Learning & Teaching

The 2025–26 academic year saw the University pilot the Embedding Employability Framework (EEF) as part of the Learning & Teaching Strategy 2036. What began as a small pilot has developed into a much broader programme of activity, with colleagues across the University helping to test, shape and improve the Framework. 

We initially anticipated working with two or three pilot courses in each College. However, interest from colleagues grew significantly, resulting in 20 courses taking part in the pilot, alongside support for 20 Curriculum for Life (C4L) courses. This engagement spanned both new and existing programmes and courses, providing an opportunity to explore how the EEF can support colleagues at different stages of curriculum development and enhancement. 

The pilot demonstrated that embedding employability is not always about adding new activity to the curriculum. Instead, it can help colleagues make the skills students are already developing more visible, intentional and connected to their learning. Across the pilots, the EEF supported a range of curriculum-level changes, including: 

• developing clearer and more explicit ILOs aligned to skills development 

• increasing staff confidence in making explicit reference to skills within learning and teaching 

• strengthening experiential learning activities so that students can better connect their learning to the world beyond the University 

• developing more meaningful approaches to assessment 

• embedding opportunities for students to reflect on and articulate their skills more coherently. 

Alongside the pilot activity, we have continued to develop resources to support colleagues in embedding employability and skills within their teaching. One resource that has received particularly positive feedback from both staff and students is the SEAL model of reflection. The model provides students with a clear structure for reflective practice, helping them move beyond describing an experience towards considering what they have learned, how their skills have developed and how they might apply this learning in the future. For staff, it offers a practical and accessible approach to introducing or strengthening reflection within courses. 

What have we learned? 

Feedback collected throughout the pilot contributed to a full evaluation of the Framework over the summer. As we move towards working with early adopters, we are using this feedback to evolve and enhance the Framework, including: 

1. Using the term transferable skills 

Based on feedback from staff and students, we will move to using the term transferable skills rather than future skills. This better reflects how colleagues and students understand the skills they develop through their learning and how these can be applied across different contexts. 

1. Introducing clear expectations at each stage 

We will introduce clear expectations for each stage of the Framework. These will provide greater consistency in what each stage is intended to achieve, while helping colleagues understand when they have completed a stage and are ready to move on to the next. 

1. Creating more opportunities for academic–employer collaboration 

The pilot has reinforced the value of bringing academic and employer perspectives together when thinking about curriculum development. Following the success of our May networking event (Working together to bring real employer challenges into the classroom), we will create further opportunities for colleagues to explore areas of shared interest and develop meaningful curriculum partnerships. 

1. Refreshing and expanding our resources 

We will continue to improve the Framework webpages and resources, including developing a dedicated reflection webpage, refreshing existing materials and adding new examples of effective practice. This will include updating the experiential learning continuum and expanding our collection of best practice case studies. We will also continue to make our resources practical and easy to engage with, strengthen our engagement with employers who want to contribute to curriculum development and align the Framework with other Learning & Teaching Strategy strategic initiatives. 

What next? From pilot to early adoption 

The pilot has provided a strong foundation for the next phase of the EEF. The level of interest from colleagues, alongside the changes already being made within participating courses, demonstrates the potential for a more intentional and consistent approach to embedding employability across the curriculum. 

We are now looking to work with early adopters who are interested in exploring how the Framework can support their course or programme. If you are interested in becoming an early adopter or would like to discuss how the Framework could support your curriculum, please contact Daniel Mitchell (Head of Employability & Skills). 

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First published: 3 September 2026