News articles tagged with 'DLHE'
As the government prepares to make salary data within six months of graduation available to prospective students, new research suggests that it is a poor predictor of lifetime earnings. The imminent royal wedding offers an opportunity to consider the factors that might make a difference to an individual's earnings and career success.
Many careers professionals have expressed concern that a new question on salary in the annual Higher Education Statistics Agency's Destination of Leavers of Higher Education (DLHE) survey, and the publication of the data on websites such as Unistats, will mislead prospective entrants to HE, their parents and advisers. The new research suggests that their fears could be justified.
In a paper presented at the Royal Economic Society conference last week (Differences by Degree: evidence of the net financial rates of return to undergraduate study for England and Wales*), Professor Ian Walker and Yu Zhu of Lancaster University Management School use a subset of the national Labour Forces Survey (respondents in England with at least A Levels) to look at what does make a difference to lifetime earnings.
Impact of subject
Walker and Zhu divide the sample (81,436) into five broad groups ('STEM' - Science, Technology, Engineering and Mathematics graduates; ‘LEM' - Law, Economics and Management graduates; 'OSSAH' - Other Social Sciences, Arts and Humanities graduates; 'Combined' - where more than one subject is studied; and ‘A Level' - non-graduates who achieved at least 2 A Levels, ie who were qualified to go into HE but did not complete a degree) and map their earnings by age. They also examine the impact of gender and degree classification.
Not unexpectedly, the data shows very different age-earnings profiles for men and women, but it also shows different profiles for each gender depending on the subjects studied. For example, female STEM graduates earn higher salaries than all other females between the ages of 21 and 30, but by the age of 40 have been passed by all but the A Level group. (Could this be partly because of the often-discussed difficulties of combining career and family in some fields in which STEM graduates predominate?)OSSAH graduates initially earn less than all but the A level group but, after the age of 40, overtake STEM, LEM and Combined graduates.
For men the profile looks very different, but is equally interesting. LEM graduates start high and rise steeply. They earn significantly more than all other groups until the age of around 55, when eventually they are caught (perhaps because they tend to begin the process of retiring earlier than other groups?). Male OSSAH graduates at first do better than the other three groups, but by the age of 40 have been overtaken by all apart from the A Level group. Despite the government's promotion of STEM subjects, they do not appear to be such a good choice for men, purely from a salary point of view.
Degree classification was also found to be a significant predictor of lifetime earnings. Generally, graduates with a better degree earn more. Indeed, the returns for male OSSAH graduates with a poor degree are negative, ie the A Level group earns more. However, male LEM graduates have very large returns for both ‘good' and ‘bad' degrees.
Walker and Zhu also predict the impact of higher tuition fees. They conclude that even a large rise will make little difference to the quality of a graduate's investment. For women, all subjects will continue to offer relatively high returns. For men, the subjects which offer high returns (notably LEM) will continue to do so while those with lower returns (notably OSSAH) continue to be less good investments, generally speaking.
The researchers stress that the research only demonstrates the correlation, not the causal effect, of subject of study and that they have been unable to control for institutional differences.
AGCAS CEO Margaret Dane said:
"This research only tells part of the story, especially as many of those surveyed graduated a long time ago and the labour market is constantly evolving. Nevertheless it gives weight to what careers professionals have long been saying - that the six month DLHE, while it certainly has its uses, is a flawed source of information for prospective students.
The reality is so much more complex than can be conveyed by numbers alone. This is particularly so when the figures are used to compare employability and salary prospects across different subjects and institutions in their different regions.
It's vitally important that anyone thinking about higher education has access to a wide range of reliable sources of careers information, alongside high quality advice and guidance - and that they think about what they will enjoy and be good at as well as what they might earn."
"What strikes me is the evidence that in almost all cases, a degree is shown to be a worthwhile investment. And that working for a good degree pays off too. Ill-informed media coverage risks putting young people off higher education altogether and condemning many of them to a lifetime of lower earnings."
Outlook for the prince
So, although Prince William's degree in Geography (OSSAH) might not at first sight seem to have been such a good choice in terms of earning potential, according to Walker and Zhu, this is certainly offset by his degree classification. He achieved a 2:1.
The Lancaster researchers were, however, unable to analyse how far the prince's background (royal), institution (St Andrews), or extra-curricular activities (eg experience in a mountain rescue team and internship in the City) impacted on his first graduate job (helicopter pilot) or on his long term earnings potential. Neither do they tell us how important salary is to him, what else motivates him or how well his skill set maps against those required for his chosen career. The example does, however, highlight some of the other factors which might be involved in career choice and success and the dangers of making decisions based on first destination statistics alone.
Differences by Degree: evidence of the net financial rates of return to undergraduate study for England and Wales, Professor Ian Walker and Yu Zhu of Lancaster University Management School, originally published in October 2010.
AGCAS report explores first destinations and ethnicity
AGCAS's Race Equality Task Group has produced a new report, which outlines the destinations of graduates from different ethnic groups. What Happens Next? compares the employment outcomes of first degree black and minority ethnic graduates with their white counterparts.
Download What Happens Next? A Report on Ethnicity and the First Destinations of Graduates.
Second longitudinal survey of graduate destinations under way
Work has begun on HESA's second longitudinal survey to track the careers of graduates three and a half years after leaving higher education. It is anticipated that the survey will reveal to what extent the recession is affecting graduate choices.
The survey has been sent to a sample of leavers who graduated in 2004/05. As well as asking about graduate activities, the survey also asks about career satisfaction.
The survey is being carried out by IFF Research Ltd on behalf of HESA, with help from all higher education institutions in the UK.
Find out more about the 2008/09 survey on the HESA website.
The Higher Education Statistical Agency (HESA) has published the results of its second large-scale longitudinal survey of the 2004/5 cohort of leavers of higher education. The report makes fascinating reading to anyone interested in the graduate labour market.
There is a huge amount of data including employment outcomes (after 3.5 years) by subject of study, qualification level, degree classification and ethnicity, as well as comparisons with the DLHE survey.
There is a huge amount of data including employment outcomes (after 3.5 years) by subject of study, qualification level, degree classification and ethnicity, as well as comparisons with the DLHE survey (which shows outcomes up to 6 months after graduation). There are also salary statistics and regional data (eg, percentage of the cohort working in each part of the UK by original region of domicile and region of study) and information about how respondents in employment found their jobs.
Also noteworthy is the data on student satisfaction. For example, 86.9% of the cohort were either very or fairly satisfied with their career to date. And most respondents, if choosing again, would not change either their subject of study or their place of study.
The data is supplied to HE institutions in the UK and can be purchased from the HESA website.
At the AGCAS Biennial Conference on Wednesday 9 September 2009, Jan Moore of Manchester Metropolitan University and AGCAS's Graduate Labour Market Task Group (GLAM), Catherine Benfield, HESA, and Charlie Ball, HECSU, presented the survey findings and led a discussion about how to use the data effectively and how the survey might be improved for the future. Pesentations will be made available to all delegates shortly.
Have your say
AGCAS members are invited to post comments on the survey and its findings below. You must be signed into the site to view or post comments.
Employability central to government's HE framework
The government has unveiled its policy for higher education, setting out the role universities will play in securing the country's economic recovery and long term prosperity. The report includes recommendations that will affect careers services, including a requirement for universities to publish statements on how they promote employability and on the long term employment prospects of particular courses.
• The expectation that all universities will publish a statement on how they promote student employability
• A requirement for universities to set out clearly what students can expect from their course, including the long-term employment prospects it offers
• An expectation that business will be more engaged in the funding and design of programmes, sponsorship of students, and work placements
• The creation of more part-time, work-based and foundation degrees to make it easier for adults to go to university with routes from apprenticeships through to Foundation degree
• More emphasis on funding vocational courses where there are demonstrable skills shortages
• Improving the advice and encouragement young people receive at school with respect to higher education
• A review of postgraduate education
• A review of the fees structure in English universities.
The report was published in November 2009.
You can download the full report, the executive summary, press releases and audio and video files from the BIS website.
St Mary’s University College (part of The Careers Group, University of London), is one of the first colleges in the UK to use Destinations Interactive, a new online DLHE system, which allows careers professionals and other HE staff to 'crunch' DLHE data easily and effectively.
Users can log in to the site and run any number of reports, for example on job sectors, comparative years and gender (so you can, for example, find the top employer for female sports science students over the past three DLHE surveys).
An introductory session for careers liaison staff at St Mary’s was well received. An 'Academic Working Lunch' is now planned to spread the word further. The St Mary’s Student Recruitment Team has already been trained up to use the system for pre-entry advice, giving potential new students an insight into destination information for their individual courses at the touch of a button, rather than by having to leaf through individual sheets of data!
This article was first submitted to Phoenix (May 2010).
Males fare worse initially as graduate unemployment rises
Male and female graduate unemployment worsened between December 2008 and December 2009. Graduate unemployment rose by 25 per cent, from 11.1 per cent to 14.0 per cent. But the position is far worse for males than for females.
However, male graduates in work are more likely to be in a 'graduate' job and to be paid more.
The analysis of gender differences comes in a report Male and Female Participation and Progression in Higher Education, published by the Higher Education Policy Institute (HEPI) on 4 July 2010. An executive summary is available.
AGCAS members are invited to comment on the report and on what the response should be from AGCAS, HE careers services, universities and the government.
You will need to be an AGCAS member and have registered with this site and signed in to see the comments facility below.
The Careers Service at the University of Huddersfield has developed powerful software called GEMS, which can produce different DLHE reports at the click of a button in order to make data available to different groups in different ways.
Read more about the GEMS approach in the report below, which is available to AGCAS members who have registered with this site and signed in.
This article was first submitted to Phoenix (September 2010).
AGCAS believes the Browne Report to be broadly progressive and welcomes its emphasis on informed decision making. However, it is concerned that some of the employability information and careers advice that it says is so important to prospective students, is not currently fit for purpose. It also calls on the government to monitor diversity in higher education, and especially in some high status professions, and act if the Browne proposals do not improve access.
The Browne Report states that the Higher Education Funding Council for England (HEFCE) found that [the] proportion of students employed in a full time professional or managerial job one year after completing the course; the proportion of students in employment in the first year after completing the course and average salary in the first year after completing the course are among the information needed by prospective students to help them make the right choices of course.
Currently universities collect and submit data on what graduates are doing six months after graduating. With many students postponing career decision making and job search until after graduation, and with an increasing number of employers and professions now expecting graduates to undergo a low-paid or unpaid internship or postgraduate training prior to a paid graduate position, the published figures are likely to mislead young people, their parents and their advisers. The Higher Education Statistics Agency (HESA) itself has recognised that this data underestimates how likely a graduate is likely to be in work and especially a 'graduate position' in longer term:
In general all subjects follow the same pattern of increasing numbers going into employment over the three and a half years. However there are differences between the subjects in how quickly this increase occurs. ... The subjects with the lowest percentages in graduate occupations at the six month time point showed the largest increase over the three and a half years. HESA, 2010.
AGCAS welcomes the Browne recommendations as a step in the right direction, but believes that employability data gathered 18 months to 3 years after graduation would be even more useful. The current review by HESA of its 6 month and longitudinal destination census points is timely.
The report emphasises the importance of high quality careers information, advice and guidance:
Every school will be required to make individualised careers advice available to its pupils. The advice will be delivered by certified professionals who are well informed, benefit from continued training and professional development and whose status in schools is respected and valued. Similar careers advice will be available to older people as well.
AGCAS comments that there is no mention in the report of how this will be achieved. Careers advice is currently under funding pressure. As a result of public sector spending cuts, local authorities responsible for the under-19s service are making large cuts to the Connexions budget. Information and advice for prospective entrants to higher education has long borne the brunt of reduced funding from central government. Provision for older applicants is even less adequate, despite the recent establishment of a new adult service.
AGCAS welcomes the suggestion that universities will have an important part to play. HE careers services are at the interface between higher education and employers and have unrivalled understanding and experience of the intricacies of the graduate labour market and in the delivery of careers information, advice guidance and related services. AGCAS itself is well positioned to develop resources to help applicants and their advisers.
Margaret Dane, AGCAS CEO, said:
"The review emphasises the importance of student choice and so it's vitally important that we provide prospective students, current students and graduates with the information, advice and guidance they need to make informed choices. It's partly about data and information but students also need advice and education so that each individual understands what they can do to increase their chances of success. Knowing what former students did is not enough and may be misleading as markets change. Decisions made at school, at ages as young as 14, can have a big impact later on but career planning doesn't end at 18. It is an ongoing process. We also ask employers to be as explicit as possible about what they need now and what they expect to be looking for in three to five years time - and engage with careers services in the provision of skills training and careers education."
Access to high status professions
Browne is to be applauded for his central principle of providing access to higher education to anyone who has the talent to succeed. AGCAS does have some concerns, however: for example, that the maximum maintenance grants are somewhat below what is actually required to live on in many university towns and cities; and that postgraduate study is not covered by the review. There is already evidence, from the Sutton Trust and others, that entrants from lower income families are under-represented in many of the most prestigious and influential professions.
AGCAS calls on government to monitor closely whether higher education becomes less attractive to students from lower income households, and act quickly if it does. We have particular concerns about, for example, medicine, architecture and language courses, which tend to be longer and so more costly for students. The same applies to professions where an unfunded period of either postgraduate study or, increasingly, an internship is usually necessary, eg law, politics and journalism.
Margaret Dane said:
"We must make sure that certain institutions, courses or professions don't become the sole preserve of the well-off. That wouldn't be good for the country or employers, let alone individuals who have the talent but not the financial means to succeed. The report says many of the right things but the test will come later. Young people and adults need access to excellent careers information, advice and guidance but, if that isn't enough, thought will need to be given to what additional support needs to be provided and who pays for it. Also the recommendations must be viewed as a whole to either be accepted or rejected. What would also be of concern is if the government agrees to some recommendations but rejects others. Cherry-picking could be disastrous."
AGCAS believes the Browne Report to be broadly progressive and welcomes its emphasis on informed decision making. We call on the government, higher education management and employers to empower careers professionals to provide the resources and services that prospective and current students and graduates need.
AGCAS welcomes the views of its members in the comments area below this article. You will need to be an Associate or Affiliate member of AGCAS and signed into the site to comment and read the comments of others.
Alternatively, media organisations can email Chris Jackson or telephone the AGCAS office on 0114 251 5750 in the first instance.
The Graduate Labour Market Task Group (GLAM) has published guidelines and recommendations to support new or existing members with setting up, joining or running a regional DLHE group.
These groups give members the chance to talk about the highs and lows of being operationally involved in the DLHE survey collection or the dissemination of graduate destination statistics. They share good practice and discuss new and innovative ways to improve all things DLHE - it's a chance to network with people who understand what 'doing' DLHE really means.
The guidelines have come about following a survey conducted by the task group, which revealed a number of requests from DLHE colleagues to join the meetings of existing regional DLHE groups or to find out if a group operates in their region. They include information on how to join a regional DLHE group, details of your regional representative and information on setting up and running a regional group, including the expectations and commitment involved as well as support available.
They guidelines are accompanied by a supporting document, outlining how these groups can help with your DLHE work. As a current member commented:
"It's very easy to feel isolated as a DLHE coordinator. The group enables me to share my frustrations and the difficulties of making a DLHE return to HESA and it's good to discuss new ideas to improve the collection process."
Find out more
Download the Guidelines and Recommendations for Setting up and Running a Regional DLHE Group
AGCAS welcomes the emphasis on employability and high-quality careers education, information, advice and guidance (CEIAG) in the government's higher education white paper, published today. AGCAS believes that access to high-quality CEIAG should start at school and continue through and beyond college and university.
Career and salary outcomes
One of AGCAS's concerns, however, with the recently announced requirements for universities to publish career and salary outcomes, is that data about graduates' first destinations and earnings are not always as straightforward as they seem. Entry into some of the most prestigious graduate jobs normally follows either an internship, a period of non-professional work experience or a postgraduate course, none of which will necessarily show up well in the data. So, anyone looking at the raw data, without understanding these nuances, could be forgiven for mistakenly viewing negatively some interim career outcomes that are in fact positive.
Role of the individual
In addition, many graduates don't get down to serious career planning for some months after graduation. Some choose to take time out to travel or stay on in their temporary job to clear some debts. Others, perhaps, haven't taken advantage of all the opportunities to enhance their employability while at university and are using the weeks after graduation to gain much-needed experience or develop their skills. Again, these individual decisions will have an impact on the data.
AGCAS applauds the intention to publish additional salary information at 40 months.
Need for careers guidance
Another worry is whether, at a time when responsibility for funding for CEIAG services is being devolved to schools and colleges, systems will be in place to equip young people to find and make use of all the newly-published information.
Anne-Marie Martin, President of AGCAS and Director of The Careers Group, University of London, said:
'Students and prospective students need to be helped to understand the implications of particular choices - of career, employer, subject of study, place and institution of study - but also of their own actions, such as making sure they are able to demonstrate that they have the qualifications, knowledge, skills and experience that potential universities and employers are looking for.
Many students will also need help with understanding both the labour market and their own personal preferences and attributes. They can then learn how to put all the information together to make informed decisions. If well taught, these career management skills will then hopefully remain with them for life.
It's perhaps ironic that the government is making much more information available, but that at the same time there is such uncertainty around the careers education and advice that will enable young people to make sense of it. The results are that they could be more confused than ever - and even seriously misled.'
'We would advise students and parents to make sure they access good careers advice, which will enable them to make informed decisions. If their school or college isn't providing it, they should ask why. Equally importantly though, the individual should take responsibility too - they should already be starting to build up relevant experience and gaining skills future employers will look for.'
The AGCAS message to students and parents - and to government and schools - is that good CEIAG is absolutely crucial and must be made available to young people both before and during university, but that it cannot take place in a vacuum. The individual must also take responsibility for their own career management. Our messages to young people must emphasise this.
AGCAS will be responding to the white paper by the deadline of 20 September 2011 and encourages its members to contribute to this collective response, as well as to respond individually and via their institution.
Higher Education White Paper: Students at the Heart of the System
AGCAS Employability Position Statement
AGCAS DVD: Journey to Work
The latest figures released by the Higher Education Statistics Agency (HESA) show a slight improvement in graduate employment outcomes over last year. They show that, within six months of graduating, 86% of 2009/10 UK leavers of higher education were either working or in further study, and 9% (down from 10% in 2008/9) were unemployed. Average salaries were unchanged at £19,000 (median) and £20,000 (mean).
There are interesting variations across the UK, with graduates from HE institutions in Scotland doing better than the UK as a whole, both in terms of employment rates and salaries.
AGCAS President, Anne-Marie Martin, said:
'These figures confirm what our members are reporting - that things have been slowly improving for a couple of years and that there are jobs out there.
We'd urge students to do all they can to make themselves employable - by making sure that they're buiding up their skills throughout their time at university through work experience, voluntary work, getting involved in student life, as well as through their studies. And, equally important, making sure that they are giving clear evidence of the skills and attributes individual employers are seeking.
We know that most students need help to do this at first. Higher education careers services are there to provide it.
Finally, the graduate job market is changing and varies from sector to sector. Careers services can also help students and graduates discover how to uncover the vacancies appropriate to them - and even create jobs where they didn't exist before.'
2009/10 Destinations of Leavers from Higher Education (DLHE) survey, HESA, July 2011.
The Graduate Employment-Market Statistics (GEMS) software package is an innovative and widely-used method of disseminating information from the annual Destinations of Leavers from Higher Education Survey (DLHE) to universities' key stakeholders including senior management, academic staff, careers researchers, graduates and current and prospective students. It was developed by the Careers Service at the University of Huddersfield in collaboration with academics and senior managers and with careers services nationally.
All HE institutions in the UK undertake the annual DLHE survey, which is overseen by the Higher Education Statistics Agency (HESA) to discover what recent graduates go on to do in terms of work and/or further study. This survey is one of the largest annual surveys in the world and has around 350,000 responses each year.
Many institutions are keen to make more use of the rich and detailed data collected in order to identify trends and better understand the graduate labour market. GEMS is a web-based package, which makes analysis easy. The software breaks down the data by academic schools, subjects and courses as well as cross-referencing survey results so it is possible, for example, to view starting salaries in a particular industry or even view the resulting employment locations on a map.
Evidence of effectiveness and success
Eleven institutions have now licensed GEMS from the University of Huddersfield and are contributing to the development of the product.
"For the Careers Service some of the main benefits GEMS provides are the ability to produce in-depth analyses on all key areas of the DLHE return, eg graduate and non-graduate employment, salary and employers, and the facility to produce data at course, department, faculty and institutional levels allowing for useful comparisons across the institution."
• Winner - AGCAS 2011 Awards for Excellence: Overall Winner and Technology. It also won the Times Higher Education ICT Initiative of the Year award.
AGCAS Technology Award Sponsored by JobSavviGrad
HECSU (the Higher Education Careers Services Unit) has recently launched the second survey in its HEFCE-funded project to promote understanding of the Longitudinal Destinations of Leavers from HE (LDLHE). AGCAS members are invited to give feedback on some exemplar materials produced by HECSU to try to make the LDLHE data more accessible.
In order to complete the survey, members are asked to:
• review all four examples of the materials HECSU has created using
findings from the LDLHE survey;
• complete a simple online survey telling HECSU whether the materials
produced are likely to be helpful to prospective HE students and their
All four example materials and a link to the survey can be found on the HECSU LDLHE Project website.
The Careers Group, University of London has released a public website showing what happened to graduates after leaving universities in London. Aimed at those considering entry to higher education, teachers, parents, pupils and current university students, What London Graduates Do shows the occupation, employer and salaries of graduates over the last five years.
More than that, it allows you to examine these trends by subject area, and then to delve deeper and personalise the results according to graduate profile. So, for example, you can find out the employment destinations of full-time, female, geography graduates over the last one, three or five years - and then dig further into the data and analyse the employment trends of popular employers and occupations.
Anne-Marie Martin, Director of The Careers Group, welcomed the launch:
“Students, parents and others can now explore in some detail the employment outcomes of graduates. Initial feedback has been very positive and we will be using this to make it even more useful in years to come.”
The Careers Group has analysed and reported on graduate destinations for a number of years and its online tool, Destinations Interactive, is used nationally by careers services and university administrations to support students and for academic planning. Creating a public-facing site for a diverse audience, while observing data protection requirements proved to be a challenge for staff. Oliver Gardham, Head of Graduate Research at The Careers Group, said:
“We had to design the site to take account of what the focus groups were telling us they wanted, what was technically possible, and what data could be disclosed legally.”
The government plans to improve public information about higher education later this year through Key Information Sets (KIS), which will include data from the graduate destinations survey. Anne-Marie noted:
“What London Graduates Do is a response to pressures to make information about graduate outcomes readily available to all stakeholders and the general public. With the increase in tuition fees and the increased focus on consumers of higher education we believe that this is a significant step towards openness and transparency.”
A new report commissioned by the AGCAS Diversity Task Group examines the destinations of graduates categorised by age, to examine whether age impacts on a graduate's post-graduation employment prospects. What Happens Next: Age Report has produced some very interesting results.
For the first time this year, research has been undertaken into the destinations of graduates categorised by age, to examine whether age impacts on a graduate's post-graduation employment prospects.
Commissioned by the AGCAS Diversity Task Group and written by the authors of the What Happens Next? series of reports, What Happens Next: Age Report has produced some very interesting results:
• overall, older graduates are performing well compared to more traditional
• older graduates who had completed their degrees in a part-time mode of
study generally performed better than those that had studied full-time;
• higher proportions of older graduates were in full-time employment than
younger ones, and less were engaged in further study (however the rate
of unemployment was slightly higher amongst older graduates);
• higher proportions of older graduates were engaged in graduate level
work, and they also tended to earn more.
Download What Happens Next: Age Report
The newly-published Destinations of Leavers of Higher Education (DLHE) data shows that 71% of 2010/11 leavers of higher education were in employment at around six months. A further 16% were in further study, with 9% assumed to be unemployed. These figures are almost unchanged from last year. The mean salary, however, has risen from c£19,000 to c£20,000. What does this mean for students and graduates? How are careers and employability services responding?
First of all, we have to consider today's figures in context. There is little doubt that the public sector in the UK is shrinking and looks like continuing to do so. For example, The Chartered Institute of Personnel and Development (CIPD) has estimated (March 2012) that 880,000 central and local government jobs will be lost by 2017. The public sector is a big employer of graduates, but the fact that the overall employment figures have barely changed suggests that many graduates are successfully finding employment elsewhere.
Some areas of the economy have given cause for cautious optimism in recent months: the retail sector has reported continuing, albeit slow, growth (ONS, June 2012); the manufacturing sector has also recently reported slow growth (CBI, June 2012); the construction sector still seems to be expanding (PMI, April 2012), albeit predominantly in the South East. We also know that most sectors are demanding a better skilled workforce. However, at this stage, it's difficult to know how many of the recently-created jobs in these sectors are going to graduates.
Graduate labour market
There are, however, a number of additional sources of information on the graduate labour market. They include the AGR and High Fliers Research surveys, both of which concentrate on large graduate employers. This year's High Fliers Research's The Graduate Market in 2012, the survey for which was conducted in December 2011, predicts:
• An increase in graduate recruitment by Britain's leading employers of 6.4%;
• Half of the surveyed employers expect to recruit more graduates in 2012 than they did in 2011, with more than another quarter maintaining their 2011 levels;
• Respondents in nine of fourteen key industries and employment areas expect to recruit more graduates in 2012;
• A third of this year's entry-level positions are expected to be filled by graduates who have already worked for their organisation (through placements, vacation work or sponsorships).
The results of AGR's summer survey are due to be published in early July 2012.
AGCAS carries out its own Quarterly Vacancy Survey, which differs from AGR and High Fliers Research in that HE careers services work closely with, and advertise vacancies for, organisations of all sizes and from all sectors. The latest survey (March 2012) showed some reasons for optimism: 80% of respondents thought the graduate labour market was the same or more buoyant than the previous quarter; and 60% that it was more buoyant than at the same time in the previous year. They reported skills shortages in IT and engineering and increased activity in retail, fast moving consumer goods (FMCG), architecture and construction. The findings of the next survey will be published in late July 2012.
Looking further ahead, the Office for Budget Responsibility (OBR) has identified (March 2012) a number of sectors that are expected to contribute to the UK's longer term economic success:
• Energy (production and sale of energy, mining, renewables, etc);
• Digital and Creative Media (which includes advertising, architecture, design, digital and ICT, publishing, programming and software development);
• Professional and Business Services (including legal, finance, real estate, telecommunications, management consultancy);
• Life Sciences (including biology, medicine, anthropology, ecology, pharmaceuticals, chemicals);
• Advanced Manufacturing (design and production, engineering of high value, high technology products within industries such as aerospace, automotive, electronics, associated supply chains).
Proactive careers and employability services
Higher education careers and employability services offer a wide range of services to make sure that their students and graduates have access to a wide range of high-quality opportunities and are well-equipped to compete in the graduate labour market.
Many have been puttting additional effort into helping graduates find opportunities with small and medium-sized organisations (SMEs). There has also been a great deal of emphasis on helping students develop entrepreneurial skills, which are valued by employers and which are expected to lead to more graduates creating their own businesses. Many also broker student work experience and paid graduate internships. The recent Wilson Review of Business-University Collaboration identified all of the above as priorities for both businesses, graduates and the wider economy.
Examples of what a number of universities are doing can be viewed in careers services' response to the Wilson Review.
Advice for students and graduates
AGCAS President, Anne-Marie Martin, said:
"It's important to be sensible about the state of the job market. These are challenging times for graduates, but there are jobs available. To secure one of them, it's important to demonstrate that you have the knowledge and skills employers are seeking. Work experience, voluntary work and getting involved in student life can all provide you with the proof you'll need. Build up evidence throughout your time as a student and when you first leave university.
Make sure you know what your careers and employability service has on offer, ideally right from the beginning of your time at university. Careers services will be able to help you weigh-up your options, learn about the graduate job market, come to informed decisions - and they'll guide you towards appropriate vacancies then help you master the art of writing applications and prepare for interviews and assessment centres. But that's just the tip of the iceberg: many services broker work placements and internships, can help you set up your own business and much more. So check them out!
Another tip is to be flexible. Have a plan B. Don't think exclusively about large organisations. There are fantastic opportunities with smaller companies, but they don't have the huge marketing budgets of the big employers and so you need to be creative about your job search. Again, your careers service is a good starting point.
If you have already graduated, check out what your university careers service offers - many will still support you even after you have left. If they don't offer this service then Google the National Careers Service and see what they offer in your region.
Finally, for employers, there are a lot of very talented people available with the skills and motivation to help your business go from strength to strength. Get in touch with a local university careers service - or contact AGCAS and we'll point you in the right direction - to talk about how they can help you find a graduate trainee, intern, work placement student or even, to start with, someone to help you part-time or during holiday periods."
For further information about any of the above, contact Chris Jackson (0191 240 3525/0114 251 5750).
The Complete University Guide has revealed the employers recruiting the greatest number of UK graduates. Analysis of the Destination of Leavers from Higher Education (DLHE) survey shows that Boots, the Nottingham-based pharmaceutical and retail group, recruited the greatest number of UK graduates in 2009-10, with more than 520 graduates placed in its various divisions.
The National Health Service is the second largest employer, with almost 500 graduates (excluding doctors, dentists and nurses).
The financial services industry, as identified by the graduates themselves, accounted for seven of the top ten recruiters. Banks and corporate finance accounted for half of the jobs for graduates with the top ten companies. Tesco was the highest-placed retail business, in sixth place.
The analysis is restricted to employers with more than 50 employees who recruited four or more graduates. It excludes smaller companies and graduates who have launched their own businesses. The results reveal key areas of demand for their skills nationally, by region and by sector.
AGCAS member Dr Bernard Kingston, principal author of The Complete University Guide, said:
"This is the first time that the recruitment pattern of graduates has been analysed in this way. It gives the clearest picture yet of the organisations that recruit graduates, and the pattern of recruitment by region. The data are derived from returns by graduates and the employers they have identified have not been confirmed by the employers themselves. Nevertheless, we believe it is a valuable facility for young people looking for graduate-level employment in extremely challenging times.
We are launching the analysis to the higher education sector first so that there is an opportunity for reaction and comments on the way the data are presented and analysed, and to hear suggestions for how it might be improved in future."
View The Complete University Guide data
The latest issue of Phoenix is now available online. The February 2014 edition includes items on the following themes: DLHE and graduate tracking - alternative sources and data integrity; The role of careers information in the modern HE careers service; Approaches to student engagement.
• DLHE and graduate tracking: alternative sources and data integrity
• The role of careers information in the modern HE careers service
• Approaches to student engagement
Regular features include The Secret Careers Adviser and Researcher's Digest.
Download Phoenix February 2014 (Issue 141)
The Home Office is currently reviewing the shortage occupation lists for the UK. This includes consideration of a proposal that all occupations that have been on the lists for longer than two years are removed and asks for comments about the alternatives to using migrant labour and evidence of labour shortages. This is an important consultation and AGCAS would like to hear as many views and collect as much evidence as possible from HE careers and employability professionals before drafting an official response.
Please send all contributions to Chris Jackson by Friday 16 November 2012.
The lists of designated shortage occupations, including a separate appendix showing those that have already been on the lists for more than two years, are available below.
Home Office events
AGCAS is also looking for volunteers to attend a number of occupation-based events, which the Home Office is organising in London. If you have a particular interest in any of the following, please contact Chris Jackson as soon as possible.
• Education and Science: Thursday 11 October – afternoon
• Engineering and Construction: Monday 15 October – morning
• Health & Social Care: Monday 15 October – afternoon
• Creative: Tuesday 16 October – afternoon
• Finance and IT: Thursday 25 October –afternoon
What do Graduates Do? 2012 is now available to download. It is a collaboration between the AGCAS Education Liaison Task Group and HECSU: HECSU provides the facts from the DLHE returns; AGCAS writers provide the expertise and articles to make sense of the figures.
The 2012 version of the publication has a new layout, including more easily understood graphs and charts. It is an invaluable resource for HE careers advisers wanting to grasp the essence of the destinations of students from distinct disciplines, as well as gain an overview of issues such as graduate employment, regional variations, self-employment and further study.
How to access What Do Graduates Do? 2012
All AGCAS member services will receive a hard copy of the publication from HECSU. A PDF is also available. The AGCAS Education Liaison Task Group will be seeking feedback in early November about how future issues of the publication might be improved.
• Download the latest edition (2012) of What Do Graduates Do?
• Download separate PDFs of the discipline sections.
Both the BBC and the Daily Mail have picked up on the messages of What do Graduates Do?
HESA has published performance indicators for the employment of leavers from higher education (HE). The statistics cover every HE institution in the UK and are based on the Destinations of Leavers from Higher Education (DLHE) survey of 2011/12 graduates. The survey was changed for 2011/12 so the results are not comparable with those for previous years.
Overall, 90.8% of full-time first degree leavers were in employment and/or further study six months after graduating. The employment rates for institutions varied from 77.4% to 100.0%.
HESA has also published indicators for research output, including the number of PhDs awarded relative to an institution's academic staff costs.
The 2013 edition of What Do Graduates Do? has been published. What Do Graduates Do? is a collaboration between the AGCAS Education Liaison Task Group and HECSU. The research shows the destinations of 242,285 first degree graduates and 81,650 postgraduates in January 2013 - six months after they had left university. This year's report features unprecedented data on postgraduate destinations.
New for 2013
This year's report features unprecedented data on postgraduate destinations. It is an invaluable resource for HE careers advisers wanting to grasp the essence of the destinations of students from both undergraduate and postgraduate degree programmes. Janice Montgomery, Chair of the AGCAS Education Liaison Task Group, explains:
"WDGD? is an excellent resource for HE careers advisers who want to gain specialist knowledge of trends within specific subjects related to their caseloads, to better advise students, subject groups and academics in their institutions. Students and prospective students can be directed to articles on skills development while at university. The new article on postgraduate study provides a clearer picture of some of the outcomes for those undertaking further study. We hope that our colleagues will find this an invaluable resource."
Findings show that postgraduates are more likely to find employment and work in a professional role, and less likely to be unemployed, than first degree graduates. The most common roles that postgraduates go into are as education professionals, health professionals and legal, social and welfare professionals.
Almost one in five first degree graduates go on to further study with 13% enrolling in further study and 6% opting to work and study. Those who go on to postgraduate education are more successful in the labour market than their first degree counterparts.
Charlie Ball, Deputy Director of Research at HECSU, said:
"The annual graduate destination survey has much-improved data on further study and postgraduates this year so we can take a closer look at these areas in What Do Graduates Do? It shows that further study isn't just a tactic to delay getting a job, but a destination that has positive employment outcomes with many choosing to study career-related subjects."
How to access What Do Graduates Do?
Download the latest edition (2013) of What Do Graduates Do?
The University of Leeds Careers Centre won the AGCAS Student Engagement Award and the AGCAS Excellence Award - Overall Winner at the AGCAS Biennial Conference 2013 for its Careers Registration scheme, a groundbreaking and new compulsory element to university registration, which connects students to the Careers Centre even before they start at the university.
The Careers Centre led the introduction of a compulsory element to university registration at the start of 2012/13. In order to successfully register with the university, every new or continuing student must indicate their current level of career thinking by picking one of ten statements. The University's Employability Strategy aims to equip students to 'Decide', 'Plan' and 'Compete' for their chosen graduate career paths. The registration statements are categorised so that the data can be analysed by year, school and faculty to see progress from 'Decide' to 'Plan' to 'Compete'.
Given the importance of work experience for employability, students are also asked to declare their existing level of work experience, which again can be analysed to identify instances where more work experience support would make a difference.
To our knowledge, we are the first university in the world to capture this data in a compulsory and systematic way to inform an evidence-based approach to planning and evaluating the work of the Careers Centre in partnership with schools and faculties. In the longer term, we will be able to track student progress through to DHLE outcome to assess the impact of expert employability support. The system already provides data on progress from year to year.
For the first time, we have a measure of student employability, which does not rely on the DLHE survey, which is actually about graduate employment. First destination data six months after graduation provides a nationally recognised indicator of employment, but it cannot provide any information on the employability progress of current students. Careers Registration does just that.
We know that Careers Registration connects us immediately to 31,000 students and has had a dramatic impact on our interactions compared with the previous year:
• Face-to-face drop-in visits between November 2012 and April 2013 were
• First and second year interactions were up 29%;
• E-guidance is up 55%;
• Blog post views are up six-fold in six months.
As an indicator of improved quality of content and interaction, new visits to our new website from mobile devices is up by 106%, and the average duration of visits to careerweb has increased by 39% from mobile devices, and 37% from others.
We believe that the strategic integration of Careers Registration with our enhanced digital presence, high volume frontline services and close faculty links provides the most comprehensive approach to student engagement in the UK HE careers sector.
The integrated approach is needs based and responsive to students rather than being simply a one-way data gathering exercise. However, there can be no doubt that the "big data" produced by Careers Registration is having a major strategic impact. Visibly moving students through the Decide, Plan, Compete phases, as reflected in Careers Registration data, is now central to faculty employability plans. The university and subsequently all faculties have now adopted internal KPIs based on Careers Registration data.
The AGCAS Education Liaison Task Group is looking for a new member to write articles for What Do Graduates Do?, written by members of the group and produced in conjunction with HECSU, and contribute to increasing awareness of the publication within AGCAS and beyond.
The publication is currently used by AGCAS colleagues in HE, careers advisers in schools and colleges, and both parents and prospective students. The articles provide a commentary that make sense of the figures supplied by HESA/HECSU and provide an insight into the kind of careers followed by students who undertake particular degree subjects. You therefore have to like interpreting numbers and writing about potential careers!
The group meets once a year for a planning meeting in either Manchester or London and corresponds by email or conference call the rest of the time. If you are interested, please email Janice Montgomery, Chair of the task group, identifying your interest and the experience you feel you might bring to the group.
HESA has published statistics on the destinations of UK and other EU domiciled leavers from higher education who obtained qualifications in higher education institutions (HEIs) in the UK during the academic year 2012/13. The data draws on the 2012/13 Destinations of Leavers from Higher Education (DLHE) survey and presents time series analysis relating to 2011/12 when the revised DLHE survey was introduced.
A HESA publication Destinations of Leavers from Higher Education 2012 to 2013, which expands on information about the destinations of students qualifying from HEIs in the UK, will be published in July 2014.
New members have been appointed to the AGCAS Graduate Labour Market (GLaM) Sub Committee. Andrew Whitmore (Manchester) joins the group as Co-Chair working alongside Terry Dray, existing Co-Chair and the Heads of Service Representative on the AGCAS Board of Directors. The group is also joined by Christopher Tye (Reading) and Stephen Davie (Sheffield).
GLaM works with HESA, HEFCE and other key stakeholders, including BIS, ONS, HECSU and the Scottish Government, on a range of issues concerning DLHE and related data collections. It also develops good practice and resources to enable HE careers service staff to utilise graduate labour market information (LMI) in innovative ways and support student transitions. GLaM is also making a significant contribution to HESA's Destinations and Outcomes Review.
Further news about the Destination and Outcomes Review, and other GLaM activity and projects, will be released in due course.
The AGCAS Disability Task Group has produced the latest edition of What Happens Next? A Report on the First Destinations of 2013 Disabled Graduates. This annual report compares the employment outcomes of disabled and non-disabled university leavers six months after graduation and draws upon the Destinations of Leavers from Higher Education (DLHE) survey.
The 2013 report not only answers questions about the destinations of disabled graduates, but also provides answers to questions about how they found out about their jobs, reasons they had for taking them, and how well they felt their university experience prepared them for employment, further study or self-employment.
• Disabled graduates continue to have lower rates of employment and higher rates of unemployment than their non-disabled peers.
• Graduates with social communication/Autistic Spectrum Disorders have the highest unemployment rates of all disability types. Interestingly, however, this group have the highest rates of part-time work and full-time study in comparison with their disabled peers.
• A notable exception is graduates with specific learning disabilities whose full-time employment rates exceed those of disabled graduates overall, and almost match those of non-disabled graduates.
• The most popular way that disabled graduates found out about their jobs was through employer websites, however, personal contacts proved more useful for graduates with mental health conditions, specific learning difficulties and social communication/Autistic Spectrum Disorders.
• Fewer disabled graduates than non-disabled graduates found their jobs through already having worked for their employer in some capacity, however, of the disabled group, graduates who were deaf or who had hearing loss tended to find their jobs this way more often.
• The most important reason for taking a job across both overall disabled and non-disabled graduate groups was connected with a need to earn money and pay off debts.
• More non-disabled than disabled graduates felt their courses and extracurricular activities prepared them well for employment or further study, the opposite being true when it came to preparation for self-employment.
Mark Allen, Chair of the AGCAS Disability Task Group, said:
"The latest What Happens Next? report shows that the employment of disabled graduates in 2013 has risen, although they continue to have lower rates of employment than their non-disabled peers. It also focuses on the ways disabled graduates found and chose their jobs, along with how well they felt their university experience prepared them for the next step in their career."
Download the latest edition
Download the latest edition of What Happens Next?, along with an archive of earlier versions.
The AGCAS Graduate Labour Market Task Group (GLaM) is currently seeking two new members to fill current vacancies on the group, one of which is the role of Co-Chair.
GLaM works with HESA, HEFCE and other key stakeholders on a range of issues concerning DLHE and related data collections. It also develops good practice and resources to enable HE careers service staff to utilise graduate labour market information in innovative ways and support student transitions. GLaM is also making a significant contribution to HESA's Destinations and Outcomes Review.
The group meets twice a year, usually in October and March, and includes active co-opted members from HESA, HEFCE, Scottish Government, BIS, ONS and HECSU. At the present time, the six AGCAS members comprise:
• one member who has responsibility for DLHE data collection, institutional surveys and student statistics;
• one careers adviser with responsibility for DLHE collection and submission;
• two directors, a deputy head and senior manager who manage their institution's DLHE return, as well as utilising the data for strategic planning and evaluation purposes.
GLaM projects currently include the development of:
• HESA's Destinations and Outcomes Review;
• Regional DLHE Coordinators Group network;
• Resources for DLHE analysis, including league table methodologies for DLHE coordinators;
• DLHE Essentials – a resource for careers service teams.
Vacancy 1: Co-Chair
The need for this new role reflects how the graduate destinations landscape is in a period of extraordinary transition owing to HESA's Destinations and Outcomes Review and the separate Higher Education Green Paper. The Co-Chair will lead on operational matters and, alongside other GLaM members, will support the Chair with strategic matters including those related to the HESA review, including the formulation of the AGCAS response.
It is likely that the postholder will:
• have a good technical knowledge of DLHE operations;
• have experience of using DLHE in a strategic capacity in their own service;
• enjoy negotiation and speaking in groups in order to represent AGCAS;
• be an excellent communicator, able to manage agendas and facilitate group discussions, identify actions and disseminate information appropriately.
Vacancy 2: Task Group Member
It would be helpful if applicants have an in-depth knowledge of both DLHE operations together with an interest in and appreciation of other data collections and an interest in staff training/development. However, applications from anyone who is passionate about collecting accurate LMI and then telling the story to students, academics and all those interested in graduate outcomes are welcome.
How to apply
Please send a personal statement (no more than two sides of A4) outlining your relevant experience and skills, and why you are interested in joining the group to Ian Ford by the deadline of 5pm on Friday 18th December.
If you would like to find out more about the vacancies before submitting your application, please telephone Terry Dray, AGCAS Board Plenary Committee Representative and GLaM Chair, on 0151 231 8684.
AGCAS is represented on both the strategic and working groups of HESA's review of data on destinations and outcomes for leavers from HE by Co-Chairs of the Graduate Labour Market Sub Committee (GLaM), Terry Dray and Andrew Whitmore. Here, they provide an update on the review and a summary of recent discussions.
AGCAS's contribution to the review is being welcomed and we are influencing the discussions appropriately.
About the review
The aim of the review is to examine current and future requirements for information about student and graduate destinations and outcomes, and to consider the potential for replacing the current Destinations of Leavers from Higher Education (DLHE) survey in order to provide data to meet the evolving needs of a wide range of users, while reducing the burden of data collection.
The review commenced in July 2015 and will conclude in Spring 2016. It is anticipated that the outcome will result in the 2016/17 DLHE survey being replaced with something new.
AGCAS's contribution to both the strategic and working groups is being welcomed and we are influencing the discussions appropriately.
AGCAS members can download a summary of the discussions and progress so far below.
Further information about the review is available on the HESA website.
On Wednesday 11th May, HESA introduced the consultation around the future of the Destination of Leavers from Higher Education (DLHE) survey. AGCAS will be responding to the consultation via the Graduate Labour Market (GLAM) Sub Committee.
The HESA website indicates that "The Destinations of Leavers from Higher Education (DLHE) Survey, the Longitudinal DLHE Survey and contextual data within other data collections are within scope. It is anticipated that the outcome will result in the 2017/18 (C17018) DLHE Survey being replaced with something new, although some changes may be brought in for the 2016/17"
More information about the review is available on the HESA website.
AGCAS will be responding to the consultation via the Graduate Labour Market (GLAM) Sub Committee.
HESA is currently consulting on the future of the Destination of Leavers from Higher Education (DLHE) survey as part of a fundamental review of outcomes data. AGCAS members are invited to contribute to an official AGCAS response to the consultation.
What is the scope of the consultation?
The scope of the consultation includes the DLHE Survey, the Longitudinal DLHE Survey and contextual data within other data collections. It is anticipated that the outcome will result in the 2017/18 DLHE Survey being replaced with something new, although some changes may be brought in for 2016/17.
Terry Dray and Andrew Whitmore, Co-Chairs of the Graduate Labour Market (GLaM) Sub Committee, have both played an active role in the HESA strategic and working groups for this review and will be leading the AGCAS response to the consultation.
It is of paramount importance that we are able to comment on matters of such significance to our profession. Although members are likely to be involved in constructing institutional responses to the consultation separately, it is crucial for the profile of AGCAS that we are seen as central contributors to these debates.
Please submit your feedback directly to Terry Dray by Thursday 23 June 2016. All comments received via this route will be used to inform the AGCAS response. All responses will be treated in the strictest of confidence and only used to construct a representative AGCAS perspective.
The consultation document and more information about the review are available on the HESA website.
Elaine Boyes, AGCAS Executive Director, provides a round-up of AGCAS activity over the past month, thanking members for their continuing support and seeking contributions to help form the AGCAS response to the HESA and TEF2 consultations.
There have been many highlights this month, so I will name just a couple.
Supporting Chinese students
On the 18th of May, we launched the interim report from The University of Warwick/AGCAS project for the British Council on UK-educated Chinese graduates' employability. This well-attended event highlighted research findings, including analysis of DLHE data from 22 AGCAS member institutions.
There will be further opportunities for members to benefit from this research, including a Supporting Your Chinese Students – Practitioner Day on the 5th of July, where members will be able to discuss how this new information about the Chinese labour market can be used to better support their students.
Shadbolt and Wakeham reports
Hidden under the announcement of the HE White Paper and TEF consultation, the publication of the Shadbolt and Wakeham reports was missed by many. Disappointing employment outcomes were identified for many STEM graduates and both reports made recommendations regarding better understanding of the data and access to careers advice. These are areas where AGCAS members excel and AGCAS was recognised in the Shadbolt report as one of the organisations to take the recommendations forward.
HESA and TEF consultations
We are currently asking members for contributions to the AGCAS response to the HESA and TEF2 consultations. These are both very big developments in our sector and it is important that AGCAS's voice is heard.
AGCAS Annual Conference workshops
Finally, thank you to everyone who submitted a workshop proposal for this year's Annual Conference. From the quality and variety of topics covered, I think this year's conference will be particularly good. Don't forget to book your place at the conference.
As I write, I know many members are still adjusting to the period of uncertainty and change that we are now entering. As careers professionals, I also know that members' focus will be on supporting and advising students and graduates during this period of transition. Following consultation with AGCAS heads of service, the AGCAS Board has published its response to the AGCAS referendum.
Policy work and future AGCAS strategy
In the recent AGCAS member survey, nearly 95% of members thought it important or quite important that AGCAS engages in policy work. This theme was echoed strongly in last week's Board strategy away day. Advocacy was one of five pillars identified that AGCAS should focus its strategy on in the next three years. We are in the early stages of the development of the AGCAS strategy. In the coming weeks, I will be sharing early versions of the strategy with you for your feedback and input. The AGCAS Board and I are very keen that the strategy reflects the priorities of members, so do respond to my requests for input.
The member survey also showed a significant increase in engagement with AGCAS activities since our previous survey in 2012. This suggests that AGCAS is considered a valuable part of members' professional development and also that members are keen to have a stronger voice in the issues facing UK higher education.
Consultations - securing an AGCAS voice in key debates
We are currently preparing responses to a number of government consultations and I would encourage members to contribute:
• TEF2 (imminent)
• HESA review of destination and outcomes data for leavers from HE
• APPG on Social Mobility/The Sutton Trust Inquiry into Access into
Leading Professions (end of July)
• Migration Advisory Committee (MAC) review on teacher shortages
Please contact Gemma Green, AGCAS Communications and Engagement Manager, regarding these consultations.
AGCAS Annual Conference 2016
Finally, I would like to remind members that places at the AGCAS Annual Conference (Chester, 6-8th September 2016) are booking up fast. The conference offers an excellent educational opportunity and the opportunity to network with other members as well as a variety of employers and professional associations. The programme and booking forms are available on the conference web page.
HESA's Statistical First Release of DLHE 2014/15, published on the 30th June, shows a continuous increase in leavers' employment rates since 2011/12. 72% of leavers from higher education were working six months after graduation, a 1% increase compared to the 2013/14 data. Only 5% of leavers were unemployed (unchanged from 2013/14). The rest of leavers were either in full-time or part-time further study, or engaged in other activities. DLHE 2014/15 also reveals a tendency that most leavers worked in professional service sectors.
These findings echo what heads of careers and employability services in HEIs reported collectively in the AGCAS Graduate Labour Market Survey in early 2016.
DLHE 2014/15 also reveals a tendency that most leavers worked in professional service sectors. Nearly two thirds of leavers' jobs fall into five sectors:
• Human health and social work activities (20.3%)
• Wholesale and retail trade; repair of motor vehicles and motorcycles
• Education (12.1%)
• Professional, scientific and technical activities (12.0%)
• Information and communication (7.0%)
The proportion of full-time first degree leavers who work in the five service areas has increased slightly year by year since 2011/12. The same trend was observed in 'Human health and social work activities', 'Education', 'Professional, scientific and technical activities', and 'Information and communication'. In contrast, a reverse trend is evident in 'Wholesale and retail trade; repair of motor vehicles and motorcycles', 'Accommodation and food service activities', and 'Public administration and defence; compulsory social security’.
Correlation to job sectors
When leavers are broken down by degree disciplines, such as 'Medicine and Dentistry', 'Subjects Allied to Medicine' and educational disciplines, significant correlations appear between some sectors and disciplines. Nevertheless, most disciplines show weak or no correlation to certain job sectors. Students who studied in these disciplines have a wide range of career options and perhaps need more guidance and support in their career planning.
Further data analysis
As a professional body, AGCAS will provide more specific data analysis to decipher the DLHE data to support careers professionals in helping students make informed career decisions. This will include, via the AGCAS Research Officer and the Graduate Labour Market Sub-Committee, further analysis of 2014/15 international leavers' destination data.
You can download AGCAS's full analysis of the Statistical First Release for DLHE 2014/15 below.
AGCAS has published the latest edition of What Happens Next? A Report on the First Destinations of 2014 Disabled Graduates.
The report compares the employment outcomes of disabled and non-disabled university leavers six months after graduation and draws upon the Destinations of Leavers from Higher Education (DLHE) survey. This edition of What Happens Next? includes, for the first time, data on postgraduate leavers.
Background to the report
The DLHE includes analysis of data from the 341,760 graduates from first degree, higher degree (taught) and higher degree (research) qualifications who responded to the 2013/14 survey. Of this total number of graduates, 11.3% (38,770) identified themselves as having either a disability or learning difficulty during their period of study. The report not only answers questions about the destinations of disabled graduates, but also offers an insight into how students found out about their jobs, the reasons they had for taking them, and how well they felt their university experience prepared them for employment, further study or self-employment.
What Happens Next? has been produced annually by AGCAS for 14 years. The report provides real evidence on the effect of a disability on a graduate’s prospects in the labour market. It is produced and written by members of the AGCAS Disability Task Group, which exists to help shape the careers and employability support available to disabled students in higher education through resource development, training delivery and sharing of good practice.
While this annual report has unearthed that disabled graduates’ prospects in the labour market are better than assumed prior to the report’s inception, it still remains the case that graduates with disabilities are likely to be less successful in the labour market than their non-disabled peers.
At all qualification levels, non-disabled graduates were more likely to be in full-time employment than disabled graduates; disabled graduates were also more likely to be unemployed. However, when figures for first degree graduates were compared with the previous year’s figures, this 'gap' in full-time employment had decreased.
From examining the destinations of graduates with different disabilities at each qualification level, the data reveals that there was an increase in the proportion entering part-time or full-time employment with a postgraduate degree (taught) and, more markedly, postgraduate degree (research).
The proportion of graduates disclosing a disability decreased with level of qualification, despite the fact that only slightly fewer disabled graduates than non-disabled graduates progressed to full or part-time study after their first degree. In fact, there were greater proportions of disabled graduates pursuing second degrees and further study.
When asked how they had heard about the job they were in at the time of the survey, graduates at all qualification levels with a social or Autistic Spectrum Disorder condition were least likely to have come across the vacancy via a source from their university or college. Considering that this group are the most likely to be unemployed, perhaps university and college careers and employability services should reflect on how they can maximise the engagement of graduates from this disability group.
Reaction to the report
Mark Allen, Chair of the AGCAS Disability Task Group, commented:
"It has been interesting to incorporate, for the first time in the history of the report, the destinations of higher degree taught and research qualifications, to be able to compare not just the differences in full-time employment between these groups, but also other variations such as how differing groups at different levels initially found their jobs."
Elaine Boyes, AGCAS Executive Director, said:
"The AGCAS Disability Task Group develops and supports best practice in careers advice and guidance for students with disabilities. This year’s What Happens Next? report builds on the collective knowledge of the AGCAS community and finds that while disabled graduates are doing better than assumed, they are still behind non-disabled graduates in full-time employment. The report also finds that, collectively, we need to develop best practice to encourage maximum engagement of disabled graduates with their careers services."
Overall, the report has revealed an improvement in disabled graduates’ prospects in the labour market, yet there still remains a long way to go. Further improvement has especially been identified for those suffering from social and Autistic Spectrum Disorder conditions.
Download the full report
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Current and future events tagged with 'DLHE'
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Past events tagged with 'DLHE'
Tue 17 Sep 2013
The University of Huddersfield will be hosting the National DLHE Conference 2013, aimed at all those who coordinate the Destinations of Leavers from Higher Education (DLHE) survey.
The aim is to celebrate the hard work and effort that DLHE coordinators put in, which has far reaching-effects. The event will also be a chance to see the extensive support networks that are in place both regionally and nationally.
10.00 - 10.30 Arrival and Coffee
10.30 - 10.45 Welcome - Professor Bob Cryan, Vice-Chancellor, University of Huddersfield
10.45 - 11.15 The importance of DLHE - Charlie Ball, Higher Education Careers Services Unit (HECSU)
11.15 - 11.45 How DLHE informs policy makers - Chris Thomas, Department for Business, Innovation and Skills (BIS)
11.45 - 12.15 Workshops - how DLHE is used to inform policy makers at your institution
12.15 - 12.45 How DLHE feeds into KIS and unistats - Richard Puttock, Higher Education Funding Council for England (HEFCE)
12.45 - 13.30 Lunch
13.30 - 14.00 The results of the latest biennial longitudinal survey - Catherine Benfield, Higher Education Statistics Agency (HESA)
14.00 - 14.30 Workshops - regional support networks and special interest groups
14.30 - 14.45 The work of the Graduate Labour Market Task Group - Jan Moore, GLaM
14.45 - 15.00 'What Do Graduates Do?' - Janice Montgomery, Educational Liaison Task Group
15.00 - 16.00 Best practice examples
There are only 90 places available, therefore we will have to keep strictly to a limit of two persons per institution. Please book early to avoid missing out on this year's event. To book a place please visit http://www.store.hud.ac.uk/browse/product.asp?compid=1&modid=1&catid=272
If you have any questions or would like to know more about the event please email Paul Youngson or telephone 01484 47 1373.
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Resources tagged with 'DLHE'
What Do Graduates Do? Scotland provides information about the destinations of leavers from Scottish higher education institutions six months after graduation. Although this snapshot is taken very early in their careers, it shows how career paths vary according to students' choice of degree subjects.
Stop and Measure the Roses investigates the ways in which some university careers services measure their effectiveness and success. The research is funded by HECSU as part of PROP (Putting Research Outcomes into Practice).
The Unistats website includes details of DLHE data and the results of the National Student Survey for each higher education institution.
What Do Researchers Do? provides analysis of the first employment destinations of doctoral graduates from 2003-2007, including an exploration of employment rates, sectors and occupations. The publication also includes forty careers profiles of researchers who have completed their doctorate.
This is a presentation from Catherine Benfield of HESA detailing their latest news. The presentation was delivered at the AGCAS North West DLHE Training Day in July 2009.
Members of the AGCAS Graduate Labour Market (GLaM) Sub Committee regularly release reports, presentations and minutes from recent task group meetings and meetings with representatives from HESA, HEFCE, BIS, ONS, and other key partners, to update colleagues on developments in the area of DLHE, LDLHE and LMI and highlight issues arising out of data collection and any forthcoming changes, and their possible implications for institutions.
This HESA presentation gives samples of how DLHE data is used and why achieving the target response rate is important. The presentation, delivered in August 2010, also introduces the Good Practice Manual for DLHE, HESA's new online support centre and contains a brief description of the ongoing DLHE review.
The Standard Occupational Classification (SOC) is a common classification of occupational information for the UK. Within the context of the classification, jobs are classified in terms of their skill level and skill content. It is used for career information to labour market entrants, job matching by employment agencies and the development of government labour market policies.
Graduates and the Job Market - What happens after they graduate?
AGCAS asked labour market analyst Michael Spayne of Focus LMi to have a look at the DLHE longitudinal data for 2005 graduates to see how different the position looked after six months - and then again after a further three years. His report focuses on historical and philosophical studies, law, and communications and documentation graduates.
Approaches to measuring employment circumstances of recent graduates
This HEFCE report explores a series of quantitative approaches to characterising the employment circumstances of recent graduates.
The International Graduate Insight Group (i-graduate) was commissioned to run a study of International Graduate Outcomes by the Department for Business, Innovation and Skills (BIS) in November 2009.
This electronic library of analytical guidance material was developed by a working group of the ScotStat Public Sector Analysts Network. The library is intended to help people involved in analytical work locate guidance that may be useful.
This report is based on research undertaken into the destinations of graduates categorised by age, to examine whether age impacts on a graduate's post-graduation employment prospects.
BIS Performance Indicators: The gap between the proportion of young graduates from professional backgrounds who go on to a "graduate job" 6 months after graduating and young graduates from non-professional backgrounds
This indicator provides one way of looking at the issue of how to ensure a more socially mobile society: are graduates from less advantaged backgrounds as able to enter 'graduate jobs' as their peers from more advantaged backgrounds?
This report concerns the practical implications of the use of performance indicators for the way institutions are currently attempting to attract students, improve quality, improve 'value for money' and improve their relative standing in relation to educational provision.
Published annually, What Do Graduates Do? uses statistics drawn from the Destinations of Leavers from Higher Education survey (DLHE), which is conducted by every university in the UK each year to try and establish what every graduate is doing six months after graduation. What Do Graduates Do? is the result of a close collaboration between AGCAS and Prospects, on behalf of the Higher Education Careers Service Unit (HECSU).
Key findings from the lastest edition of What do Graduates Do? (2016) show that the graduate jobs market is at its strongest since 2007.
This report examines the early career employment outcomes of UK-domiciled students who qualified from a full-time, first degree course in the academic year 2008-09. It identifies differences in employment outcomes for different equality groups and examines whether differences seen in a graduate's early career persist into the medium term.
This paper estimates the sorting (signalling or screening) effects of university degree class on labour market outcomes. It compares labour market outcomes by degree class, six months after completing a course. The data is based on DLHE from the London School of Economics and Political Science (LSE).
Early Destinations of Students Qualifying from Scottish Higher Education Institutions 2011-12
This publication reports on the destinations of 2011-12 leavers, 6 months after qualifying.
This report examines the transitions that new graduates make as they leave university and enter the labour market. It investigates the extent to which, on exit from university, students from different socio-economic backgrounds are more or less likely to enter a 'status' occupation.
This report reveals the destinations of social science graduates at approximately 3.5 years after graduating. The report is based on the analysis of data from the Destinations of Leavers from Higher Education (DLHE) longitudinal survey conducted by HESA, and case studies from recent graduates.
This paper uses HESA data from the Destination of Leavers from Higher Education (DLHE) survey 2003/04 to examine whether more mobile students (in terms of choice of institution and location of employment) earn more than those who are less mobile.
This publication presents information from the Higher Education Statistics Agency (HESA) Destinations of Leavers from Higher Education (DLHE) survey for Scottish domiciled leavers and leavers from Scottish HEIs. It reports on the destinations of 2012-13 leavers, six months after qualifying, with time series analysis available for two years.
What Happens Next? analyses the destinations of disabled graduates. The report details the experiences of graduates from specific groups and aims to challenge many widely-established views on the opportunities available to disabled students.
This report outlines the profiles of UK-domiciled first degree undergraduate students (who graduated in 2013/14 and responded to the DLHE) who spent time abroad during their degree programme studying, working or volunteering, and where they went.
This document shares the outcomes of HESA's #NewDLHE consultation, which was launched in May 2016 to help determine what should replace the current DLHE (Destinations of Leavers from Higher Education) survey, as part of the fundamental review of destinations and outcomes data for graduates from higher education.
Interviews with Dan Cook, HESA (2017) on the #NewDLHE
During the AGCAS Heads of Service Conference 2017 AGCAS had the opportunity to interview Dan Cook from HESA to find out more about the #NewDLHE.
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A copy of the consolidated DLHE Chinese Graduates analysis 2013/14 report created from data provided by 24 AGCAS member services is attached. The key findings of which were:
• 79.8% of Chinese graduates are in work/studying or due to work in
• A significantly higher proportion of Chinese first degree graduates
continue to study (61.6%) compared to their UK counterparts
• 71.1% Chinese graduates who are in employment work in China
• Nearly half of Chinese graduates who are in employment work in
‘Professional, scientific and technical activities’,
‘Financial and insurance activities’, and
• More male Chinese graduates who are in employment are in
managing or professional jobs compared to their female
• The employment rate for PGT graduates 6 months after graduation
(68%) is significantly higher than that for UG graduates (19.3%)
• For Chinese graduates in employment, 77.1% of PGR graduates are
in managing or professional jobs, a much higher proportion than
PGT (40.2%) or UG’s (31.9%) in these roles
• A higher proportion of graduates from:
‘Architecture, building and planning’ (88.4%),
‘Education’ (68.4%), and
‘Creative arts and design’ (60.3%)
are in employment 6 months after graduation compared to that of
graduates from other academic disciplines (not counting disciplines
recording less than 20 respondents, such as Medicine).