Working with your programme

All students are entitled to access school based careers and employability sessions (as endorsed by the University Teaching, Learning and Student Experience committee). To help you develop and deliver a programme of careers sessions matched to your students’ needs, interests and stage we designate a link careers adviser for each subject area, academic school or graduate school.

In consultation with representatives from your school or subject area our careers advisers will:

  • agree an annual programme (Delivery Agreement) of bespoke careers related workshops to be delivered to all stages including taught Masters students via core slots or core lecture slots;
  • work with you to promote attendance at these workshops;
  • participate in employability-linked discussions at academic, staff/student and industrial board meetings;
  • contribute to discussions around the integration of the Newcastle Graduate Skills Framework activities in your programme;
  • support the development of employability-related content on the School website including contextualised destination data (DLHE);
  • attend Internal Subject Review meetings and provide a summary of your students’ usage of Careers Service activities.

In accordance with the expectation established by the UTLSEC we ask that all programmes:

 

  • identify a senior academic with overview and influence to act as careers liaison representative;
  • have systems in place to ensure consistency and equity in access to careers information and activities across all courses;
  • ensure that the careers liaison representative, induction and open day co-ordinators and, preferably, the administrator, be present at the annual delivery agreement meeting;
  • have the needs of taught masters students represented at the delivery agreement meeting;
  • sign off the delivery agreement by the beginning of semester one at the latest;
  • allocate one core slot in induction week for the delivery of a targeted careers session to stage 2 students and promote attendance;
  • allocate one lecture slot within a key module in both semesters 1 and 2 for stage 2 students and promote attendance;*
  • allocate one lecture slot for final year students in semester 1 and promote attendance and student engagement.*

*Given the diverse subject-focussed nature of some schools, this may mean identifying modules in each of the individual subject areas