Jacqui Rudd-Marie

Introduction

The Creative Innovator programme, launched in 2022 at the University of the Arts London (UAL), aims to empower students to explore diverse career paths beyond traditional employment. While the 2023 iteration received positive feedback, challenges in student attendance due to scheduling conflicts highlighted the need for a more inclusive and representative curriculum. This report outlines the steps taken to revise the Creative Innovator programme to enhance inclusivity and representation, reflecting on my positionality and its influence on this intervention. Drawing on appropriate research and data, the intervention addresses inequities in the creative industry and applies intersectional social justice principles within the teaching context.

Background and Context

The Creative Innovator programme is an extracurricular initiative designed to equip students with valuable employability skills. However, the programme’s initial iterations revealed a lack of representation and inclusivity, particularly concerning disability, race, and faith. To address these gaps, I conducted a curriculum audit and gathered feedback from previous sessions and the employability education team.

As a disabled female and employability educator with a coaching background in the creative industry, my positionality influences my approach to inclusive teaching. My personal experiences with disability inform my commitment to accessibility, while my professional background coaching leaders in the creative industry meant I witnessed the importance of diverse representation first-hand and the lack thereof. This dual perspective guided the development of an intervention to create an inclusive learning environment for all students in seeking careers in the creative industries.

Research and Data

The intervention drew on key readings and research, including:

• “Creative Justice: Cultural Industries, Work and Inequality” by Mark Banks
• “Representation and Diversity in the Creative Industries: The Case of the UK” by Niels Kornum and John Chrysostomou

Additionally, statistics from the Creative Industries Federation highlighted the stark disparities within the industry:

• The “more advantaged groups” (two-thirds of the UK workforce) occupy 91.9% of roles in the creative economy. This group has seen 17% employment growth since 2011, compared to just 2% growth for the “less advantaged group” (Creative Industries Federation Access & Diversity Booklet).
• An 11% BAME workforce may appear close to the national average, but given the high percentage of BAME workers in London, the sector’s workforce should be around 17.8% BAME to match local diversity. Many businesses are still not representative of their communities, missing out on the creative and financial benefits of true representation (Creative Industries Federation Access & Diversity Booklet).

These resources and statistics underscore the importance of addressing inequalities within the creative industries and inform the design of the revised curriculum.

Intervention Implementation Steps

1. Curriculum Audit
   • Reviewed materials, identifying gaps in representation and inclusivity.
   • Reflected on feedback from past sessions to revise the curriculum.
2. Inclusive Content Integration
   • Developed a diverse four-person panel to share their journeys in the creative industries, ensuring students feel represented.
   • Sourced diverse case studies to provide context to difficult topics and reduce the predominance of whiteness in course materials.
3. Enhanced Interactive Elements
   • Maintained the experiential learning approach with accessible interactive exercises.
   • Made pre-event materials available in multiple formats to cater to diverse learning styles and abilities.
   • Introduced a flexible, personalized career development plan, customizable to reflect students’ unique goals and circumstances.
4. Networking Opportunities
   • Colleague feedback encouraged the incorporation of a networking lunch followed by the panel discussion to facilitate connections and collaboration among participants.
5. Tutor Feedback and STEM Integration
   • Incorporated tutor feedback to include STEM career options in case studies and discussions, highlighting creative roles in STEM fields.

Implications and Actions

The intervention aimed to create a more inclusive space for learning and career development within the creative industries. Although, I believe, the changes implemented can enhance employability for all students. To address the need for diversifying the creative industries workforce more effectively, I have concluded that interventions should begin earlier in students’ educational journeys. Implementing a similar programme to Creative Innovator at the UAL Foundation College could significantly impact students on foundation diploma courses. This initiative could support students in deciding whether the creative industries align with their values and interests, with diverse representation in case studies and speakers. Earlier exposure can help students from underrepresented backgrounds see possibilities rather than barriers, supporting their progression into creative degrees and later leadership roles. The success of this intervention will be evaluated through ongoing feedback from participants and staff and I am hoping to explore the possibility of engaging students in this type of programme at the foundation level in the future.

Conclusion and Next Steps

Reflecting on the implementation of this intervention, I have learned the importance of continually reassessing and adapting teaching practices to ensure inclusivity. But this practice also has the added benefit of opening up new ideas which was the part I personally enjoyed the most. The next steps include:

• Continuously gathering feedback to refine the programme.
• Expanding the diversity of our guest speakers and case studies not just on Creative Innovator but as a wider team.
• Monitoring the impact of the intervention on student engagement and career outcomes.

By embedding inclusivity into the Creative Innovator programme, we aim to foster a more equitable and diverse creative industry, empowering all students to explore and develop their career potential.

References

Banks, M. (2017). Creative Justice: Cultural Industries, Work and Inequality. Rowman & Littlefield International.

Crenshaw, K. (1989). Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics. University of Chicago Legal Forum.

Kornum, N., & Chrysostomou, J. (2018). Representation and Diversity in the Creative Industries: The Case of the UK. International Journal of Cultural Policy.

Creative Industries Federation. (2020). Access & Diversity Booklet.

Happer, C., & Philo, G. (2013). Cultural Diversity and Inclusion in Creative Industries: A Systematic Literature Review. Journal of Communication.

Creative Industries Federation. (2020). Breaking Down Barriers: Tackling Racism in the Creative Industries.

Lewin, A. (2019). The Diversity Disconnect in the Creative Industries. Tech Nation.

British Film Institute (BFI). (2018). Workforce Diversity in the UK Screen Sector.

Creative Diversity Network. (2020). A Creative Industries Perspective on Disability Inclusion.

Adichie, C. N. (2009). The Danger of a Single Story. TED Talk.

Creative Industries Federation. (2020). Diversity in the Creative Industries. YouTube.

Rhianna Garrett’s Perspective

Rhianna Garrett emphasises the necessity of decolonizing the curriculum to dismantle entrenched biases, which is crucial for promoting equity in education. She argues that education must incorporate anti-racist principles to address systemic racism and its impacts on students of color. While her comprehensive approach is justified, critics might highlight the challenges in implementing such extensive changes within resistant institutional structures (Cambridge video being sadly a perfect example). Nevertheless, her perspective underscores the importance of addressing root causes to foster genuine inclusivity.

Alice Bradbury’s Insights

Alice Bradbury critiques the performative nature of diversity initiatives that often fail to produce meaningful change. She advocates for a deeper engagement with anti-racism, urging educators to critically examine their own biases and systemic barriers within institutions. This approach is essential for fostering genuine inclusivity however places the challenge on individual educators to drive systemic change and I wonder how this would be monitored or encouraged. Despite potential criticisms, Bradbury’s insights emphasise the need for sustained, genuine efforts towards anti-racism in education, highlighting the importance of institutional support in driving these changes.

Video Insights: Varied Approaches

1. Asif Sadiq on Diversity Training: Asif Sadiq discusses diversity training for staff, emphasising the need to equip educators with tools to recognise and address biases but highlights that many diversity trainings are not fit for purpose. Including training is a vital approach for creating a supportive and equitable educational environment. However, diversity training alone could be insufficient without broader structural changes. Sadiq’s perspective highlights the need to reform diversity training to avoid perpetuating biases and stereotypes, making it more effective in fostering inclusivity.
2. Cambridge’s Anti-Racism Training Perspective: The second video from Cambridge University controversially claimed the absence of systemic racism within their institution and discredited anti-racism training saying it was worthless. I strongly disagree with this perspective, as it overlooks micro-aggressions and their cumulative impact on marginalised students. This stance underscores the importance of recognising and addressing both overt and subtle forms of racism. The disappointment in their view highlights the necessity for comprehensive anti-racism training that acknowledges and tackles systemic inequities.
3. Race Against White Privilege for Young Students: The third video focuses on educating young students about white privilege and systemic inequality. This proactive approach aims to foster an equitable mindset from an early age. While its intent is commendable, it risks placing the burden of change on young students without addressing the systemic barriers that perpetuate privilege and discrimination. This underscores the need for a balanced approach that educates and empowers students while addressing institutional issues.

Conclusion: Ideas for Change

Reflecting on these resources reinforces my commitment to anti-racism in education. To drive meaningful change:

1. Integrate Anti-Racist Principles: Decolonise curricula and embed anti-racist principles across all courses to address systemic biases and promote equity.
2. Comprehensive Diversity Training: Reform diversity training to eliminate biases and stereotypes, ensuring it is effective in fostering genuine inclusivity.
3. Institutional Accountability: Advocate for institutional responsibility in driving systemic change, providing educators with resources and support to implement anti-racist practices.
4. Empower Students: Combine educational efforts with structural changes to empower students while addressing the systemic barriers they face.

By taking these steps, we can create a more inclusive environment that supports every student’s career progression, contributing to a more equitable society.

Introduction: The Creative Innovator programme, launched in 2022 at the University of the Arts London (UAL), is an extracurricular initiative designed and taught to empower students to explore career paths beyond traditional employment or self-employment. As detailed in a previous case study, the programme’s evolution aims to enhance student experience and develop valuable employability skills. The 2023 iteration saw positive feedback but faced challenges in student attendance due to scheduling conflicts.

Objective: Revise the Creative Innovator programme curriculum to ensure inclusivity and representation of diverse student experiences and identities, thereby enhancing employability for all students.

Intervention Implementation Steps

1. Curriculum Audit:

• Review Materials: Conduct a thorough audit of the existing curriculum, including videos, readings, and interactive exercises. Identify gaps in representation and inclusivity, particularly concerning disability, race, and faith.
• Feedback Collection: Gather insights from students and staff through surveys to understand their experiences and identify areas for improvement.

2. Inclusive Content Integration:

• Diverse Case Studies: Integrate case studies and success stories that highlight experiences of individuals from various backgrounds, including those with disabilities, from different racial and ethnic groups, and diverse faiths.
• Guest Speakers: Invite professionals from underrepresented groups to share their career journeys and discuss the challenges they have overcome and strategies they utilised to support them on their career journeys.

3. Enhanced Interactive Elements:

• Experiential Learning: Maintain the experiential approach with interactive exercises designed to be inclusive. Ensure activities are accessible to all students, providing alternative formats and supports as needed.
• Flipped Classroom Continuation: Retain the flipped classroom model with pre-event materials available in accessible formats. Incorporate quizzes and interactive elements that cater to diverse learning styles and abilities.

4. Tangible Personalised Results:

• Personalised Plans: Each student will leave the course with a personalised career development plan tailored to their chosen career path. This plan will be shaped during the course with guidance from instructors and guest speakers, ensuring it reflects their unique goals and circumstances.
• Practical Tools: Provide students with practical tools and resources, such as pitch templates, intellectual property guidelines, and prototyping kits, customised to support their individual career journeys.

Reflective Practice:

I will document the process of auditing and revising the Creative Innovators curriculum, focusing on transformative inclusive practices to support the development of the programme. Reflect on feedback from staff on the inclusive changes and use these reflections and interventions to guide future iterations of the programme in August 2024.

By embedding inclusivity into the Creative Innovator programme, we aim to create a supportive learning environment that empowers all students to explore and develop their career potential, fostering a more equitable and diverse creative industry.

Key Reading & Resources

“Creative Justice: Cultural Industries, Work and Inequality” by Mark Banks Examines the inequalities within the creative industries and suggests ways to address these issues.

“Intersectionality” by Kimberlé Crenshaw Essential reading to understand the concept of intersectionality and its application in creating inclusive spaces.

“Representation and Diversity in the Creative Industries: The Case of the UK” by Niels Kornum and John Chrysostomou Discusses the state of diversity in the UK’s creative industries and proposes strategies for improvement.

“Cultural Diversity and Inclusion in Creative Industries: A Systematic Literature Review” by Catherine Happer and Greg Philo Reviews existing literature on diversity and inclusion within creative industries and suggests practical steps for change.

“Breaking Down Barriers: Tackling Racism in the Creative Industries” by The Creative Industries Federation Explores the specific challenges faced by people of color in the creative sector and offers solutions for organizations.

“The Diversity Disconnect in the Creative Industries” by Amy Lewin, Tech Nation Highlights the gap between the perceived and actual diversity in the creative sector and how to bridge this gap.

“Workforce Diversity in the UK Screen Sector” by the British Film Institute (BFI) Provides comprehensive data and recommendations on improving diversity in the screen industries.

“A Creative Industries Perspective on Disability Inclusion” by Creative Diversity Network Offers insights and practical guidelines for making creative workspaces more inclusive for people with disabilities.

TED Talk: “The Danger of a Single Story” by Chimamanda Ngozi Adichie Discusses how limiting narratives can impact diversity and inclusion, particularly relevant for storytelling in creative fields.

YouTube: “Diversity in the Creative Industries” by Creative Industries Federation A series of talks and panels discussing the current state and future of diversity in creative sectors.

In today’s increasingly diverse and interconnected world, understanding the intersection of faith with other identity aspects is crucial, especially in educational settings. This blog post synthesizes insights from Simran Jeet Singh’s interview on challenging race, religion, and stereotypes, Kwame Anthony Appiah’s talk on the nature of religion, and Haifaa Jawad’s article on Islam and physical activity. These resources collectively highlight the complexities and nuances of faith and its interplay with other identity facets.

Intersection of Faith with Other Identity Aspects

One of the key takeaways from these resources is the recognition that faith does not exist in isolation but intersects with other aspects of identity, such as race, gender, and cultural background. Simran Jeet Singh discusses how racial and religious profiling affects individuals, pointing out that anti-Muslim sentiment and the criminalization of people based on their appearance or beliefs are persistent issues. He stresses the importance of challenging stereotypes and showing the diversity within communities to foster a more inclusive society.

Similarly, Kwame Anthony Appiah emphasizes the diversity within what we broadly label as “religion.” He argues that the term itself is too generalized, given the vast differences in beliefs and practices among various religions. Appiah suggests that we need to understand religion in its specific cultural and individual contexts rather than making sweeping generalizations.

Haifaa Jawad’s article further explores how Islamic faith intersects with gender, particularly in the context of physical activity. She notes that while Islam supports the participation of women in sports, cultural and societal factors often create barriers. Issues like modest dress requirements and the need for sex-segregated spaces highlight how faith and gender together influence the experiences and opportunities available to Muslim women.

Recurring Themes and Differing Perspectives

A recurring theme across these resources is the need to challenge stereotypes and promote understanding. Singh, for instance, highlights the dangers of viewing entire communities as monolithic. By engaging in conversations and demonstrating the normalcy and diversity of people’s lives, he believes we can break down prejudices. This approach aligns with Appiah’s argument that we must appreciate the specific contexts and individual expressions of faith to avoid harmful generalizations.

Jawad’s article brings a unique perspective by focusing on practical challenges faced by Muslim women in sports. She underscores the importance of accommodating religious practices within secular frameworks to create inclusive environments. This perspective adds a layer of practical application to the theoretical discussions presented by Singh and Appiah, showing how these issues play out in real-life scenarios.

Faith Considerations in My Teaching Context

As an employability educator supporting higher education student career development, it is vital to incorporate these insights into my teaching practice. Understanding the intersection of faith with other identity aspects allows me to better support students from diverse backgrounds. Here are some specific faith considerations for my teaching context:

1. Accommodating Religious Practices: Recognizing that students may need time for prayer, dietary accommodations, or specific dress codes is crucial. Providing resources and guidance on how to request these accommodations in the workplace can help students feel more comfortable and supported.
2. Challenging Stereotypes: Educating students about the diversity within religious communities and encouraging them to challenge their own biases is essential. This can be done through discussions, guest speakers, or case studies that highlight the varied experiences of individuals from different faith backgrounds.
3. Promoting Inclusive Work Environments: Helping students identify potential employers who value diversity and inclusion can enhance their career development. This includes teaching them how to research company cultures and ask pertinent questions during interviews to ensure their faith-based needs will be respected.
4. Providing Role Models: Highlighting successful professionals from various religious backgrounds can serve as inspiration for students. These role models can demonstrate that it is possible to maintain one’s faith while achieving professional success.
5. Encouraging Empathy and Understanding: Creating a classroom environment where students are encouraged to share their experiences and listen to others fosters empathy. Understanding the challenges and strengths that come with different faith perspectives can enrich classroom discussions and prepare students for diverse workplaces.

By integrating these considerations into my teaching, I can better support the holistic development of students, ensuring they are prepared to navigate the complexities of the modern workplace while staying true to their identities. This approach not only enhances their employability but also contributes to building a more inclusive and understanding society.

The concept of intersectionality, as coined by Kimberlé Crenshaw, is becoming increasingly vital in understanding the complexities of individual experiences within various systems of oppression. I am exploring the lived experiences of the interviewees and applying Crenshaw’s framework to explore how disability intersects with other identity aspects such as race, gender, socioeconomic status, and consider disability considerations in the context of teaching, specifically as an employability educator.

1. Intersection of Disability with Other Identity Aspects:
   • Chay Brown’s interview sheds light on the complex intersection of disability and LGBTQ+ identity. He discusses how the lack of accessible transport and venues not only excludes disabled individuals from participating in LGBTQ+ events but also perpetuates feelings of isolation and exclusion within the community. Brown acknowledges his privilege as a white man with a hidden disability, recognizing the disparities faced by other trans people in the community who may experience multiple forms of discrimination.
   • Christine Sun Kim’s experiences highlight the intersectionality of disability with being an artist, motherhood, collaboration and educational opportunities. As a deaf artist, she encountered numerous barriers in education, such as being denied access to certain courses due to a lack of interpreters, illustrating how disability intersects with access to resources and opportunities.
   • Ade Adepitan’s interview underscores the intersectionality of disability with race and systemic discrimination. He provides a nuanced analysis of how systemic racism operates within society, drawing parallels between the experiences of disabled individuals and marginalized racial groups. Adepitan emphasizes the compounded challenges faced by individuals with intersecting identities, particularly in the context of employment discrimination and access to inclusive spaces.
2. Evaluation of Intersectional Impact on Lived Experiences:
   • The intersection of disability with other identity aspects significantly impacts the lived experiences of the interviewees, leading to increased marginalization, limited access to opportunities, and systemic discrimination. Chay Brown’s experiences highlight how inaccessible venues and environments prevent full engagement in LGBTQ+ events, exacerbating feelings of exclusion and isolation within the community.
   • Christine Sun Kim’s journey underscores the tangible consequences of intersectional discrimination in education, these barriers not only hindered her artistic exploration but also limited her professional development. Her experiences reflect the challenges faced by disabled individuals in accessing resources and opportunities, further perpetuating systemic barriers.
   • Ade Adepitan’s discussion of systemic racism and employment discrimination illustrates the intersecting layers of oppression faced by disabled individuals from marginalized racial backgrounds. He emphasizes the need for inclusive systems and spaces to address the systemic barriers that disable people and prevent individuals from fully participating in opportunities.
3. Recurring Themes and Differing Perspectives:
   • Across the interviews, a recurring theme is the need for inclusive practices and accessible spaces to accommodate diverse needs and identities. Each interviewee offers unique perspectives based on their own experiences, highlighting the complexity of intersectionality and the importance of amplifying marginalized voices.
   • Perspectives vary based on individual experiences, underscoring the importance of recognizing intersecting identities and addressing systemic barriers to create more inclusive communities and societies.
4. Disability Considerations in Teaching Context:
   • As an employability educator at UAL, it’s essential to recognize and address the intersectionality of disability with other identity aspects among students. Implementing inclusive teaching practices, providing accessibility accommodations, and fostering a supportive learning environment are crucial in supporting students with intersecting identities.
   • Additionally, offering experiential opportunities and addressing hiring discrimination and application barriers can empower students to navigate their professional journeys with confidence and resilience. By recognizing and addressing the intersecting layers of oppression faced by disabled individuals, educators can create more inclusive and equitable learning environments.

Session/artefact to be observed/reviewed: Finding Career Direction (recorded session)

Size of student group: 50 live additional 12 from recording data

Observer: Dr. Kwame Baah 

Observee: Jacqui Rudd

Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not an official evaluation of teaching and is not intended for other internal or legal applications such as probation or disciplinary action.

Part One

Observee to complete in brief and send to observer prior to the observation or review:

What is the context of this session/artefact within the curriculum?

• This session is for all students across UAL in the extra-curricular context, supporting students at the start of the academic year to explore employability.

How long have you been working with this group and in what capacity?

• I support all students across UAL since I started at UAL November 2021.

What are the intended or expected learning outcomes?

• Creating an opportunity for more flexible mindset and approach to careers and ditch conventional career rules
• Identify some core values which will help guide their career direction and decisions
• Gain a better understanding of their skills and what skills interest them to pursue further and their skill development zone
• Combine values, purpose, skills and interests into a perfect workday to Identify some career goals
• Get ideas of how to test and prototype possible career routes, jobs and industries and build evidence of skills in action
• Consider how to communicate their career narrative and create a story for interviews and articulate them on different platforms

What are the anticipated outputs (anything students will make/do)?

• Gain a list of their 5 core values
• Understand 3 of their values in context
• Map out a list of their skills
• Identify some skills for development
• Leave with a draft perfect workday

Are there potential difficulties or specific areas of concern?

• Attendees range from undergrad students to alumni with years of experience and all could be from 100 different courses at UAL, so the session exercises have to be adaptable and flexible to many peoples contexts
• Online session with lots of reflective exercises, I worry students brains will switch off

How will students be informed of the observation/review?

• Online recording so no need

What would you particularly like feedback on?

• If they felt the sessions exercises were engaging enough for an online session
• If my teaching is clear and easy to understand
• If the session was practical enough or too reflective 

How will feedback be exchanged?

• Written with a follow-up informal video call conversation would be ideal

Part Two

Observer to note down observations, suggestions and questions:

I thoroughly enjoyed your informative career guidance workshop, which proved to be highly beneficial for participants seeking a new or changed career. It is common for individuals to overlook evaluating their objectives when transitioning between jobs or seeking a new one. The dynamic and engaging nature of your workshop was truly captivating. The structured approach you implemented allowed participants to explore their goals from various perspectives. Your process was methodical and encouraged critical thinking, resulting in a clear comprehension of personal goals. The use of practical examples further facilitated clear thinking throughout the session. Your presentation of realistic and supportive outcomes was consistent and effective. Having clear examples of someone’s pathway through employment can often be a very support tangible way of perceiving pathways.

While it would have been beneficial to have face-to-face interaction with participants, the video presentation provided a comprehensive overview of the in-person session. Despite not following a traditional teaching format, the workshop offers individuals the chance to enhance their self-awareness and carefully consider their career aspirations.

Part Three

Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged:

The observer’s feedback on my employability workshop was very positive. I’m thrilled they found it informative, beneficial, and engaging, especially for a diverse audience. Their comments about the session’s structure, practical examples, and encouragement of critical thinking align perfectly with the intended learning outcomes.

The feedback highlights the success of the dynamic and reflective exercises, fostering self-awareness and career exploration, even in an online format. While face-to-face interaction would be ideal, the observer acknowledges the workshop’s effectiveness despite this limitation.

Based on the feedback, I’ll focus on maintaining these strengths. However, I’ll also consider enhancing online engagement and continue to refine the workshop, ensuring it remains adaptable, practical, and fosters critical thinking in a dynamic online environment.

Session/artefact to be observed/reviewed: Finding Career Direction (recorded session)

Size of student group: 50 live additional 12 from recording data

Observer: Dr Almiro Andrade

Observee: Jacqui Rudd

Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not an official evaluation of teaching and is not intended for other internal or legal applications such as probation or disciplinary action.

Part One

Observee to complete in brief and send to observer prior to the observation or review:

What is the context of this session/artefact within the curriculum?

• This session is for all students across UAL in the extra-curricular context, supporting students at the start of the academic year to explore employability.

How long have you been working with this group and in what capacity?

• I support all students across UAL since I started at UAL November 2021.

What are the intended or expected learning outcomes?

• Creating an opportunity for more flexible mindset and approach to careers and ditch conventional career rules
• Identify some core values which will help guide their career direction and decisions
• Gain a better understanding of their skills and what skills interest them to pursue further and their skill development zone
• Combine values, purpose, skills and interests into a perfect workday to Identify some career goals
• Get ideas of how to test and prototype possible career routes, jobs and industries and build evidence of skills in action
• Consider how to communicate their career narrative and create a story for interviews and articulate them on different platforms

What are the anticipated outputs (anything students will make/do)?

• Gain a list of their 5 core values
• Understand 3 of their values in context
• Map out a list of their skills
• Identify some skills for development
• Leave with a draft perfect workday

Are there potential difficulties or specific areas of concern?

• Attendees range from undergrad students to alumni with years of experience and all could be from 100 different courses at UAL, so the session exercises have to be adaptable and flexible to many peoples contexts
• Online session with lots of reflective exercises, I worry students brains will switch off

How will students be informed of the observation/review?

• Online recording so no need

What would you particularly like feedback on?

• If they felt the sessions exercises were engaging enough for an online session
• If my teaching is clear and easy to understand
• If the session was practical enough or too reflective 

How will feedback be exchanged?

• Written probably with a follow-up informal video call conversation would be ideal

Part Two

Observer to note down observations, suggestions and questions:

Great start of the session, giving time for people to join in and catch as slides are about to start. Tone of voice is assertive but calm, which allows students/listeners to follow the content with ease and undivided attention (no flashy moving card/slides).

Fantastic prompt questions for the individual exercises; perhaps having more exercises based on breakout rooms for students to be in pairs, or small groups of 3-4, could have allowed for more engagement and enrich their discussions through the themes being asked for them to reflect on (specially such open concepts such as values and purposes). But again, it may have been designed that away to suit the class to be attended by students that are not necessarily attending/watching it together – so I would love to hear more of the contextualisation for the groups attending those sessions and for how long they are held online for the cohorts to access them.

The flexibility and adaptability aspects which were named as possible difficulties or areas of concern seem to have been thoroughly thought-out by tutor for this session, allowing for all participants to understand what is being asked of them, whatever their standing is in their career trajectory. Having said that, it would be interesting to experiment with prompts that could be more directed to certain demographics so, from the practical examples or prompts that you use during those sessions, they can feel they are in the right place to engage with this sort of activity and be able to discuss their own relationship with the themes explored be that in the chat box within the session or following my previous suggestion of breakout rooms.

The tutor acknowledges that participants are being asked to collect quite a large amount of data – which is reassuring and takes the pressure out of participants who might be feeling overwhelmed by the number of things they are being asked to reflect on throughout the session. However, it may be good to interweave those reflective exercises with practical exercises that allow participants to use the sections of data they are being asked to produce onto practical scenarios that are relevant to their own realities.

The storytelling technique format exposed is brilliant, giving participants a very useful and engaging way to structure their interview statements – be that in writing or verbally. That could have been one of the practical exercises (allowing participants to figure out, point by point, present, past and future of their career prospectus and goals as they go along) so when they reach that part of the session, participants can give more informed tries on creating that narrative (i.e. the tutor notices many participants have given short descriptive for their present positions, or discouraging the use of adjectives with the job they are doing such as “budding author” or “emerging artist”, and this could have been flashed out earlier in the session).

Overall, this a very successful lecture for a very wide audience (incredibly challenging) and the tutor has been able to engage an audience from different stages in their academic and/or professional career to think through their positionality within their job market and how they can understand the challenges and opportunities present in responding to the offers present in their respective markets. Well done!

Part Three

Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged:

Very detailed feedback covering many aspects of the session and my approach to teaching. It’s reassuring to know that my tone is calm and assertive, I worry I can be informal in my approach to teaching so it’s nice that my voice comes across as somewhat confident.

I have a very reflective approach to teaching and I am glad the observer was able to pick up on this and enjoyed the prompt questions chosen. They suggest breakout rooms which is something I have tried in the past but unsuccessfully as my attendees are so varied, sometimes 10 years after graduation, sometimes that brings benefits to the sessions but it depends on the topic and the exercise, but worth exploring further if it aids the students.

I am so glad that the observer thought it was clear that adaptability had been thought-out and that the session information was both clear and flexible to different viewers contexts. The suggestion of utilizing the chatbox or break out groups to articulate their individual perspective is a good idea, in some sessions I use white board function too if it’s an exercise that would benefit from anonymous responses.

I am really glad that it’s clear I am trying to reassure the viewers and reduce pressure, reflective exercises can be challenging and I don’t want them to be overwhelmed by it. I agree with the practical exercise to complement the reflective one it could help to ground the learning more. I worry that the session could become to exercise heavy and long, but it’s worth experimenting with and getting feedback from students.

I am glad the storytelling section was a highlight, I do think I could do an entire session just on this. I am glad the observer saw the value in it and I agree it does make for an excellent practical exercise which is aided by the formula.

It’s lovely to read that the observer understands the challenge I face having such a wide audience but feels the lecture was successful. This feedback has been really helpful and comes at a good time when I am starting to plan for next academic year and this will help inform how I adapt this session and others going forward.

Introduction and Contextual Background

International students comprise roughly half of UAL’s student body. However, their career journeys often face unique challenges. In response, I led the creation of International Futures, a 2023 programme designed to bolster the employability skills of international students and graduates, empower informed career decisions, and guide them in crafting strong applications.  This case study explores strategies to further enhance this initiative.

Evaluation

International students navigating the UK job market encounter significant hurdles. Language barriers can hinder interview performance and application writing.  Cultural differences impede understanding of UK hiring and application processes. Additionally, international students face potential industry discrimination, with non-Western experience often undervalued. Visa limitations further restrict flexibility, as students can’t freelance or work beyond 20 hours weekly. Moreover, policy uncertainties surrounding the Graduate Route Visa and the complex Sponsor Visa route create further anxieties.

Moving Forward

To better support our international students, several key areas require focus:

• Tailored Skills Workshops: Further develop the dedicated programme addressing specific challenges international students face. Enhancing this with more experiential activities and live briefs.
• Industry Engagement: Partner with more international-friendly companies to take part in career fairs, industry talks, and networking events. This fosters connections, showcases opportunities, and exposes employers to the diverse talent pool UAL offers.
• Mock Interviews & Application Reviews: Establish a program for mock interviews conducted by experienced professionals with intercultural awareness. Provide individual feedback on application materials, tailored to UK-specific requirements.
• Visa & Immigration Support: Offer twice annual clear, up-to-date information sessions on student visas, the Graduate Route Visa, and potential employer sponsorship opportunities. Partner with UAL’s international student support office to provide comprehensive visa guidance.
• Mentorship Programme Enhancement: Discuss with mentorship programme a international specific mentor route or for their team to support International Futures with guidance on sourcing some international mentors. 
• Building Confidence: Organize more workshops focusing on building self-confidence and navigating potential biases within the job market. 

International Futures highlights the commitment to supporting diverse learners at UAL. By acknowledging the unique challenges international students face, and by implementing the proposed initiatives, the programme can significantly enhance their employability skills and career readiness. This not only benefits students, but also enriches UAL’s talent pool and fosters a more inclusive graduate workforce within the UK. Ongoing evaluation and feedback mechanisms will ensure the program’s continued effectiveness in empowering international students to achieve their career goals.