled counterparts • Also, fared poorly when compared to the national equivalent • 2007 national figure for graduates with a disability registered unemployed 7.8%, compared with University of Leicester’s 11%

11. Focus Group Research • In 2008, University of Leicester undertook qualitative research to gauge the views of students with disabilities • Three focus groups conducted - share views on employability and employment prospects • Majority of students in focus groups were dyslexic

12. Analysis of Focus Group Results FOCUS GROUP 1 • Many had no prior work experience – cited time management issues • Majority had never compiled a CV • Majority had little knowledge about the employability provision provided by the University

13. Analysis of Focus Group Results FOCUS GROUP 2 and 3 • When questioned about their concerns about graduate employment • Employers’ negative perception of disabilities • Obtaining a job • Managing their dyslexia in the world of work • Adhering to deadlines and meetings in the workplace • Being misunderstood (written communication)

14. Rationale for an Employability Programme From the analysis: • Students with disabilities might not be engaging in usual channels of employability provision • Thus, might be disadvantaged upon graduation compared to their non-disabled counterparts • Students’ feedback suggested that a forum for open discussion about employability and disability was needed These conclusions lead to the creation of Access to Employability

15. What is Access to Employability? • Work-related programme addressing key issues from the focus group results • Exclusive to students with a disability and commenced autumn 2008 • Philosophy: empower students with disabilities by building confidence and providing practical work experience

16. Features of Access to Employability • 2-hour interactive workshop addressing key issues such as disclosure • Employer representative talks about his own experiences managing his dyslexia whilst establishing a successful career • Pre-arranged 15-day staggered internship with local employers from different industries

17. Structure of Access to Employability Initial registration on to Access to Employability TOPICS: 1.Disclosure 2.Barriers to employment 3.Employer talk 4. Improving employability 5. CV advice 2-hour interactive workshop Pre-placement consultation to help students maximise the experience Student commences work placement and access to e-resources Sign up to 15-day staggered work placements

18. Evaluating Access to Employability • Difficult to evaluate impact without ascertaining the employment destinations data of all participants when they graduate • Until then, rely on participants’ feedback collected via consultations and questionnaires • Feedback was positive • Some constructive criticism (which was welcomed)

19. Evaluating Access to Employability Positives: • Built their confidence and knowledge • Participating in an internship • The employer representative talking about his own experiences of dyslexia was reassuring and uplifting • Felt comfortable discussing sensitive matters

20. Evaluating Access to Employability Constructive criticisms: • 2-hour workshops, whilst enjoyable, arduous and exhausting • Workshops should focus more time on the topic of overcoming barriers to employment • Workshops should cover job interview techniques and presentation skills • Limited number of 15-day internships, more variety needed

21. Current and Future Developments • AccessAbility Centre now has a dedicated careers advisor on-site • In-depth research on a larger pool of students via questionnaires • More work placement opportunities • Separate session focused on job interview techniques

22. Discussion • What information is there about how dyslexic students perform in the job market and do they remain in employment? • What are dyslexic students’ main concerns about employability and employment? • How do Higher Education institutions and students address these concerns?

23. Bibliography • Hirst, A. (2008) The Changing Legal Context, Continuing Professional Development and the Promotion of Inclusive Pedagogy for Disabled Students, Learning and Teaching in Higher Education, vol.3, pp. 49-61 • Knight, P. & Yorke, M. (2004) Learning, Curriculum and Employability in Higher Education, London, RoutledgeFalmer • Leacy, A. & Tunnah, E. (2009) ‘What Happens Next? A Report on the First Destinations of 2007 Disabled Graduates’, Sheffield, AGCAS.

24. Contact Details Fiona White, Dyslexia Study Advisor Email: fmw4@le.ac.uk Richard Mendez, Work-related Learning Tutor Email: rm205@le.ac.uk