Acknowledgements. Published by: Careers New Zealand PO Box 9446, Wellington New Zealand Copyright Crown 2012

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2 Acknowledgements Careers New Zealand wishes to thank the organisations and individuals across the tertiary education community who generously made time to help with the development of this publication. Their expertise and experience made this work possible. Published by: Careers New Zealand PO Box 9446, Wellington New Zealand Copyright Crown 2012 Permission is granted to reproduce this document in whole or part for non-commercial career development purposes, as long as the source is acknowledged. Except as permitted under the Copyright Act 1994 or any copyright licence, no part of this document may be reproduced for other purposes without the permission of Careers New Zealand. This document is available as a downloadable PDF from the Careers New Zealand website: ISBN: (PDF) ISBN: (Word)

3 Contents Section Pages Foreword...1 Introduction...2 The importance of career development in tertiary organisations...2 What are the tertiary benchmarks?...3 Priority student groups...4 Who should use the benchmarks?...5 How to use the benchmarks: a suggested approach...6 Development of the benchmarks...7 Student Career Management Competencies...8 Key Dimensions for Effective Career Development Practice Employer and Industry Engagement Student Engagement Organisation Engagement Glossary Reference List Bibliography Appendices Appendix 1: Career Development Benchmarks Tertiary roadmap Appendix 2: What does effective career development look like?... 39

4 Foreword New Zealand s economic and social success is dependent on ensuring our students reach their potential. Our society and economy require strong connections between industry, business and education, so people can make smart decisions about their education and working lives. New Zealand needs the right people in the right place with the right skills to take us forward as a nation. High-quality career development is key to securing a more prosperous future. These benchmarks are a self-review tool to provide tertiary organisations with guidance on what high-quality careers work is about. At the heart of this document is a description of the key career competencies that New Zealanders need for 21st century careers literacy. Students initially need support to develop their own career competencies. Wisely practised, these competencies will provide a lifelong ability to make smart career and life decisions. All New Zealanders, whether starting their working life, skilled people mid-career who are looking for a change or thinking about scaling back at the end of their working lives, need to be able to act on opportunities. This is a core competency that can drive a lifelong process of learning. Our vision is a country where all our people, supported by their families and whānau, can make effective choices and decisions about work, life and learning, thereby reaching their full potential. Regionally, communities are thinking about how they develop skills to meet the demands of their local economy. Economic development agencies, local and regional councils and community groups around the country share a common issue retaining their skilled people in their region. A key step towards making sure that skill needs and work opportunities are linked is an effective skills-based regional career network that brings together education and industry. New Zealand s tertiary education sector is vital to this work. While we recognise that the sector is hugely diverse, there are key facets to career development that apply to all students. These benchmarks allow each organisation to reflect its own circumstances and contexts. It s a tool you can adapt to your own settings and contexts, a starting point for conversations about effective practice. These benchmarks are the second in a series of three documents that provide a self-review tool to educators. We published the secondary benchmarks last year and are beginning a project to complete the third of these focused on Years 7 & 8 (intermediate years). Once completed, these documents will provide the education sector with an integrated framework to support our young people as they journey to independent adulthood. It s a vitally important transition that we need to get right as a nation. I want to thank those who have worked on this important project. In particular I would like to acknowledge the team who developed the document: Shaun Pulman (project writer), Julie Urbahn (project manager) and team members Mariella Trynes, Jennifer Ross, Gill England and Dale Bailey for his continuing oversight, guidance and leadership of the benchmarks on behalf of Careers New Zealand. Thanks to those tertiary organisations that helped test and improve this document. It is all the better for your contributions. Careers New Zealand is focused on developing an effective careers system, one that provides for all people in New Zealand. These benchmarks will aid the tertiary education sector to deliver quality career development programmes and services to their students. If our students succeed, then we all succeed. Graeme Benny Chief Executive Careers New Zealand August

5 Introduction The importance of career development in tertiary organisations Every student needs the opportunity to transition successfully from tertiary study to further learning and work. The Ministry of Education s Tertiary Education Strategy states that the Government wants a tertiary system that rewards successful providers who demonstrate that they meet the needs of students and employers. Effective career development programmes will be essential to achieve the recently announced Government targets for better public services. Two goals in particular are relevant: Increase the proportion of 18-year-olds with NCEA Level 2 or equivalent qualification. Increase the proportion of year-olds with advanced trade qualifications, diplomas and degrees (at level 4 or above). In order to achieve these goals, tertiary organisations must provide high-quality, organisation-wide, integrated, culturally responsive career development programmes and services to enable students to achieve their potential and be positive contributors to the community and the nation as a whole. The term career development is used throughout this document. Career development is defined as the lifelong process of managing learning, work, leisure and transitions in order to move towards a personally determined and evolving future. 1 The development of effective, demonstrable student career management competencies will allow tertiary organisations to attract, engage and retain students who will be well equipped to progress in life, learning and work. Why have a set of career development benchmarks for the tertiary sector? It is believed that the 21st century will see the highest growth in tertiary education in history. Demands for greater efficiency and accountability in the sector, as well as a lack of data and specific indicators, are driving the need for systemisation and measures of effectiveness. 2 With this in mind, the Career Development Benchmarks Tertiary 3 aim to provide a clear and consistent framework that will enable tertiary organisations, as well as external bodies, to review the effectiveness of career development programmes and services. The aim of this document is to fit seamlessly alongside the two other benchmark documents produced by Careers New Zealand: Career Education Benchmarks Years 7 and 8 (yet to be published) and Career Education Benchmarks Secondary (published 2011). The benchmarks aim to bring about high-level commitment from senior leadership. As a result, there will be more effective inter-organisational collaboration, sharing of best practice across tertiary institutions and beyond, to employers, industry and public sector organisations. The scope of the benchmarks Given the diversity of the tertiary sector, every attempt has been made to be as inclusive as possible. It is recognised that organisations have varying degrees of resourcing, which may impact on their careers programmes. The objective of the document is to provide a future-focused, aspirational set of guidelines for all tertiary organisations to ensure that their students are well prepared for today s world of work. 1 [Canadian] National Steering Committee for Career Development Guidelines and Standards, 2004, as cited in Industry Council of Australia, 2007, p Garcia Aracil, A., & Palomares-Montero, P. (2009). Examining benchmark indicator systems for the evaluation of higher education institutions. Online: Higher Education, For the purposes of this document, tertiary refers to universities, polytechnics, wānanga and private training establishments. 2

6 What are the tertiary benchmarks? The benchmarks are a self-review tool and not a compliance mechanism. The benchmarks are written so that the students (rather than the organisations ) needs and competencies are at the centre. The objectives are set at a high level in order to be aspirational, so that organisations have an ideal to aim for in terms of best practice. The benchmarks can be seen as an expression of intent for an organisation rather than a set of requirements to be fulfilled. It may well take some time before an organisation can achieve certain benchmarks. An organisation may choose to focus on certain benchmarks depending on their organisational priorities. This will enable them to identify strengths and priorities for improvement. Figure 1: The key dimensions for effective career development There are four key dimensions for effective career development practice. Successful student outcomes are at the heart of the benchmarks; three of the dimensions are inputs that work together to ensure these competencies are achieved. Student Career Management Competencies describes the career development competencies that students should have when they leave tertiary study and move towards work or further learning. These competencies detail the outcomes required for students to be able to successfully transition from organisations, and are not intended to form part of the self-review. Employer and Industry Engagement is any contact between tertiary organisations and employers and industry that enables students to develop their career management competencies. Student Engagement is the way in which students connect with careers programmes and services in order to develop their career management competencies. Organisation Engagement deals with how the tertiary organisation as a whole enables its students to develop their career management competencies. 3

7 Students at the centre Central to the design of the benchmarks is the concept of supporting all students to build their own career management competencies so that they can successfully self-manage their life, learning and work. The benchmarks support the shift from a career decision guidance approach to a more dynamic model of career development guidance which reflects the realities of life, learning and work today. It is acknowledged that student career management competencies are emergent depending on life stages, and therefore some organisations may want to refer to the Career Education Benchmarks Secondary when considering their students. International literature aligns the key competencies of young people closely to the desired outcomes of career development. As illustrated below, the formation of self underpins the competency approach. Figure 2: A competency approach to career development 4 Priority student groups An important challenge for New Zealand is disparity in achievement between various groups. Quality career development programmes and services must be culturally responsive for these students in order to increase engagement and successfully complete their tertiary education. The benefits of ensuring that virtually all students succeed in tertiary education is critical, not only for students themselves, but also for their families, communities and New Zealand s social, cultural and economic prosperity. Māori students The Government s Tertiary Education Strategy states that while one in five tertiary students are Māori, their achievement at higher levels of study is lower when compared to other students. Improving Māori tertiary outcomes will require all tertiary organisations to provide better pastoral care and academic support, and a learning environment and teaching practices that are culturally responsive to Māori students. 5 4 Adapted from Hodgetts, I. (2009). Rethinking career education in schools. Wellington: Career Services rapuara 5 Tertiary Education Strategy , Ministry of Education, 2010, p.12. 4

8 Pasifika students The Tertiary Education Strategy is clear on the Government s short-term focus (three five years) for Pasifika tertiary education outcomes. It notes that while the last five years have seen an increase in the number of Pasifika students participating in higher levels of tertiary study, completion by Pasifika students remains lower than any other group. The strategy states that tertiary organisations need to focus on finding ways to assist Pasifika student to progress and achieve at higher levels of study. They will need to work with Pasifika community groups and improve pastoral and academic support, learning environments and pathways into tertiary education for Pasifika students. 6 Students with special education needs Students with special education needs are less likely than their non-disabled peers to transition into employment, training or further tertiary education. The Government expects all providers to offer an inclusive education environment that caters to the needs of students with disabilities to improve participation and achievement, particularly at higher levels (Tertiary Education Strategy , Ministry of Education, 2010). Therefore, it is important that these students are included in the provision of career education in tertiary organisations. Other priority student groups The Ministry of Education has identified other priority groups that require a specific response to their career development needs. These groups include students from low-income families. Additionally, tertiary organisations may have other groups of students who need targeted assistance. As each organisation has a unique community, rather than specify groups of students the benchmarks refer to priority groups. It is the responsibility of the organisation to identify and uniquely respond to these groups. Who should use the benchmarks? A shared decision-making approach to career development ensures senior management and leaders, the career development specialist and career development staff work collaboratively. It is important that organisations task a member (or members) of their senior leadership to oversee and coordinate career development across the organisation to support specialist staff. To locate effective career development practice at the heart of teaching and learning, organisation leaders need to play active roles. There will be a need in some cases to support the professional learning of key staff to move towards achieving the skills and qualifications recommended by the benchmarks. Careful support and assistance will be required to help unqualified staff to move toward achieving the necessary skills. In cases where specialist career development services are not available within the organisation, the following options are suggested: Collaborate with other organisations in order to share resources and promote career development. Use existing tools and resources (eg Careers New Zealand website Contract external providers. 6 ibid, p

9 How to use the benchmarks: a suggested approach It is acknowledged that organisations are self-managing. The document is a flexible self-review tool that enables organisations to use the approach that best suits their needs. It is suggested that organisations select one key dimension for their initial review rather than work through all dimensions at one time. This will allow for improved analysis and reflection. It should be noted that the student career management competencies detail the outcomes required for students to be able to successfully transition from organisations, and are not intended to form part of the self-review. Figure 3: Suggested approach to reviewing best practice against the benchmarks Supporting resources are provided as appendices to the document a quick reference guide to the benchmarks and a one-page checklist to conduct a brief overview and help select the dimension to focus on. Organisations may choose to use these. Additional resources for organisations to use to assist them to improve and develop their career development programmes and services are available from Careers New Zealand. 7 7 The website has online resources, and you can contact Careers New Zealand from this website. 6

10 Development of the benchmarks A wide range of sources and experiences have been drawn upon in developing these benchmarks. These sources are fully detailed in the Bibliography; however, the main sources include: Career Education Benchmarks Secondary, Careers New Zealand (2011). Careers Education Benchmark Statement, Association of Graduate Careers Advisory Service (AGCAS), UK (2005). Developing Guidelines for Career Development Services and Career Information, Career Industry Council of Australia (CICA) (2007). Tertiary Education Strategy , Ministry of Education. (2010). Consultation has included: reviews by internationally recognised career development practitioners and researchers; an external reference group representing all key stakeholders; cultural advisors Māori and Pasifika; road testing in selected tertiary organisations across New Zealand; student focus group meetings. The process has also integrated thinking from other key Ministry of Education strategies: Ka Hikitia Managing for Success, Ministry of Education (2010a). The Pasifika Education Plan, Ministry of Education (2010c). These strategic plans are an intrinsic part of the benchmarks model and they should inform the approach taken in tertiary organisations. 7

11 Student Career Management Competencies For tertiary students to further develop the competencies to self-manage their life, work and learning they need to be supported through culturally responsive effective career development programmes and services. Career management competencies will enable them to make sound career decisions and study choices, realise their potential, complete their qualifications and become good citizens and effective contributors to our economy and society. Career-literate students can clearly articulate their distinctive capabilities, as well as demonstrate resilience, confidence, connectivity and commitment to lifelong learning. S Student Career Management Competencies S1 Students have a strong awareness of self, their identity, language and culture, how they relate to others and their potential for development. They can identify their social and cultural influences and how they interact with the economy and so ciety. Students are able to consider, analyse and apply these competencies to the lives they currently have and aspire to have. Sub-category S1.1 Self-knowledge S1.2 Developing capabilities S1.3 Changing and growing Competent Students: demonstrate the knowledge, skills, interests and values that they have developed through their learning, life and work experiences, including cultural and community activities and contributions; describe their key influences (including psychological), whānau/family/hapū/iwi/ community and cultural identity; articulate their whānau/family/hapū/iwi/ community expectations of them Students: demonstrate the capabilities required to enable them to successfully transition to achieve their goals during and beyond tertiary education; outline their strengths and what they need to develop further to assist them in achieving their goals Students: recognise that interests, aspirations, responsibilities and motivations change as they develop; recognise and adapt to these changes, and access a range of support as and when required; identify available support including whānau/family and community; recognise the need to be flexible in order to adapt to a quickly changing environment Highly competent and: demonstrate how these elements relate to personal and sociocultural values and goals; articulate how these elements can be applied to their life and work plans. and: identify and plan how they can further develop their capabilities to ensure progression to achieve their life, learning, sociocultural and work goals. and: are able to demonstrate their ability to be flexible in proactively engaging with a quickly changing environment. 8

12 Students can identify, evaluate and act on the opportunities available to them in life, learning and work. They are aware of the shifts in regional, national and global economies and society S2 and their influence on their life, learning and work. Sub-category Competent Highly competent S2.1 Students are able to identify, create, act on and and: Opportunity evaluate opportunities in life, learning and work making comprehensive awareness that relate to their personality, culture, strengths, connections between their interests, aspirations, responsibilities and learning and opportunities; motivations by: accessing a range of networks making clear connections between their that provide specialised learning and opportunities; opportunities; accessing networks that provide and assist actively developing connections with creating opportunities; to people and organisations that realising their identity, language and culture can provide opportunities; are points of difference and strength; prioritising and acting on the describing a diverse range of opportunities most appropriate opportunities. available beyond tertiary study S2.2 Students are able to identify and evaluate: and: Life, learning some of the realities and requirements of demonstrate how these realities and work realities life, learning and work opportunities that relate to their own aspirations, relate to their identity and interests; motivations and personal the need for lifelong learning and the circumstances; value of formal learning in developing demonstrate how these can their life skills; change over time due to influences of shifts in regional, the impact of learning and work on their lifestyle; national and global economies; understand the impact of learning the contribution they can make to their whānau/family, hapū/iwi and society; and work on whānau/family and the wider community; an awareness of the need to be good citizens and effective contributors to realise the value of innovation a broader regional, national and global and entrepreneurship in creating environment work futures. S2.3 Students are able to: and: Accessing and evaluate information from a range of use information to examine and using information sources, which includes technology, evaluate opportunities that could to explore their life, learning and enhance their life and work plans work opportunities; (this includes identity, language understand that the dynamic nature of and culture); the labour market has an impact on life, interpret and analyse the impact learning and work plans; of current education, training and work trends on their life, learning explain their criteria for identifying relevant and reliable information, and work plans; and filter information appropriately realise that this information needs to be re-evaluated and added to in a continuous improvement loop; integrate this information into a thorough understanding of work-in-life. 9

13 Students make well-informed decisions as well as implement flexible life, learning and work S3 plans. They are adaptable and responsive to change. They can find alternatives when faced with obstacles and have the resilience and ability to adapt as their life, learning and work environments change. Sub-category Competent Highly competent S3.1 Making life, learning and work decisions S3.2 Life, learning and work plans Students understand that: effective decision making is fundamental to creating the life that they wish to lead; life, learning and work decisions reflect a series of choices; there is a relationship among life, learning and work roles which can have an effect on decisions; the decisions they make will have an impact on themselves and others, including whānau/family and community; they can find solutions to the obstacles they will face with regard to their life and work goals; chance and happenstance play an important role in their progress in life, learning and work; they need to develop an awareness of strategies that increase resilience Students: develop life, learning and work plans that satisfy and motivate them; use their plan to guide their decisions and actions; review plans as a result of experiences and feedback; manage their life/work/learning balance and: apply a range of relevant decision-making strategies; identify the impact of their decisions on themselves and others; implement strategies to overcome identified obstacles; display a strong awareness of their own decision-making style, realise what works best for them in different situations and implement appropriate strategies; take advantage of the opportunities that arise as a result of chance and happenstance; implement strategies that demonstrate resilience. and: record, reflect on and amend plans in response to values, experiences, feedback and analysis of changing trends; demonstrate the ability to plan for the short, medium and long term; display the flexibility to change plans according to the need of any given situation. 10

14 S4 Students develop and articulate their own personal and marketable identity which reflects their values, skills, training, knowledge and interests. This is evident in all communications that they share w ith the wider world, including p rospective employers, broader networks and in online spaces. Sub-category Competent Highly competent S4.1 Developing a marketable 8 identity S4.2 Communicating Students: synthesise their personal knowledge, life experience and understanding gained from their tertiary education towards the development of a marketable identity in order to maximise their potential; identify the connection between their identity and existing (or the development of new) opportunities Students: understand the importance of communicating their unique skills, abilities and cultural identity through a variety of currently relevant media to a broad audience; recognise the significance that positive attitude has on the process of seeking entry into the world of work; recognise the significance and appropriateness of their online profile/presence on the process of seeking entry into the world of work and: ha ve developed a coherent and ro bust marketable identity in order to maximise their potential. and ar ticulate a clear sense of their co mpetitive edge, which includes: a strong understanding of their own special and distinctive capabilities (knowledge, skills, aptitudes and abilities); evidence of adaptation to complex demands; consistently displaying a positive attitude in work and learning contexts. 8 The set of skills, knowledge, attitudes and attributes that a student communicates to an audience in order to convey their competitive advantage and maximise their potential. This is not limited to specific work competencies, but may also encompass life experience and transferable skills. A student s culture is a significant factor in this concept, as this will shape an individual s sense of worth and self-awareness, which are the foundations of their marketable identity. 11

15 Key Dimensions for Effective Career Development Practice Figure 4: The key dimensions for effective career development The following pages contain the self-review tables for the three input dimensions: Employer and Industry Engagement; Student Engagement; and Organisation Engagement. It is suggested that organisations use these tables to self-review their career development practice. The benchmarks are flexible so organisations can choose an approach that best suits their needs. They may review all the dimensions or take a progressive approach focusing on one at a time. There are resources in the appendices that organisations can use to support their self-review. 12

16 Employer and Industry Engagement Employer and industry engagement is fundamental to the development of students career management competencies and to ensure readiness for the world of work on completion of tertiary study. Clear and open communication lines between tertiary organisations and employers and industry must be established and enhanced. A planned, strategic, organisation-wide approach is essential for employer and industry engagement, and this needs to be backed up by robust information systems that are accessible to students, organisational staff and employers. E Employer and Industry Engagement E1 Employers and industry and tertiary organisations will cooperate to ensure an effective engagement strategy is implemented. This will incorporate memoranda of understanding, formal agreements, partnerships and strong relationships, enabling mutually beneficial outcomes for all stakeholders, particularly students. Sub-category Ineffective Adequate Consolidating effectiveness Highly effective E1.1 There is little There is: This is communicated with all staff and: and: Strategy acknowledgement a demonstrated clear employer is clear and transparent for students; there is active employer and industry of employer and industry engagement strategy; and industry there is alignment between the employer engagement in the process of engagement in any recognition of the value of employer and industry engagement strategy of the developing strategy; and careers strategy and industry engagement in broader tertiary organisation and expectations relevant, iwi, Māori and Pasifika documentation. organisational strategy documents; from employers and industry; organisations are identified that senior management support for there are specific strategies for Māori and can support Māori or Pasifika employer and industry engagement. Pasifika students, particularly to enable students into high-demand industries them to progress in industries and courses or employment. where Māori and Pasifika students are traditionally under-represented 13

17 E1 Emp loyers and industry and tertiary organisations will cooperate to ensure an effective engagement strategy is implemented. This will incorporate mem oranda of understanding, formal agreements, partnerships and strong relationships, enabling mutually beneficial outcomes for all stakeholders, particularly students. Sub-category Ineffective Adequate Consolidating effectiveness Highly effective E1.2 Relationships There is little connection between the organisation and employers and industry. There is clear evidence of the development of sustainable and effective relationships between organisations, employers and industry; and: staff are aware of the importance of these relationships, and impart relevant industry information to students; there is clear information outlining the benefits of these relationships to employers and industry. Enduring, effective and mutually beneficial relationships have been built across relevant industry groups and volunteering organisations; and: there is a strong relationship with graduates to ensure destination data is captured, as well as avenues for collaboration explored; course content demonstrates strong awareness of current industry trends; linkages between course content, career development and current industry practices are explicit and are understood by employers, students, teaching staff and the career development team; These relationships also include: the full range of relevant enterprises, including small-medium enterprises and overseas organisations. Employer and industry engagement is balanced across faculties, departments and student groups. tertiary organisations and employer and industry groups are partnered with iwi, Māori or Pasifika organisations that can support Māori and Pasifika students to succeed. 14

18 E2 Stud ents have access to work programmes and events that are relevant to their programme of study, as well as to current industry data that will enhance their career competencies and prepare them for their post-study activity. Sub-category Ineffective Adequate Consolidating effectiveness Highly effective E2.1 Industry programmes Students have little or no awareness or exposure to work experience/ mentoring/internship programmes. Students have: been made aware of work experience/mentoring/internship programmes and have had a limited opportunity to engage with them. Students have: had opportunities with a variety of work experience/mentoring/internship programmes. Students have: had opportunities in a broad range of equitable and transparent work experience/mentoring/ internship programmes; and are able to draw upon these experiences to shape their learning. E2.2 Employability skills Students have very little awareness of employability skills. Students have an: awareness of employability skills; and can demonstrate employability skills in some work settings. Students can: demonstrate employability skills in various work settings relevant to their study area. Students can: demonstrate broad and comprehensive employability skills, including entrepreneurship, across industry; identify areas for their development in future workplaces. E2.3 Industry awareness Students have very little awareness of industry trends and activity. Students have an: awareness of industry trends and activity relevant to their area of study; and can communicate this to a range of audiences. Students can: demonstrate wider industry awareness relevant to their study area; and can relate this to their job search in an effective way. Students can: demonstrate wider and comprehensive industry awareness across a wide range of industries; successfully use this information to make strong connections with employers. 15

19 E2 Students have access to work programmes and events that are relevant to their programme of study, as well as to current industry data that will enhance their career competencies and prepare them for their post-study activity. Sub-category Ineffective Adequate Consolidating effectiveness Highly effective E2.4 There are minimal There is a series of careers events where There is a variety of employer and industry There are culturally relevant events for all Events opportunities for students, employers and industry have events regarding information, recruitment, 9 priority student groups particularly in highstudents and the opportunity to interact: networking and employability skills: demand industries that these students employers and students are made aware of events industry to interact. in a timely and consistent manner; there is a clear orientation plan for new students, which clearly explains career events and activity; there is clear evaluation provided for events and opportunities. recent graduates are used extensively as role models in these events; have traditionally been under-represented in and that encourage Māori and Pasifika students to progress into and achieve at higher levels of study: students are actively promoted to employers and industry outside of there are events specifically targeted for these events, through other channels. Māori and Pasifika; there is clear evaluation and continuous improvement of these events. 9 Groups relevant to the organisation s community include, but are not limited to: Pasifika, students with special education needs, refugees, migrants, ethnic groups that are representative of the organisation s community, and low-income groups. Priority groups identified by the Tertiary Education Strategy include Māori, Pasifika and learners under 25 years of age. Priority group learners for Youth Guarantee include Māori, Pasifika and special education needs learners. 16

20 Student Engagement Student engagement is enabled by high-quality career development information systems, programmes and services, which develop the self-management competencies necessary for successful programme completion, progression through and transition from the tertiary environment. They are provided through an integrated approach to support connected and contextualised learning and build student capability for lifelong career management. Information systems, programmes and services are reviewed, evaluated and improved to ensure the career development needs of all students are being met. SE Student Engagement SE1 There is evidence of cohesive, coordinated, organisation-wide career development programmes and services that effectively engage students. They provide a variety of opportunities for all students to develop and demonstrate their career management competencies throughout their tertiary experience. This information is clearly available in a comprehensive online careers portfolio that each individual student compiles throughout their tertiary study. Sub-category Ineffective Adequate Consolidating effectiveness Highly effective SE1.1 Career development programmes and services Students, including Māori and Pasifika, have limited exposure to career development programmes and services. Students, particularly Māori and Pasifika, have exposure to career development programmes and services. Students have exposure to a wide range of career development programmes and services. Students have extensive exposure to culturally relevant career development programmes and services, which are clearly integrated with their learning. SE1.2 Online careers portfolio There is no evidence of an online career portfolio for students, including Māori and Pasifika. The organisation is working towards implementation of online careers portfolios for all students. Learning and teaching are incorporated into a clear online career portfolio which reflects the student s individual profile and: is an extension of their secondary school portfolio (if applicable); and: the online careers portfolio contains comprehensive, culturally relevant information from the student s work experience; the online careers portfolio receives credit towards the course that the student is enrolled in; students are encouraged to utilise and maintain the career plan beyond tertiary study in order to reflect a commitment to lifelong learning; virtually all students are using their portfolio independently for career decision making and planning; there is evidence of regular use by virtually all Māori and Pasifika students. can be added to throughout the student s tertiary study and beyond; is culturally relevant for students, particularly Māori and Pasifika 17

21 SE2 Career development information systems and programmes and services are developed and enhanced through data analysis, review and evaluation. They are enriched by incorporating new approaches and opportunities to meet the identified, specific career development needs of students. Sub-category Ineffective Adequate Consolidating effectiveness H ighly effective SE2.1 Th ere is no There is a process for the planning and: T here is an established process for Planning ide ntified process and review of information systems there is an identified process for the t he planning, review and evaluation of and review for the planning and and programmes and services in planning, review and evaluation of i nformation systems and programmes review of information some organisational areas; information systems and programmes a nd services in all organisational areas systems and this takes the needs of Māori, and services in most organisational areas w hich involves internal (students and staff) pro grammes Pasifika and priority groups which involves internal stakeholders, a nd external (community and industry and services. into account including students. g roups) stakeholders. So me aspects may be reviewed. SE2.2 Response to current trends and new opportunities Programmes and Programmes and services are adapted and: a nd also: services are static and developed in response to: and there is no evidence of a government initiatives; response to init iatives and new opportunities. developments in education and work; new insights into meeting the equitable needs of Māori, Pasifika and priority group students regional, national and global trends opportunities that can assist in the development and improvement of programmes and services are identified and implemented. This may include using professional development, networking and consulting specialist agencies. 18

22 SE3 Programmes and services actively engage students, families/whānau and the community in supporting their students. Networking and network development are evident and are ongoing activities: they are used as a source of shared learning, knowledge production, and knowledge 10 management. Sub-category Ineffective Adequate Consolidating effectiveness Highly effective SE3.1 Participation Th ere is occasional communication and few opportunities for students to participate in car eers activities. There is a regular process of informing and updating: students, whānau/aiga/families and the organisation s community of career development programmes, services and opportunities. Students and their whānau/aiga/families access career development programmes and careers activities are informed by regular consultation. There is active engagement in the implementation of careers activities by students, whānau/aiga/families and the organisation s community. SE3.2 Networks and partnerships It is difficult to ide ntify networks tha t support career development pro grammes and services. There are some networks that support organisation-wide career development across the tertiary education sector, community organisations and secondary schools. There is some evidence of engagement with iwi, community organisations and industry to support the career development of Māori, Pasifika and other priority groups. A range of national and international networks, which may be formal, informal, face-to-face and virtual, are sought and fostered in order to meet identified student needs. Opportunities to partner with iwi, organisations, industry or other specialist agencies to ensure the career development aspirations of Māori, Pasifika and other priority groups are met. There are established networks and they are regularly reviewed in an effort to build professional communities. Opportunities to partner with iwi, organisations or other specialist agencies to advance the career development aspirations of Māori, Pasifika and other priority groups are evident. 10 Vaughan, K., & O Neil, P. (2010). Career education networks and communities of practice. Christchurch: AERU Research Unit. 19

23 SE4 Student engagement is supported by career development information systems that are able to be accessed easily by current and prospective students, staff, employers and local communities. Career development information systems are up-to-date, relevant and regularly reviewed to ensure currency. Sub-category Ineffective Adequate Consolidating effectiveness Highly effective SE4.1 Students have Students have access to career Students have ready access to accurate, Students and whānau/aiga/family have Student limited access to development information systems and: current and well-managed information systems ready access to accurate, current and access to car eer development they have some support in accessing and resources. well-managed information systems career information systems. and using career development They are well supported and are confident and resources. development information systems and resources; in accessing and using career development information information systems. systems access to information systems is provided in ways that are relevant to the equitable needs and aspirations of: Māori students and whānau; Pasifika students and aiga; other priority groups. There is evidence that career development information systems are being used by Māori and Pasifika students. Evidence shows that career development information systems are used by virtually all Māori and Pasifika students and their whānau and aiga. 20

24 SE4 Student engagement is supported by career development information systems that are able to be accessed easily by current and prospective students, staff, employers and local communities. Career development information systems are up-to-date, relevant and regularly reviewed to ensure currency. Sub-category Ineffective Adequate Consolidating effectiveness Highly effective SE4.2 Career development information services content Information technology is used to present content an d consists of lin ks to external career information websites. Career development information services content is presented on the organisation s website and: there is a dedicated career space on the organisation s website with a mechanism for students to link to employers; the career development team makes use of social media platforms to interact with students, the community and/or employers and also: as a result of content quality, there is a developing community of interest around the organisation s careers information in dedicated social media spaces. This includes student, community, employer and industry participation; there is peer interaction via a range of technology platforms. New information and resources are sourced as required for new and existing programmes and services and: there is a documented system for sourcing new and replacement resources; quality assurance processes are in place for the collection, verification and presentation of career development information and data and: new resources and information are sourced and enhanced based on user testing with students, employers and interest communities. There is clear evidence of Māori and Pasifika students and communities in user testing; information and resources are reviewed as part of the process of evaluating existing programmes and services; incorporate the use of different media (e.g. text, media clips, images) online; reflect the identity, languages and cultures of the organisation s community; and refer to the employment and industry needs of the community. 21

25 Organisation Engagement A sound career development culture throughout the tertiary organisation is key to successful student and organisation outcomes. Effective leadership is informed by evidence-based practice, and creates a positive climate for the provision of career development information management and programmes and services. These are sufficiently resourced and supported to ensure the successful transition of all students. It is essential that there are clear strategies and plans for career development to enable an organisation-wide approach whereby career development is integrated into appropriate organisational structures. O Organisation Engagement O1 Active and committed leadership is informed by evidence-based practice and drives the organisation s policy and plans for the development of student career management competencies, and these are integrated into the organisation s programmes and services, information systems, employer engagement strategy and reporting. Sub-category Ineffective Adequate Consolidating effectiveness Highly effective O1.1 There is little or no There is a policy that states the vision and this policy is: and also, the policy: Careers evi dence of a clear and procedures for the careers linked to other organisational policies; informs the whole organisational programme pol icy for the careers programme. The policy: policy and pro gramme. subject to regular review approach to career development; 11 is grounded in career development planning is widely understood and shared by theory and principles; the whole tertiary organisation and considers the needs of Māori its stakeholders; students; sets out performance measures for considers the needs of Pasifika career development for all careers students; staff across all levels; considers the needs of other clearly prioritises Māori and Pasifika priority groups students tertiary education and career development needs and aspirations. 11 Not all tertiary institutions will establish specific careers departments to support students career development. All institutions need to ensure students have access to career development programmes and services. Where institutions choose to use specific career development staff they should ensure consideration of this sub-category. 22

26 O1 Active and committed leadership is informed by evidence-based practice and drives the organisation s policy and plans for the development of student career management competencies, and these are integrated into the organisation s programmes and services, information systems, employer engagement strategy and reporting. Sub-category Ineffective Adequate Consolidating effectiveness Highly effective O1.2 Organisationwide approach a) Course content, structures and profile Career development is rarely linked to aspects of course content structures and teaching and learning programmes. Career development is linked to some faculties, schools or departments course content and structures and teaching and learning programmes. Career development is included in most faculties, schools or departments course content and structures and teaching and learning programmes as well as in general marketing, student recruitment and the online presence of the organisation. Career development is embedded in virtually all aspects of course content, structures, teaching and learning programmes and culture across all faculties, schools or departments. Career development informs the presentation of course information to prospective students on the organisation s website and in student recruitment materials. Learning and teaching programmes are culturally affirming and responsive to Māori and Pasifika styles of learning Ensuring teaching styles are culturally relevant to Māori and Pacific students is a priority in the Government s Tertiary Education Strategy (Ministry of Education, 2010, p. 12). 23