Inspiring futures
Careers Service
Annual Report 2015 – 16
Shelagh Green
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The University of Edinburgh Annual Review of Student Support Services
Service Value Assessment: Academic Year 2015/16
Service: Careers Service
Submitted by: Shelagh Green
Date: 2nd December 2016
1. Summary of impact of service activities from the previous academic year
Update on key actions and impact in relation to priorities outlined last year’s report
Engagement: see sections 3 and 4.
ESES: position has not changed, continue to respond to feedback (See Section 6).
MyCareerHub platform: being piloted by Engineering for placement management, forming the basis for MyDevelopmentHub, student and employer use continues to grow.
Alumni connections: pilot mentoring project took place in HCA, continue to add connection to existing platform, with larger scale project with D&A underway.
Work experience: vacancy and Employ.ed internships have increased (See Section 8).
Service development plan: new two-year plan produced in consultation with staff.
Response to recommendations to the service from the last annual QA Report
1. Continue development of the Fair Use Policy and report on the outcome of this.
We introduced a Fair Use Policy in 2015/16, with agreement from the Students’ Association, in an effort to maximise the use and availability of appointments and to encourage professional behaviours in our students. Since doing this we have seen the cancellation rate fall by 5% points, however the absent (no-show) rate has increased by 2.5% points. Through this, and active management of supply and demand, we have reduced the unused appointment rate by 5% points. We feel we need to offer some choice in appointment times for students and so accept that we will always have a number of un-booked appointments. The continued no-show rate at 6% is very disappointing, particularly in terms of appropriate professional behaviour. We will review our policy again this year.
2. Consider how, where possible, to increase engagement in schools with lower use rates.
Targeting activity is based on those areas with lower graduate destination, NSS or ESES scores rather than lower engagement, although these can be connected. We continue to push for negotiated development plans in Schools, with pilots in Business, HCA, LLC and SPS. (See also Section 3)
3. Consider whether further use of LinkedIn would be of value.
Students have access to model LinkedIn profiles and can seek feedback on draft profiles from staff, as they would for traditional CV advice.
We have developed and run group sessions centrally and in Schools on Developing your profile and Putting your profile to work, and these are being recorded and added to our online resource bank.
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Created an Employ.ed LinkedIn group that has 86 members as a means of encouraging students to experiment and use LinkedIn in a real but restricted environment.
Discussions to explore use of Open Badges that then appear on LinkedIn; IS are interested in working with us on this to jointly identify the best route to deliver this.
Provided access to a professional photographer for profile pictures as part of our #careerconfident campaign which focussed on professionalism and transition to work.
2. Fit with the Strategic Plan
We aim to make a meaningful contribution to the experience of every University of Edinburgh student, inspiring and empowering them to be the best they can be, to fully develop their potential and to achieve satisfying and rewarding futures.
Our work supporting student development and employability and enabling employers to recruit talent is in line with the overall University vision to deliver impact for society, and the key strand of its mission to enable our graduates to be exceptional individuals. Our proactive employer engagement, development of work experience and collaboration on student enterprise, also supports the University’s development theme of partnership with industry.
3. Service usage figures
Usage: Overall our usage has grown by around 20%. Support through workshops and events has grown by c. 20% and through Fairs by over 60% to just over 10,000. This is primarily due to increases in bespoke/specialist events, with attendance at the generic autumn and summer fairs falling. Attendance at the summer fair dropped by a quarter, however the change in venue may have impacted on this. We are reviewing our employer events offering during 2016/17. Unique student attendance at employer events on campus increased by 5% to just over five and a half thousand, which equates to 17% of the student population on campus. Access to 1-1 support has fallen by c. 2%, our peak periods for 1-1 support remain mid-September to late November, and January to March, with 70% of 1-1 interactions taking place then. This is in line with our aim of diversifying delivery mechanisms to increase reach and impact. We offered over 30 Career Conversations; a mode of delivery that promotes student control as active agents in the career planning process. It also allows staff to engage with greater numbers of students. Attendance varied between 0 and 12 with an average of 5. Feedback from those attending has been positive and we are refining the topics covered and marketing for 2015/16.
In the second year of using the MyCareerHub platform, we had over 273k student logins, from approaching 10k unique students – this is an increase of 16% in logins and 23% in users, on the previous year. Student views of jobs postings also grew by 11%. Email traffic to our generic account has grown by 5% however this is at a time when we encourage students to use the online Q&A provision within MyCareerHub, where we have seen a 39% increase in submitted questions.
Our social media presence continues to grow, with a 25% increase in Twitter followers to 2801 and 1471 new Facebook likes. Our YouTube content had over 5000 new views and our subscribers grew
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by over 20% to 161. Gauging the impact of our social media activity is something we will continue to explore as we develop a clear social media strategy in 2016/17. At present we review our Klout Score1, this averaged 56 this year which is considered good for our sector.
Reach: Based on activity which we can track, i.e. personal interactions2, we engaged with approximately 1 in 5 students. Analysis by cohort shows we are overused by EU students (seeing c. 1 in 4), with Home and International students being seen in equal measure. PGR students were under represented, seeing c. 1 in 10. Engagement with disabled students is very slightly greater than average and with male students very slightly below. Medicine, Vet Medicine and Education are once again the Schools with lowest levels of interactions. We have seen improvements in some of our target Schools, with HCA up c. 3% points and Maths up 5% points.
We continue to seek to increase reach and impact, although this is not necessarily through personal interaction, but through self-help and online provision, which research suggests appeals particularly to male students, and curricular and co-curricular input.
PGR activity continues to be developed in partnerships with Schools, awareness of the Service amongst PGRs and appreciation of the ways in which we can support personal and career development is ongoing. Our PhD Horizons event introduced in 2015 was well received and we’re collaborating with IAD via the Doctoral Training Forum, e.g. delivering sessions on career paths within and outside academia and providing short presentations to staff on careers support for PhDs.
4. Innovations and successes
Communications and Marketing Project: External expertise enabled us to clearly articulate the personality we want to present to our stakeholders and to review the means by which we do this. We risked ‘shouting louder about everything’ and it was interesting to discover that how we talked internally was not how we did so externally. This has led to greater authenticity and consistency in our communication, deliberate strategies for engaging with our students (such as our first campaign, #ExperienceWorks) and employers and a clear tone of voice and aligned visual look. Themed Weeks: To avoid proliferation of events, enhance our partnerships, increase efficiency and provide a more coherent and curated offer to students, we piloted the use of Themed Weeks. Global Horizons, in partnership with the International Office, included our Go Abroad Fair and a range of workshop and events around internationalisation. For ECOWeek (Environmental Career Opportunities!) we partnered with the Department for Social Responsibility and Sustainability, this included a significant social media drive via guest blogs and tweets – through tweeting we established a new relationship with TilHill Forestry who have subsequently been on campus to recruit. Enterprise Week involved input from Launch.ed and the Scottish Institute for Enterprise
1 A website which assigns a numerical value between 1 and 100 to measure the size of a user's social media
network and correlates the content created to measure how other users interact with that content. 2 This does not include delivery in School based/curriculum inputs.
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provided a springboard for a new Edinburgh Award in Enterprise. CareerConfident involved new employer input, through a graduate recruitment myth busting panel and Open Door visits to local businesses. Activity Enhancements: These happen regularly in response to feedback. We introduced Prepare
for The Fair sessions, both physical and virtual, which were attended by over 200 students, with
employer feedback indicating this impacted positively on students’ preparedness and
professionalism. We developed a bespoke careers session for prospective students (c 100 attended)
as part of the CAHSS post-offer visits; subsequent feedback and conversion rates were both
excellent and this will be continued in 2016/17 events. We worked with Santander to build on our
successful SME internship model to pilot some in the 3rd Sector. This resulted in 37 paid placements
with 37 organisations, 86% of placements were filled, 38% led to some form of further employment,
and 100% of organisations would recommend the programme to others.
5. Business process developments/new ways of working
Communication: Instigated formal Quarterly Students’ Association-Careers Service meetings to enhance strategic partnership and collaboration, and a Societies Forum, which meets twice a year with careers-focused societies such as Bright Futures and AIESEC to encourage collaboration and avoid duplication. Project Planning: Enhanced our approach to project management with updated templates for the different stages of project design, brief, planning and reporting. This has had a positive impact on events, as an example, where there is more clarity on shared objectives, improved internal communication and easier reporting on outcomes. The system is not perfect and we will review during 2016/17. Access: Made all our consultant appointments SKYPE enabled (where previously it was only a selection) to allow greater and simpler access to all our students. We also introduced Camtasia recordings of some of our sessions to reinforce learning for those attending and improve reach for those unable to attend. HR related:
Collaborated with SRA to retain a member of staff from the Student Experience Project, identifying complementary projects and working patterns to allow them to work between the two departments.
Built on BeOpenBeHonestBeBetter to introduce a simple system and requirement that all staff seek feedback from relevant internal and/or external colleagues to inform their annual review. This was, on the whole, welcomed by staff and resulted in richer discussion at annual review and reinforced an approach to continuous improvement.
Agreed secondment to HR to enable staff development and contribute useful experience and perspectives to HR projects.
Offered places on our Writing for Impact training to staff from other SES units.
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6. User communications & feedback
Gathering feedback and intelligence about our users is an ongoing process, making use of internal and external sources and both qualitative and quantitative information. In addition to the survey data outlined below we have:
Regular Careers Consultant attendance at Student Staff Liaison Committees.
Informal check-ins with the student helpers who work with us, this helps inform day to day decisions making with a student voice and on-the-street rapid-fire consultations.
Contributing to and learning from TPRs.
Post internship de-brief includes students’ feedback of their experience.
Site visits and phone calls to local SMEs and Third Sector organisations for relationship building and to gather feedback from the organisation and the intern.
Focus group activity, e.g. met all Design programme reps in ECA, convened groups to test approaches for WP support, and to graduate attributes language.
Annual process of collecting student feedback on all versions of the Edinburgh Award, targeting completers and non-completers.
Careers Service Evaluation: We gather feedback from users of our services through evaluation questionnaires which seek to cover student views and perceived impact. On a biennial basis we conduct a more market research focused questionnaire and also actively seek feedback from non-users. This will next be conducted in Summer 2017. From our regular evaluation in 2015/16, for group based services 92% of respondents said the event met their expectations, and 93% that they would recommend it to a friend. The figures for 1-1 support are slightly higher, at 94% and 96% respectively. 99% of respondents said they found staff friendly, approachable and helpful. 96% of respondents felt ‘somewhat’ or ‘very confident’ about making progress following their appointment. Given the diverse audiences these levels of satisfaction and initial impact seem reasonable and are in line with previous years. The diverse, and at times contradictory, nature of open comments makes drawing clear conclusions challenging. Students value what we offer and make useful suggestions, as these comments which reflect key themes indicate:
I would like to say 'thank you' - I appreciated the relatively conversational (yet very informative) nature of the session!
The careers service is unbelievably useful, the staff are friendly, and they have a wealth of experience and knowledge.
We are looking at our online resources and web navigation, following a move to EdWeb and to integrate better our online provision and delivery:
More examples and samples.
The layout of the site is uninteresting.
Automatic event notices. We continue to prioritise our work around effective communication with students which emerges in some situations:
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It was very well advertised via the email we received, but in future the Careers Service may want to email their events to tutors (especially those of Honours courses) so they could advertise and encourage their students to go to these kind of events.
Better publicity, don’t just target final fourth year students all year groups could benefit knowing careers advice, the options available and resources.
The website should be advertised more. I didn't know about it until it was shown to me. Edinburgh Student Experience Survey: There was a marginal improvement in reported awareness and usage levels on the previous year, with 2.4% not aware of the service and 49.3% not made use of the service (compared to 2.6% and 51.8% last year). There is very little variation in awareness levels across Schools (94.6-100%). Reported usage levels again varied (27.7-73.6%) with the lowest levels being in Medicine, Vet Medicine and Education. Satisfaction levels were similar to the previous year at 74.7% (74.9% last year). This is in line with the student services average of 74%. Our target remains to achieve over 80% positive satisfaction. 48 free text comments provided 36 positive, 9 neutral and 3 negative responses. The negatives related to accessing information and the narrow employment options being promoted. We disagree with the latter point but recognise a need for improved navigation on our website. Typical of the positives comments are: The careers service at KB is really awesome though! The Careers Service is a major highlight for me; The service I've sued [sic] most is the Careers service, which I couldn't fault. We assume the latter quote includes a typo! Trendence: we partner with one external organisation to gain insights into students’ views to inform our support for them and our work with employers and to provide benchmarking. The Trendence Graduate Barometer had responses from nearly 29,000 students from 126 universities, with 2,059 of our students responding. This data is gathered and analysed at no cost to us. Amongst this year’s findings, it showed our students have a stronger preference for careers fairs and access to the careers service as a source of communication (c. 60%) compared with the UK population (c. 40%). Usage of LinkedIn continued to grow with around two thirds of our students now active users for career purposes. This has resulted in:
o employer targets informed by student preferences o maintaining diversity of careers fairs and reviewing their format and timing
Highfliers: We take note of this national market research which is conducted on behalf of employers and compiles the Times Top 100 Graduate Employers. This year’s report showed increasing usage of the careers service across years of study, with a third of first year respondents making use of the service and two thirds of finalists visiting us but 95% indicating they had engaged with us in some way, e.g. visiting, attending events, using our online resources. 74% of respondents rated us as excellent or good. Highfliers reported that just under half of our finalists had “completed some element of work experience with a graduate employer whilst at university”, which is similar to other universities in the survey. Given the significance of work experience, we think this figure should be higher and informed our:
o #ExperienceWorks campaign o additional effort and resource to grow Edinburgh Award Work Experience
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International Student Barometer (ISB): satisfaction fell by 2% to 87.8%, however this is higher than the average satisfaction with the University (85.2%) and we rose to 9 out of 13 in the Russell Group benchmark, indicating other institutions also saw a fall in satisfaction. The survey increased by 24% and the number of students responding to the Careers Service satisfaction question almost doubled, so we are not perturbed by this slight drop. Student satisfaction with their ability to earn money while at Edinburgh has increased for the 3rd year running. Part of our ongoing support for internationalisation (which was recognised as sector leading):
o Running Global Horizons Themed Week. o Staff training to ensure student facing staff are confident in supporting students who
want to work globally. o Pre-arrival email to PGT students highlighting new supporting taught Postgraduates
web resource. o Working with North American and Chinese students to raise awareness of our
services for them. A similarly robust approach is taken with our employer stakeholders. As this report is focussed on our student stakeholders the detail of this has not been included. We would like to get greater formal feedback from internal, particularly academic stakeholders, and are considering appropriate approaches for this.
7. Service reputation/esteem measures
Hold matrix quality standard accreditation.
Service won UKISA sponsored Excellence Award for Internationalisation Strategy 2016 and staff member recognised as outstanding newcomer.
Director elected to 2-year term as President of professional body (AGCAS).
Contributed case study to QAA Enhancement Themes good practice repository and for JISC sector report, and contributed workshops to over 10 sector events; CCCF included as good practice case study in the AGCAS/University of Warwick Diploma course.
Frequently approached to contribute to visits from other services and institutions: hosted 2 week Erasmus+ visit from head of service and vice-president of German careers professional body; hosted or contributed to visits from South Africa, Slovakia, Kosovan, Netherlands, Denmark, Australia and Italy and helped co-ordinate the visit of Indian academic partner institutions through British Council. Employability Consultancy provided consultation and advice to two external partners.
Careers Consultant commended in TPR for Sports Science and Sport & Recreation Management and several nominated in EUSA Teaching Awards Support Service category
Ranked in Top 10 Careers Services by StudentCrowd.
8. Analysis of service monitoring and achievement of service levels
Employer Engagement: We increased the total number of jobs advertised by 3% to 9623. The number of employers registered with us grew by 1,180 and the percentage of employers active on MyCareerHub increased by 6% points. We have a good spread of organisations across sectors and size categories, although we continue to seek to grow the number of SMEs. We are working to
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increase the number of part-time and work experience opportunities as demand outstrips supply. We are particularly pleased therefore to see our Employ.ed programme continue to expand: 242 (up by 30%) internships were advertised across 5 strands, 85% were filled (up 10%) with IT and overseas placements being the most challenging to recruit to. Graduate Destinations: Performance in the Higher Education Statistics Agency (HESA) Destination of Leavers of Higher Education Survey is a key indicator which the Service contributes to and monitors. In July 2016 the figures for 2015 graduates were reported. 92.7% of University of Edinburgh graduates in positive destinations (employment or further study) 6 months after graduating (93.6%, 91.2%, and 93.5% for UG, PGT and PGR respectively). 82.1% were in graduate level employment or further study (74.0%, 87.3% and 95.6% for UG, PGT and PGR respectively. Our performance was, as expected, in line with our HESA PI benchmark. Graduates entering graduate level employment or further study has fallen by 4.5%, but remains impressive at 82.1% overall. However, the bulk of this change is at UG level which has dropped to 74.0%. This drop appears to reflect several factors, including changes in target population make up, changes in response rates across subject areas and economic sector shifts. Staff and Service Effectiveness: ensuring staff are supported and trained and working effectively is an ongoing focus. Once again 100% of staff had annual reviews. We were pleased to see student interactions with the Careers Service per FTE staff member increase by 6%. (See also references to fair use policy and appointment management.)
9. Income generation activity,
We generated £72k in income from our major careers fairs, which is just slightly more than our operational budget, and a 20% increase on the previous year. The income from these events cross-subsidises events which would not attract paying exhibitors. Expenses rose significantly for our summer Graduate Recruitment Fair from the need for a replacement venue for Adam House. Our capacity to continually increase income from events is limited by the number of exhibitors we can accommodate and pricing which facilitates attendance by a diverse range of recruiters. The income from these events cross-subsidises events which would not attract paying exhibitors. It is difficult to fully quantify the value of in-kind support from collaboration with employers. They deliver workshops and skills sessions, provide input to School based events and ad hoc support, such as external interviewers. The Careers Service promoted 224 employer events in 2015/16 which gives an indication of the scale of support.
10. Partnerships/shared services particularly working with Schools and Colleges (include any other relevant external partnerships).
Partnerships working is fundamental to supporting the personal and career development and ultimate employability of our students - it is not something we can do in isolation. We regularly
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work with internal and external partners to maximise our reach and effectiveness. The themed weeks outlined in service innovations are predicated on a partnership approach. Additional examples from 2015/16 include: Sharing Expertise through training, briefings, consultations and access to networks: briefing sessions to staff in Development and Alumni and ERI; contributed to 11 Personal Tutor induction sessions; hosted networking lunch with EY for key academics from Law, Business School and Economics to discuss curriculum design; presentation to GeoSciences Industry Liaison Board; produced University repose to HESA DLHE consultation, and contributed to Higher Education Academy consultation on PRES 2017, Stern Review of the REF and submission to the Universities Innovation Fund from SFC Supported the successful submission to the MasterCard Foundation; established and lead Consortium of Edinburgh University Careers Services as a partner in the city’s Joined up for Business Network. Joint Development contributed to development of SIM (Student Industry Meet-Up) days with ERI, which are to be piloted in 2016/17; working with ISG on student employment project assisting with the recruitment of 27 students; fed in to the evaluation of IbisWorld online resource, along with colleagues in the Business School and Acquisitions, and financial support for shared pilot subscription; collaborating with the North America office who employ an Employ.ed overseas intern to engage alumni and employers; developed Edinburgh Award for Enterprise with Launch.ed. Employer Partnerships are fundamental to our work in delivering to students through Themed Weeks, Fairs and one-off activities, e.g. SPRINT women’s development program sponsored by RBS, Mott MacDonald and Microsoft, Women in STEM with Interconnect and Equate Scotland. Students Association and Societies: We have a strong relationship with the Students’ Association, contributing to the induction and training of incoming sabbaticals each year. We have instigated formal quarterly meetings with key office bearers and staff to support collaborative working and information sharing. We also engage with relevant student societies, e.g. working with the Heritage and Journalism societies on our Creative and Cultural Careers Festival and input at Triple Helix Conference (which was also live streamed to the US). This can be a particularly useful route to students who may not approach us directly, to respond to and deliver to a particular interest group or where the level of access via the School is restricted. School Partnership: the importance of our relationships with Schools can’t be overstated. Each School has a dedicated link Careers Consultant (CC), working with key staff they deliver tailored career development learning opportunities within the School, through co and extra-curricular inputs, drop in consultations and bespoke events, as well as being available for booked appointments within our career centres. Examples of new or enhanced activity this year:
a pilot mentoring project in History, Classics and Archaeology in collaboration with the School and D&A
CC input to the Fundamentals Programme in School of Social and Political Studies
CPD programme, delivered in partnership in Business School refined by CC and receiving feedback score of 4.7/5
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We have introduced School Development Plans, which bring together key data such as student usage figures and destinations information along with reflection on previous year’s activity. These are used to inform and agree priorities with the School for the following year. The roll out of these remains a priority for us. Support Services: other support services, particularly international office, student recruitment and admission, have been important partners in themed weeks and other activities. Often the opportunities occur through ‘happenstance’. We would like to formalise these opportunities without stifling creativity and opportunistic events. We are considering developing partnership agreements and intend to pilot this in 2016/17 with Development and Alumni as we work with them on a major project to better harness alumni support for students and recent alumni.
11. External reference points/benchmarking (for example best practice outside the sector)
The Service holds the matrix Quality Standard (http://matrixstandard.com/) a national quality mark for organisations to assess their advice and support service provision.
As a member of AGCAS (Association of Graduate Careers Advisory Services, www.agcas.org.uk ) we operate to their Code of Practice and to the guidance laid down in the UK Quality Code for Higher Education - Chapter B4: Enabling student development and achievement http://www.qaa.ac.uk/publications/information-and-guidance/uk-quality-code-for-higher-education-chapter-b4-enabling-student-development-and-achievement#.Vlb6o51FDcs .
Our employer team regularly reviews relevant employment legislation to ensure we can inform employers of their duties and protect our students, e.g. National Minimum Wage, immigration and equality and diversity.
As well as being actively involved at senior level in AGCAS, the Director meets biennially with counterparts from other Russell Group Universities which contributes to regular informal benchmarking.
Active member of AGR and regularly attend/host AGR Scotland meetings to benchmark employer services and outcomes with other institutions and end users of these services.
Collaboration with other UK HEIs with high numbers of Chinese students, through our professional body’s British Council funded project, to investigate and benchmark the destinations for our students and gain greater insight into the expectations of Chinese recruiters on UK educated graduates returning home.
12. Staff Development activity
One again all annual reviews were carried out and staff engaged on average in 30 hours CPD. We make use of a diverse range of development activities, examples include:
Several members of staff are involved in professional body task groups, which increase their knowledge, provide benchmarking opportunities as well as stretch and interest.
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A successful joint bid for an Erasmus+ exchange with a colleague in the Business School resulted in a benchmarking visit to Aarhus University and Copenhagen Business School for a Careers Consultant.
Staff attended internal training events and conferences, such as Gearing Up, and external events including QA Enhancement Themes and the AGCAS national conference, with several contribution workshops.
One of our trainee careers consultants completed all aspects of their external training via the University of Warwick and the practical on the job elements, and so has now progressed from trainee to full careers consultant.
We held our two annual service days, with the June event including a whole service training session based on Ease the Load.
In support of our recent Comms and Marketing work we ran bespoke training tailored for each of our teams on Writing for Impact.
Careers Consultants take part in regular peer review of their group and 1-1 student facing work, and also engaged in professional issues discussion.
We use our wiki and internal update sessions to cascade learning from training and events which staff have attended.
In a knowledge based team the skills and motivation of staff are crucial, with high quality recruitment and development central to maintaining quality. There is always a need for ongoing and refresher training, in 2016/17 this is likely to build on our recent communications and marketing work with a focus on customer service, influence and digital skills.
13. Risk analysis (risk of under/non-performance, over delivery)
With the introduction of a TEF and sustained focus on return on investment, the destinations of our graduates will remain vital. We will continue to monitor DLHE results on a school by school basis, anticipating and responding to potential risk. The potential impact on the graduate labour market and employer behaviour from Brexit, degree apprenticeships and increased school leaver recruitment resulting from the social mobility agenda will require careful monitoring through our various networks. Careers and employability is seen as important by students and staff; however, it is less frequently seen as urgent. As a result, engagement remains variable. The School Development Plans and Communication and Marketing project are in response to this risk. Focus on social mobility and widening access students is a particular priority. Recruiting and retaining high quality staff is vital. We are comfortable bringing talented recent graduates into support roles and providing a career launch pad. However, this has implications for turnover and consequently resource input to recruitment and development.
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14. Summarise key priorities for the coming year:
Online strategy: improved website and greater take up of self-help resources to extend reach and impact.
Embedding communication and marketing to support greater student engagement and developing a clear internal communications strategy.
Ensuring personal, professional and career development remains a live issue across the University, focussing activity on priority areas and working collaboratively.
Scope and develop MyDevelopmentHub for implementation in 2017/18.
Strengthen Work Experience: sustaining and enhancing Employ.ed offer, growing the numbers participating in Edinburgh Award for Work Experience, scoping internal agency model and maintaining strong and collaborative visible employer engagement.
