THE MICRO-SYSTEM
The Holistic Self
Empowering Student Development
At the core of our framework lies the microsystem, focusing on the individual student and their immediate environment. Self-efficacy, the belief in one’s ability to succeed, is crucial for student development. However, students face numerous challenges and barriers that can impede their career progression. Identifying and addressing these obstacles is essential for fostering self-efficacy.
Turning Challenges into Strengths
By mapping students’ prior skills and cultural assets, we can align them with industry requirements, turning students’ unique backgrounds into a ‘superpower’. This approach recognises and leverages the diverse competencies students bring to the table. Traditional career guidance often operates through a Eurocentric lens, which can be alienating for students from minoritised and international backgrounds. To disrupt this, our framework incorporates personalised, culturally responsive career guidance. This approach helps students identify their career goals and pathways that are aligned with their cultural contexts and personal aspirations.
Research and Framing the Problem
The current inflection points in higher education significantly impact the lived experiences of minoritised students. Mental health, academic status, attainment and achievement levels, and economic progression are all influenced by white-centric structural and systemic policies and procedures. For international and other minoritised students, navigating university in the UK involves contending with socio-economic, racial, and gendered barriers. Despite advancements, systemic issues persist. These challenges are not isolated; they are deeply rooted in the obstructive and stressful environments faced by many minority students. Data clearly shows issues with retention, attainment, and subsequent career progression for individuals from minoritised backgrounds within STEAM education.
A key part of this research was to understand the paradox of inclusivity in higher education (HE) and the skills gap between academia and industry.
Key Insights include:
Graduate Employment Statistics:
Only 66% of graduates secure highly skilled employment, with lower rates for disabled 50% and Black graduates 54% compared to their White counterparts 70%.
The gap between Black, Asian, and minority ethnic graduates and White graduates awarded a ‘good degree’ (First or 2:1) has widened from 9.0 to 10.7 percentage points between 2020/21 and 2021/22.
Black graduates earn less, with only 25% earning above £25,000 compared to 38% of Asian graduates and 30% of White graduates (HEPI, 2021).
“While there is a collective university strategic aim to increase diversity within the staff and student body, it is not just about equity in numbers. It is about ensuring that every talented individual has an equal shot at success, particularly in the sciences. As an institution, there is a collective duty to close the attainment gap and level the playing field for all students.”
Discovering Challenges and Opportunities
Focus Groups with Minoritised and International Students
Focus groups with minoritised and international students revealed significant challenges impacting their critical employability. Key findings include:
Navigating the UK job market presents significant challenges for many students, particularly those from international and minoritised backgrounds. One primary issue is the difficulty in understanding and navigating the complexities of the UK job market, exacerbated by employers’ often limited knowledge about right-to-work eligibility, which can hinder the hiring process for international students.
A lack of relevant work experience can pose a substantial barrier. Many students are unable to gain such experience due to various factors, such as caring responsibilities that limit their availability. Securing work experience opportunities is further complicated by the absence of professional networks and a lack of sustained support from universities.
In particular, students from Black, Brown, and international backgrounds often feel the pressure to code-switch, conforming to ‘non-BME norms’ to fit into the workplace culture, which can be psychologically taxing. Stereotypical perceptions of skills further disadvantage these students, as they may not be seen as possessing the necessary competencies despite their qualifications.
Financial concerns also play a critical role, as the need to self-support during the job search period adds another layer of difficulty, limiting their ability to focus on securing employment.
Visa regulations pose a significant barrier for international students wanting to work in the UK, affecting their ability to engage in long-term UK job opportunities and various UK placements and internships. The Graduate Route visa, while helpful, is insufficient for sustained UK employment. New visa regulations are anticipated to further negatively impact students’ ability to participate in enrichment activities and internships.
Some international students face cultural barriers that impact their critical employability, such as differing job market expectations and understanding of application processes. For instance, many Chinese students perceive their degree as sufficient for securing a competitive internship without realising the importance of additional skills and behaviours expected in the UK job market.
For black heritage students, racial trauma and discrimination on campus further exacerbate the challenges, with some students reporting feelings of being constantly scrutinised and undervalued compared to their white counterparts.
Overall, only 40% of students feel they receive adequate career guidance to overcome these barriers, indicating a significant gap in support services. Promoting diversity and inclusion in critical employability initiatives will ensure all students have equitable opportunities.
75% of students from minority backgrounds feel their cultural experiences are not reflected in the curriculum. Programmes should celebrate diverse backgrounds and avoid tokenism: Link to See My Face source
The Purpose of Student Knowledge Exchange
Student Knowledge Exchange (SKE) opportunities are designed to bridge the gap between academia and industry, providing students with real-world experiences that enhance their employability. SKE involves the active sharing of knowledge, ideas, and experiences among students, academic faculty, and external collaborators, including industry experts, community organisations, and public sector entities.
This exchange aims to improve student readiness for employment opportunities and contribute positively to societal and economic progress.
Reducing Professional Attainment Gaps
SKE is particularly beneficial for minoritised students who often face additional barriers in the job market. By participating in SKE activities, these students gain valuable industry exposure, build professional networks, and develop cultural competencies essential for thriving in a diverse and global workforce. Critical employability skills such as communication, problem-solving, teamwork, adaptability, and digital literacy are essential but often lacking among graduates. Higher education needs to reconcile theoretical knowledge with practical skills through initiatives like SKE projects and industry collaborations.
Ensuring Equal Opportunities for All
Equity in higher education is not just about increasing numbers; it is about ensuring that every student, regardless of their background, has access to the resources, support, and opportunities needed to succeed. This includes addressing systemic biases, providing culturally responsive support, and fostering an inclusive environment where all students can thrive.
Note (I’ll add the PowerPoint from the plenary here from canva) so leave a section open to embed the HTML pls
For further insights, watch the plenary session video: Plenary Session Video.
Enhancing Support Systems
These interconnected challenges highlight the need for more comprehensive support systems to facilitate smoother transitions from education to employment for all students, particularly those from disadvantaged backgrounds. These support systems include:
- Culturally Responsive Career Support: Designing and delivering personalised career guidance that acknowledges cultural differences and barriers.
- Mentorship Programmes: Connecting students with alumni to help build professional networks and provide valuable industry insights. Evaluating the role of mentorship in supporting student development revealed that students who underwent mentoring through Soho House, the Faculty of Science and Engineering’s own mentoring scheme using the Alumni Network, and the Fashion Minority Alliance, found these initiatives effective in building professional networks, providing industry insights, and enhancing critical employability skills.
For more information about developing mentoring relationships with industry, please see Building Connections (link to building connections page)
- Fostering a Culture of Inclusivity Creating an inclusive environment where all students feel seen, heard, and valued is critical for their academic and professional success. This includes addressing systemic biases and ensuring representation of diverse voices and experiences in the curriculum and faculty. Transparency in communication and explicitly including minoritised and international students’ voices in critical employability discourse and initiatives are essential to ensure they feel valued and supported.
Policy Advocacy and Curriculum Integration
Discussions highlighted strategies for senior university leadership and academic staff to advocate for policies benefiting minoritised and international students’ employment. Key strategies include engaging policymakers for dedicated funding for tailored internship programmes, forming industry partnerships to co-develop initiatives and offer incentives for diversity in hiring, and securing grants to sustain these efforts. Integrating AI and critical employability skills into curricula, leading awareness campaigns, enhancing career services, conducting employment-focused research, and leveraging alumni networks were also proposed. For more information on policy advocacy, please see policy page (link to experiential page)
Embedding Critical Employability in the Curriculum
Embedding critical employability skills and career readiness within the curriculum from the first year is vital. This includes integrating practical experiences and skill development into course delivery. Programmes should consider adopting frameworks that emphasise and align with the skills needed in an AI-driven job market, including critical reasoning and creativity. Academic staff can embed critical employability in the curriculum by establishing interdisciplinary collaborations with industry partners to identify current and future skill demands, ensuring that academic programmes are aligned with industry needs and equipping students with relevant and practical skills.
For more information: See Link
Subheading – Encouraging Risk-Taking and Innovation
Encouraging students to take risks and view failure as a learning opportunity fosters innovation and resilience. Supporting entrepreneurial initiatives and providing pathways for students to develop this skillset and launch their own businesses can enhance their career prospects.
This comprehensive approach to student development ensures that all students, particularly those from marginalised backgrounds, receive the support they need to succeed in their careers and contribute meaningfully to society.
Tailored Career Support
Tailored career support was acknowledged as being crucial for helping students navigate the job market. Embedding critical employability skills within the curriculum from the first year is seen as essential to ensure all students receive the necessary preparation for their careers. Specific guidance on UK job market expectations and cultural nuances of job applications was recognised as key to significantly aid international students.
Strengthening Digital Literacy
According to JISC, developing essential digital tools is crucial for students to thrive in the modern job market. JISC highlights that students need to be proficient with various digital technologies, including AI, to enhance their learning and career prospects. However, based on our research, 75% of students currently feel unprepared to use AI tools in their job applications and career development, citing a lack of training and resources. This lack of preparedness hinders their competitiveness in the job market, with many feeling that their university did not provide sufficient support or guidance in this area.
At the University of Manchester, the careers service is actively developing resources to support students with AI tools. These resources are designed to be used more widely and intentionally, ensuring that students gain the necessary skills to leverage AI effectively. Teaching students how to use AI can help level the playing field and enhance their critical employability, provided equitable access is ensured. Incorporating digital tools into the learning environment is key to increasing student engagement and providing practical skills. Ensuring equitable access is essential to avoid widening gaps between student groups.
Supporting Students with AI Tools
AI tools can significantly enhance students’ learning and career preparation. By integrating AI into the curriculum and career services, universities can equip students with the skills needed to navigate an increasingly digital job market. Here are some key strategies:
AI Training Workshops
Conduct workshops focused on AI applications in various industries. These workshops can cover topics such as machine learning, data analysis, and AI ethics, providing students with hands-on experience.
AI Integration in Curriculum
Embed AI-related modules and projects into existing courses. This integration helps students apply theoretical knowledge in practical settings, enhancing their understanding of AI tools.
Access to AI Resources
Provide access to AI software and platforms. Universities can partner with tech companies to offer students free or discounted access to AI tools, ensuring all students can learn and practice.
AI in Career Services
Incorporate AI tools into career services, such as resume screening, job matching, and interview preparation. These tools can help students better understand how to present their skills and experience effectively.
Equitable Access Initiatives
Develop initiatives to ensure all students, regardless of their background, have access to AI training and resources. This can include scholarships, grants, and targeted support for underrepresented groups.
Cultural Currency (Superpower) and Prior Skills Mapping
Leveraging Student Strengths
60% of career services provisions fail to recognise and harness the unique strengths and experiences of minoritised and international students to significantly enhance their critical employability, indicating a lack of consideration for these issues and resulting in the underutilisation of available services. Resources that encourage these students to articulate their skills and experiences effectively are therefore seen as crucial.
Overview
This activity focuses on identifying and enhancing students’ unique strengths and prior experiences. By connecting these assets to industry requirements, students can develop a personalised skills map that highlights their superpowers. Personalised assessments help students recognise and enhance their unique cultural and professional strengths.
