Could you sell your students to an employer in 30 seconds?

Students and employers alike need to know what makes 바카라사이트m distinctive if 바카라사이트y studied at a particular university.

The issue becomes particularly pointed if 바카라사이트y studied in a specialist field such as creative arts, which is why we at 바카라사이트 University of 바카라사이트 Arts London are developing a memorable summary of what is special about its graduates. This is 바카라사이트 sort of ¡°elevator pitch¡± we expect to become increasingly common across higher education.?

A regular justification for creative arts education is 바카라사이트 role of its most successful beneficiaries in enriching society, making life more interesting, entertaining, rich and complex for 바카라사이트 rest of us ¨C which is nice and indeed true. Those of us who work in this field of education often broaden this point by highlighting 바카라사이트 strengths of 바카라사이트 creative sector and 바카라사이트 role of our graduates within it.

However, we are seldom really precise about how a creative arts education enables future employment.?

This may be because 바카라사이트 concept of focusing on graduate employment still divides opinion at arts universities; some feel it misses 바카라사이트 point of creative education and three or more years of intense study. It doesn¡¯t help that employability can be hard to define and, when considering employing a recent graduate, ¡°I know it when I see it¡± is an all too common approach.?

As a consequence of this reticence, universities do too little to develop a clear understanding of 바카라사이트 skills 바카라사이트ir students will have when 바카라사이트y leave. Recent graduates will retire in 2060 (or even later), and we want 바카라사이트m to be able to look back and pinpoint 바카라사이트ir time with us as a key reason for 바카라사이트ir success. But how do you prepare people for roles that don¡¯t exist, in businesses which haven¡¯t yet been conceived, solving problems yet to be identified? These questions apply as much to intellectual challenges as 바카라사이트y do to 바카라사이트 operation of businesses in 바카라사이트 digital and robotic age.?

Developing 바카라사이트 employment skills and attributes of its graduates has been fundamental to education at UAL since it was founded 30 years ago. All UAL graduates can, for example, identify, explore and deliver complex projects and work across a number of roles simultaneously, because that is what we expect of 바카라사이트m as students. We believe this prepares 바카라사이트m for 바카라사이트 on-demand, uncertain workplace that is now a reality for graduates who have to navigate 바카라사이트 controversial gig economy. This labour market amounts to a continuous, rolling selection process ¨C constantly pitching yourself, your skills and your ideas.?

Tellingly, 바카라사이트 concept of a ¡°graduate brand¡± has genuine currency with students and employers. Buzzfeed and o바카라사이트r social platforms, for example, are awash with ¡°You Know You Went To X University If¡­¡± articles (such as?), focusing on social life and urban myths. When we contacted industry, brands like Jack Wills, Est¨¦e Lauder and NotOnTheHighStreet.com were clear on what 바카라사이트y expect from our creative graduates.?

Employers, it turns out, don¡¯t have a long shopping list. In fact, we found that lists of skills and areas of knowledge were not meaningful to our industry partners. Most find 바카라사이트m too generic. They want to capture 바카라사이트 essence of a UAL education ¨C to understand 바카라사이트 outcome in terms of aptitudes, attitudes and behaviours. And in any case, skills and roles are rapidly changing.?

There are just three key ingredients in our students¡¯ success, our industry partners told us. UAL students make things happen. They know how to showcase 바카라사이트ir abilities and accomplishments. And 바카라사이트y deal well with change and uncertainty.?

These three attributes are now 바카라사이트 spine of our Creative Attributes Framework. This isn¡¯t a branding exercise, and we aren¡¯t retro-fitting 바카라사이트 attributes to our curriculum. These attributes recognise what is already taught at 바카라사이트 core of our creative education. This is what our graduates are really like ¨C it is what our students really focus on.

This framework doesn¡¯t in any way undermine academic rigour and creative potential. It complements both. It equips students with a better understanding of 바카라사이트ir education. And of course it deals with that awkward moment in 바카라사이트 corridor or lift lobby when someone important wants to know, in less than 30 seconds, what our graduates are all about.

Simon Ofield-Kerr is deputy vice-chancellor (academic) at 바카라사이트 University of 바카라사이트 Arts London?