Publications

21st Century Skills for Sport and Recreation Graduates: Realising our Potential, 2004, Bill, K., Bowen-Jones, W. (University College Worcester), Link Newsletter (The HE Academy Hospitality, Leisure, Sport and Tourism Network), no. 11, pp 16-18.

In this article, the skills and other competencies that it is desirable for sports graduates to have, and whether and how these skills can be delivered through the curriculum, are discussed.

Am I Bovvered? Engaging Students in the Learning Process, through a Student Led Conference, 2007, Walker, C., Cullinane, D., and Haskins, D. (Liverpool John Moores University). The HE Academy Hospitality, Leisure, Sport and Tourism Network.

This case study focuses on a student led conference as a way of engaging students with their own learning. In this case, the conference was the culmination of a core module in which students critically analysed current sport development delivery models. Among the outcomes described by the module team were benefits for the students’ employability. The students acknowledged that the conference increased their awareness of and enhanced their personal skills, and contributed to preparing them for work after graduation.

Best of both worlds: an exploration of key skills required for graduate work in the leisure and sport industry and links to Personal Development Planning, 2004. Tomkins, A. (University of Gloucestershire), Link Newsletter (The HE Academy Hospitality, Leisure, Sport and Tourism Network), no. 11, pp 11-12.

In this article, gaps between Gloucestershire employers' expectations of Leisure Management (LM) graduates and the perceptions of skills development of recent LM graduates are identified. The role of personal development planning in fostering skills development and in self-marketing to employers is discussed.

Designing Personal Development Modules for Leisure Studies: a Discussion of the Adoption of Flexible Teaching and Learning Approaches, 2005, Gilhespy, I., Journal of Hospitality, Leisure, Sport and Tourism Education, Vol.4, No 1, pp 48-52.

This paper evaluates an attempt to address key skills development through a personal development module for leisure studies students, based on the particular needs of individual students, in a bespoke manner.

Developing employability skills through employer engagement in foundation degrees, Hingley, V.(Hotel School, City College Norwich). The HE Academy Hospitality, Leisure, Sport and Tourism Network.

The case study focuses on the development of employability skills in the College’s Hospitality, Tourism and Leisure Foundation Degrees at a time of major curriculum change from a two-year HND programme, with a six month work placement, to a two-year work-based Foundation Degree with enhanced emphasis on work-based learning (WBL). The views of employers, students and tutors about the development and importance of employability skills and attributes are surveyed. For further details and the full case study report go to the Employability Case Studies section of this website.

Dragon’s Den Assessment and Employer Feedback, 2008, Mannall, C. (Westminster Kingsway College), The HEA Hospitality, Leisure, Sport and Tourism Network.

This case study focuses on employer involvement in the assessment of students work. As part of the Hospitality Entrepreneurship and Creativity module of the final year degree programme at WKC, pairs of students made a presentation following a Dragons’ Den format. They were asked to design an innovative product or service for the hospitality industry that didn’t already exist and make a presentation about it to a panel of employers and tutors. After facing the students with challenging questions the employers would provide critical feedback about the viability of the business proposals and the students’ presentation skills. 

Embedding employability in postgraduate hospitality and tourism courses through work placement, 2007, Martin, E., and McCabe, S.(Sheffield Hallam University). The HE Academy Hospitality, Leisure, Sport and Tourism Network.

This case study explores the employability skills/needs of postgraduate students of hospitality and tourism courses. After evaluating students’ perceptions of the skills required by the hospitality and tourism industry and their expectations for skills development during their programme, interventions including assessed work experience placements and a  ‘Developing Your Management Skills’ module were developed. . For further details and the full case study report go to the Employability Case Studies section of this website.

Employability and graduate identity, 2010, Hinchliffe, G., and Jolly, A., Graduate Market Trends (GMT), Spring 2010, pp 8 -13. Manchester: Higher Education Careers Services Unit (HECSU.

This article is based on research findings from a Higher Education Academy funded project entitled ‘Employer Concepts of Graduate Employability’. Employers from various sectors were asked about their perceptions of graduates and the importance they place on almost 50 specific skills, competencies, attributes and personal qualities. The authors propose an understanding of graduate employability that builds on the ‘graduate identity’ approach as developed by Leonard Holmes. This calls into question the traditional model of graduate employability comprising skills, competencies and attributes. What emerges is an employer-centric four-stranded concept of identity that comprises value, intellect, social engagement and performance.
 

Employability in higher education: what it is - what it is not, 2006, Yorke, M., A guide from series one of the Higher Education Academy's Learning and Employability Series.

This guide is for academic staff who are considering the enhancement of student employability. After discussing the relationship between employability and the economy, and the labour market demands of higher education, the booklet looks at the nature of student employability, leading up to a working definition and some alternative approaches. It then discusses the often used terms "core, key and transferable skills" and argues that employability is more complex than the commonly held simplistic view of these might suggest.

Employability Skills Initiatives in Higher Education: What Effects Do They Have On Graduate Labour Market Outcomes?, 2006, Mason, G., Williams, G., and Cranmer, S.. London: National Institute of Economic and Social Research.

This paper makes use of detailed information gathered at university department level, combined with graduate survey data, to assess the impact of different kinds of employability skills initiative on graduate labour market performance. Structured work experience is beneficial in a number of ways but departmental involvement in explicit teaching and assessment of employability skills is found not to be significantly related to labour market outcomes.

The Employability Challenge, 2009, UK Commission for Employment and Skills.

This document is the UK Commission’s opening statement in the debate about the need for, attitudes to, and development of, employability skills. The role of learning professionals, educational institutions, employers, and the learners themselves are discussed. Universities and their students are considered along with schools and colleges and feature amongst the case studies in the accompanying publication Employability Challenge - Case Studies.

Engaging Students in SOARing for Employability, 2009, Kumar, A.. Graduate Market Trends, Autumn 2009, pp 8-10.

This article outlines the SOAR (Self, Opportunity, Aspirations, and Results) model and its use, with staff support, in enabling students to understand and develop behavioural competencies that can help with learning, work and life in general. Approaches that staff can use to help their students are described and the experiences of the University of Bedfordshire with SOAR, including with Tourism students, are referred to.

Enhancing employability through critical reflective learning, 2007, Buswell, J. and Tomkins, A. (University of Gloucestershire). The HE Academy Hospitality, Leisure, Sport and Tourism Network.

In order to prepare students for their future employment this case study explores the process of critical storytelling as a means of developing students’ reflective thinking skills, and is concerned with how students reconstruct learning from critical incidents experienced in the workplace to extract new meanings and new learning. The influences of peer support and mentoring in enhancing reflective learning are considered. The use of learning inventories that allow students to assess their strengths and weaknesses in relation to learning capabilities and emotional competence is also described. For further details and the full case study report go to the Employability Case Studies section of this website.

Enhancing Student Employability Through a Team Exercise on a Visitor Attraction Management Module, 2005, Enzenbacher, D. (Bath Spa University), The HE Academy Hospitality, Leisure, Sport and Tourism Network.

This case study shows how the employability skills of tourism management students were enhanced by building direct contact with tourism employers into the curriculum. Based on a team exercise, students were able to meet tourism managers and thus were helped to relate what is learned in class to working in a business setting.

Event Management Skills, 2007, Jackson, C., Beeston, S., and Darkins, A., (Bournemouth University), Link Newsletter (The HE Academy Hospitality, Leisure, Sport and Tourism Network), no. 20, pp 5 -7.

This paper focuses on the initial findings from research undertaken with events employers to discover which skills they think are the most important for managers of events. It describes other on-going projects to identify the skills that graduates with an award title that includes “events” should have and then discusses the events management and operational skills that events organisations say they value. Lists of skills are given.

From Potential to Achievement: enhancing students’ value to employers, 2008, Beattie, I, Nixon, S., and Walker, C.. (Liverpool John Moores University). The HE Academy Hospitality, Leisure, Sport and Tourism Network.

This case study set out to examine and develop the employability agenda for a BA (Hons) Sport Development with Physical Education programme. The main focus was on the benefits of Work-Based Learning (WBL) and its contribution to the employability of the students. The employability perceptions of employers, students and WBL partners were evaluated. For further details and the full case study report go to the Employability Case Studies section of this website.

Future fit: preparing graduates for the world of work, 2009, the CBI and Universities UK.

This report defines employability, highlighting its importance to the current crop of graduates, and describes the role HEIs and employers can play to give students the best possible opportunities to build, refine and articulate their employability skills. It contains, information about what universities and employers are currently doing, including survey findings and case studies to illustrate good practice.

Generic Competencies and Tourism Graduates, 2009, Munar, A. M., and Montano J. J., Journal of the Higher Education Academy - Hospitality, Leisure, Sport & Tourism Network (JoHLSTE), Vol. 8, no. 1, pp 70-84.

This study examines how universities can attain knowledge of the generic competences demanded by the tourism industry, in this case the Balearic Islands, and looks at how this knowledge should be used in the design of tourism programmes. It presents a critical approach to the role played by the labour market in tourism education, while the survey and its methods act as a practical tool for those developing the tourism curriculum.

Graduate Employability: can higher education deliver?, 2008, Maher, A., and Graves, S.. Threshold Press (copies are available from Angel Maher at: amaher@brookes.ac.uk).

This book, an output from the FDTL5 'Enhancing Graduate Employability' project, will be valued by those academics across the discipline spectrum, but especially those in the HLST subject areas, who are interested in enhancing the employability of their students. Based on an extensive literature review and empirical research, it firstly discusses the key issues on employability and higher education, especially “the great skills debate”. It then focuses on embedding employability in the curriculum and the challenges associated with this. There is also a chapter on supply and demand in the HLST labour market which is brave given the turbulent and rapidly changing situation for graduates as economies across the world struggle. This book’s sister publication, Developing Graduate Employability: case studies in hospitality, leisure, sport and tourism, is also available from Angela Maher).

Graduate Employability: What do employers think and want?, 2008, Archer, W., and Davison, J.. London: Council for Industry and Education (CIHE).

A study of nearly 250 large, medium and small employers for the CIHE highlights the skills and experiences employers look for when recruiting graduates. Included in the findings are that communication, teamwork, and integrity are the three most important “skills and capabilities” sought by employers but are well down in the employers’ satisfaction list. The largest satisfactions gaps are for commercial awareness and relevant work experience. Professional work experience overseas is particularly valued.

Graduates in the workplace - Does a degree add value?, 2006. London: The Chartered Institute of Personnel and Development.

This report examines the views of graduates across the subject spectrum about the benefits of their university education, attitudes to work, and impact of student debt on their career plans. There are sections on the benefits and satisfactions that work is providing and the skills the graduates believe they have gained from their university experience. Those graduating in 2005 earned a mean starting salary of £19,451.

Groupwork Case Studies, 2005, The HE Academy Hospitality, Leisure, Sport and Tourism Network.

These case studies describe exercises that require students to work in groups. One outcome is an increased understanding of the processes of, and greater effectiveness in, collaborative working.

Higher Ambitions: the future of universities in a knowledge economy, 2009, Department for Business, Innovation and Skills.

In this report the Government emphasises the importance of graduate employability targeted on the economy’s needs for higher level skills. There will be more focus on the “key subjects essential to …. economic growth” and “the teaching programmes that best prepare students for the jobs of the future”. Increased data about likely employment outcomes from particular courses will be available enabling students and employers to make more informed choices. Employers will be expected to be more involved in course design and student sponsorship and to provide work experience.

'Higher Education at Work - High Skills: High Value', 2008, Department for Business, Innovation, and Skills.

This report is essentially a higher level skills strategy for the UK, ie what needs to be done over the next 10 years to equip the workforce with the skills required for an innovative and competitive economy. It is based on the views, over 200+ responses, from a wide range of stakeholders including HE and FE providers and representative bodies, employers' organisations, Sector Skills Councils and Professional Bodies.

Higher Level Learning: Universities and Employers Working Together, 2006, Universities UK.

This report describes ways in which HE is working with employers to develop business-focused degrees and enhance graduate employability. One of the areas considered is sport and leisure. Case studies feature courses that link to specific industries and provide students with the skills needed to work effectively in them.

How Much Does Higher Education Enhance the Employability of Graduates?, 2003, Mason, G., Williams, G,. Cranmer, S., and Guile, D. (NIESR and the Institute of Education), HEFCE.

This study focuses on five subjects areas typical of the wide range of subjects taught in universities, namely: biological sciences, business studies, computer science/studies, design studies and history. Aspects of employability-enhancing strategies in departments in each subject area were considered including: their approaches to skill development; employer involvement with programmes of study; student work experience; and other employability initiatives. Correlations were made with graduate employment outcomes incorporating the views of graduates employees and their managers.

Incorporating Problem-Based Learning Strategies to Develop Learner Autonomy and Employability Skills in Sports Science Undergraduates, 2008, Martin, L., West, J., and Bill, K.. Journal of the Higher Education Academy - Hospitality, Leisure, Sport & Tourism Network (JoHLSTE), Vol. 7, no. 1.

The study provided evidence that a 12-week problem-based learning (PBL) intervention can help promote learner autonomy. Students were able to identify that PBL enabled them to develop employability skills such as team-working and communication in addition to the application of content knowledge.

International Foodservice and Sanitation Management Curricula to Enhance Student Skills, 2010, Leong, J. K., and Hancer, M.,  Journal of Hospitality Marketing and Management, Issue  2, February 2010 , pp 137 – 156.

The skills and abilities sought by multinational hospitality corporations when recruiting hospitality students are the focus of this article. The perceived competencies, relating particularly to foodservice management, sanitation management, and leadership, that should be addressed in the curriculum are discussed.

Institute of Directors skills briefing: graduates’ employability skills, 2007, Institute of Directors.

An October 2007 survey of the views of members of the institute of Directors identified the skills (to be more specific, the skills, attributes and abilities other than technical) particularly valued in graduate employees and how prevalent they are in recent graduate recruits. A ranked list of 28 skills is given.

Introducing Key Skills in Higher Education: Some Issues for Departments, 2002, Centre for Developing and Evaluating Lifelong Learning (University of Nottingham).

This extensive publication facilitates a discussion of key skills by identifying the main issues for departments. Within the 12 sections, each focusing on a particular issue, the main "departmental agenda items” are listed and links to source materials and case-studies provided.

Making groups work: improving group work through the principles of academic assertiveness in higher education and professional development, 2009, Moon, J., The Higher Education Academy Subject Centre for Education, ESCalate.

This, the latest in a series of discussion papers, is essentially a set of materials designed for direct use by academics with students to improve their work in groups. Although this is primarily to give students a better understanding of the dynamics involved in working in a group environment in order to help and support them in their academic and personal development in HE, the skills acquired will be transferable into their professional work during and after their studies.

Options with your subject series, 2008, produced by AGCAS

Entitled ' (name of degree subject): Where to Start?', each sheet summarises the most commonly entered occupations, directly and indirectly subject related, for graduates in 76 different subjects including hospitality management/hotel and catering, leisure/recreation management, sports management/science, and travel and tourism.. The skills gained from the study of each subject and the main employer sectors are also listed.

Oven-ready and self-basting? Taking stock of employability skills, 2004, Maher, A., (Oxford Brookes University), Link Newsletter (The HE Academy Hospitality, Leisure, Sport and Tourism Network), no. 11, pp 7-9.

Based on a survey of hospitality graduates who had qualified between 1995 and 2002, this article focuses on the personal qualities, core skills and process skills deemed  necessary for career success and the extent to which they were perceived to have been developed by degree programmes.

SOARing to Success: Personal, Academic and Career Development in Higher Education, 2008, Kumar, A.. London: Routledge Taylor & Francis (Available from the linked website or academic booksellers).

Aimed at academics, this book focuses on how to integrate the development of employability including Personal Development Planning (PDP) activities into teaching in higher education. It contains activities, exercises, lesson plans, resources, reflective questionnaires, skills audits and case studies, and offers suggestions for how these may be customised to suit different groups of students in different subject areas.

SKILLS FOR SUCCESS: Progressing Careers in the Hospitality, Leisure and Retail Sectors, 2008, The HE Academy Hospitality, Leisure, Sport and Tourism Network.

The HLST network, in collaboration with three sector skills councils (SkillsActive, Skillsmart and People 1st), has worked on a project to map career progression in the leisure, retail and hospitality sectors. 34 Managers working in these sectors were interviewed about their careers to date, their skills and qualifications and the relevance of these to the jobs they were doing, and their aspirations for the future. The case studies, with ideas for use by higher education staff, careers advisors, and others, are available in hard copy, contact hlst@brookes.ac.uk, and online.

Sport management, 2009, Bill, K.. Exeter: Learning Matters.

This book, a resource produced for students, aims to provide a grasp both of the fundamentals of management and of the changing business and policy contexts. Including theoretical explanations, real-world examples and case studies, learning activities and guidance on further study, it helps sports management students to “get to grips” with management and its contexts, and to develop a rounded understanding of the subject.

Student employability profiles: a guide for higher education practitioners, 2006, The Higher Education Academy in association with CIHE and Graduate Prospects, The Higher Education Academy.

Of benefit to academics and students, this highly regarded publication discusses many aspects of student employability in areas including curriculum design, career development learning, learning from work placements, and Personal Development Planning. As well as summarising the subject coverage of a particular degree discipline, each of the 50+ Profiles, including those for the HLST subjects, describes the subject-specific skills that can be developed by students through its study based on the QAA benchmark statements. There is also a list of the criteria that employers seek in their graduate recruits followed by a glossary of 28 competencies and for each a list of reflective questions that students can use, with tutor support, to focus on their skills development and supporting evidence for this drawn from their achievements in studies and extracurricular activities.

Student Employability Profiles, 2009, The HE Academy Hospitality, Leisure, Sport and Tourism Network.

The four Student Employability Profiles for the HLST subjects, as published in the book described in the previous entry, are provided on The HE Academy Hospitality, Leisure, Sport and Tourism Network website with the addition of a Profile for Events (Management).

Student Induction and Employability: the Outdoor Activity Residential Contribution, 2009, a Case Study, Davies, W., (University of Wales Institute, Cardiff), The HEA Hospitality, Leisure, Sport and Tourism Network.

Each new entrant to the undergraduate sports study scheme attends a residential course in the first month of their first year, an element of the Year1 PDP module. Students work in problem solving groups in an outdoor activity and evaluate their contribution to processes and outcomes. The module aims to promote self-awareness and development through personal audit and to improve communication skills and personal assessment (of self and others) skills. It also helps to develop team working and leadership.

Subject Benchmark Statement for Hospitality, Leisure, Sport and Tourism, 2008, The Quality Assurance Agency (QAA).

The QAA subject benchmark statement, as well as providing an outline of the knowledge and understanding of the particular subjects, describes the skills which a typical honours graduate is expected to possess. Skills are divided into generic, which graduates of all programmes should develop, and subject-specific with separate sections on the Events, Hospitality, Leisure, Sport and Tourism subjects.

The Student Skills Guide, 2001, Drew, S. and Bingham, R., Gower Publishing. (Available from academic booksellers).

 This book is a detailed learning aid for students wishing to develop and improve the skills necessary for successful study and future work. With the emphasis mainly on course work it covers, at starter and more advanced levels, self-evaluation, action planning and reflection, and ways of developing the many other skills that can be transferred into graduate employment.

Students’ Awareness of the Importance of Transferable Skills for Employability, 2005, Petrova, P., and Ujma, D. (University of Luton), The HE Academy Hospitality, Leisure, Sport and Tourism Network.

This case study measured tourism students’ awareness of the skill requirements needed for employment in the tourism industry and whether or not they felt they possessed those skills. Measures taken to foster skills development through the curriculum are described including the use of personal development planning to ensure that students are aware of the process and benefit from it.

Using PDP to track, audit and evidence employability skills, 2007, Brennan, D. A., and Murphy, M. H. (University of Ulster at Jordanstown). The HE Academy Hospitality, Leisure, Sport and Tourism Network.

The case study describes an intervention which used the PDP system to encourage undergraduate Sports Studies and Sport and Exercise Science students to: develop an understanding / awareness of employability skills; conduct a personal employability skills audit; learn how to evidence their employability skills; identify opportunities for developing employability skills gaps identified by the skills audit; and reflect on their skill development after a years placement in the sports industry. For further details and the full case study report go to the Employability Case Studies section of this website.

The Value of Real Working Environments in Developing Employability, 2008, Farbrother, C., and Thomas, S. (Oxford Brookes University), Link Newsletter (The HE Academy Hospitality, Leisure, Sport and Tourism Network), no. 22, pp 25-27.

In reconsidering and reconfiguring the skills based learning of its hospitality students, the School of Services Management (SSM) at Bournemouth University, has moved away from the traditional training restaurant approach delivery of the practical curriculum. The working environment chosen to prepare students for employment by equipping them with appropriate sets of skills, knowledge and personal attributes was the University’s staff dining facilities. Students are involved in all operational and management aspects of the restaurant, encompassing stores, production, back of house, support office and food service functions for a total of 10 weeks full time through the first and second years. Second year students take on the role of a management team and operate all aspects of the business unit.

‘You have to do it rather than being in a class and just listening.’ The Impact of Problem-Based Learning on the Student Experience in Sports and Exercise Biomechanics, 2007, Duncan, M., Lyons, M., and Al-Nakeeb, Y. (Newman College of Higher Education), Journal of the Higher Education Academy - Hospitality, Leisure, Sport & Tourism Network (JoHLSTE), Vo. 6, no. 1.

This paper outlines the process of developing a second year undergraduate module in sport and exercise biomechanics using problem-based learning (PBL), and assessment of the outcome via reflective learning reports and focus group interviews. The students reported that as well as increasing their enthusiasm for and engagement with the subject, it allowed them to develop particular skills, eg critical thinking, interaction and problem solving skills, that might be useful in later employment.

Tools and other resources.

Employability Card Sorts, The Higher Education Academy.

Designing and using a card sort can be an effective way to help students and staff to reflect on, assess, and make choices about employability issues and initiatives. Currently available card sorts can be tailored to meet the differing needs of staff.

Hospitality Adding Value to Education (HAVE), The HE Academy Hospitality, Leisure, Sport and Tourism Subject Centre and partners.

The scheme has generated materials, eg a reflective log and evidence portfolio, to help students from all disciplines obtain greater benefit from their part-time and casual employment in the hospitality, leisure, sport and tourism industries. This will help them, with tutor and employer support, to develop, articulate and demonstrate transferable employability skills and personal attributes.

Web-based including project-related resources.

e-evolve Enhancing Employability, a HEFCE FDTL5 project.

The aim of this project is to utilise enquiry based learning (EBL) within a virtual learning environment (VLE) to improve graduate-level employability and enhance vocational opportunities of business and management and other graduates. By developing a distinctive curriculum with reference to professional practice, this project seeks to produce knowledgeable, capable and employable students and graduates. Students are enabled to acquire key employability skills and personal attributes. Teaching staff are provided with a model and resources to facilitate this process. Although the main focus is on business and management students there is much of value for teachers of other student subject groups.

Embedding Intellectual and Transferable Skills into the Learning and Skills Development Scheme, 2002, Baker, S. et al. (Thames Valley University). The HE Academy Hospitality, Leisure, Sport and Tourism Network.

The project looked at the integration of intellectual and transferable skills into a Learning Skills Development Scheme, a non-assessed stand-alone module, in the subject areas of tourism, hospitality and leisure.

Key Skills on Sport & Exercise Science Degree Programmes, 2003, Byrne, N, (Manchester Metropolitan University), The HE Academy Hospitality, Leisure, Sport and Tourism Network.

The aim of this project was to review and evaluate different approaches to key skills development in sport and exercise science programmes, examining the nature of the skills and how they are being delivered, assessed and evaluated.

Skills Plus: Employability in Higher Education, 2000-2002, a collaborative project carried out by Universities in the North West, The Northwest Development Agency, and the Open University Centre for Outcomes-Based Education.

The aim of this ground-breaking project was to tune undergraduate curricula in a representative selection of subjects across 17 departments across four universities to enhance student claims to employability and to carry out research into how employability is really understood in the workplace. At the heart of the work in departments is the USEM (Understanding, Skills, Efficacy Beliefs, and Metacognition) model.

Vitae:raising the potential of researchers, 2010, a web-based resource managed by CRAC.

Vitae is a national organisation aimed at doctoral researchers, supervisors and Pis and other staff supporting the development of researchers, and employers. It sees its role as “championing the personal, professional and career development of doctoral researchers and research staff in higher education institutions and research institutes”. A wide range of resources is available to help and support researchers at all stages of their career planning including on-line materials, conferences and other meetings and courses (eg the well-regarded Gradschools), paper publications, and case-studies. Extensive links to other sites and publications are provided.

To locate other themed and generic resources please click on any of the following:

Association of Graduate Careers Advisory Services (AGCAS).

AGCAS is the professional association for higher education (HE) careers practitioners. Part of its work is to generate up-to-date information, advice and guidance products for careers advisers and others interested in the employability of graduates. These pages give access to a variety of resources in various media of benefit to all those working with students engaged in career decision-making and self-marketing. For example there are DVDs about job interviews and selection centres. Academics can purchase resources but are initially recommended to contact their campus careers service. They may be able to view and assess them there and gain advice and support when using them. See the Media round up for news items relating to HE and graduate employment.

Centres for Excellence in Teaching and Learning (CETLs).

The work of some CETLs is designed, in whole or in part, to enhance aspects of career preparation through learning and teaching.

Employability and Employee Learning,The Higher Education Academy. 

These web pages describe the work of the Employability and Employee Learning (EEL) team whose remit is “to influence and enhance the student learning experience by facilitating and brokering networks of projects, institutions, individual academics and subject centres in the areas of employability, employer engagement and employee learning.” It includes a keyword search facility to locate HEA employability resources.

EvidenceNet, The Higher Education Academy.

This resource is designed to promote and explore the use of practice- and research-based evidence in teaching and learning in Higher Education.  Phase 1, now available, includes a searchable repository of resources, events and networks from the Academy and beyond.

Projects web pages, The Higher Education Academy.

This is a searchable database of information about the Academy's learning and teaching projects both generic and discipline-specific.

Resource Guide in Employability, The HE Academy Hospitality, Leisure, Sport and Tourism Network.

After an introduction to the whole field of student employability this extensive guide provides information about the range of materials and resources available to provide support to staff seeking to embed employability within the curriculum. The resources are mainly generic, including curriculum tools, skills-related reports, employability project, and work experience and placements, but there is section encompassing HLST-specific resources.

Resource Guide in the Development of Key Skills in Higher Education, 2002, Burke, P.. The HE Academy Hospitality, Leisure, Sport and Tourism Network.

This guide identifies the commonly cited key skills, their relevance to employability and how they are developed and assessed. Links to and descriptions of publications and projects and then Sources of Good Practice, HLST-related and other significant generic resources, are given.