14 education & business


How to screw old heads onto young shoulders


In the OECD area, youth (15-24 years old) unemployment rose by 6% during 2008 and 2009, to reach almost 19% (one in five) – that’s nearly 15 million young people unemployed. This was taken from a paper published by the OECD in 2010 and youth unemployment has not improved much since, writes Brian Mullis, director of Intregity


The perceived problem


The youth of today have little or no respect; they have no commitment or interest; kids believe the world owes them a living; they are sloppy dressers – tattoos, bad hair, piercings; they rebel against rules and authority and can’t communicate.


Employers have had poor experiences in the past, they fear economic and legal risks inherent in recruiting the wrong person; consequently they don’t bother to employ.


Students may have triple ’A’s in all sorts of subjects but can’t express themselves effectively, do simple arithmetic or ’sell’ themselves commercially.


So, do schools not prepare students for university and does university not prepare them for business?


Nottingham University proudly proclaims that 70% to 80% of its students get their desired jobs within six months of graduation (Biology faculty).


Yet elsewhere, there is great concern among pre-graduates. One expressed her concern: “There is a huge market, I believe, of driven, high-potential graduates who aren’t obtaining graduate positions because of the tough market, exacerbated by the current economic climate and a reduction in graduate recruitment.


“I know, as one of these students, we are all trying to do everything we can to set ourselves apart and to excel in interviews. Many people would relish (and pay for) the opportunity to


have a course that helps them to set themselves apart in a highly-competitive market eg lessons on the current retail market, wider political and economic influences, the way markets are going, corporate awareness etc.“


Possible solutions Educational establishments


Universities and colleges must prepare students for the real world, the changes within the workplace and promote the possibilities of entrepreneurship or freelance work.


They should not only listen to industry, but sell themselves to it. They should question business on what is required, on a weekly basis.


Instruction and practice in emotional intelligence should be given, as well as time-management, communication skills and commercial awareness.


For practical experience, some gurus say Formula 1 racing is the best business course, since every two weeks the business/team makes a profit/win or a huge loss/failure/2nd place. Hence one has to review performance constantly.


Students


Students should start composing their resumés from their early teens and include all the lessons learned along the way. This data may later form the basis of a ’benefit sale’. They should research a company’s situation and demonstrate how they could be of benefit to that company.


University breaks down barriers between business and higher education


The impact of higher education on the region’s economy was top of the agenda when minister for universities and science, David Willetts, visited Southampton Solent University.


Providing ’real world ’experience was highlighted as the minister toured Solent University’s groundbreaking creative industries’ agency, business start-up pods and media production facilities.


The visit was an opportunity to showcase Solent’s focus on employability and enterprise initiatives and its strong local business links.


www.businessmag.co.uk


Willetts met students from across 30 disciplines who are being matched to external organisations through Solent Creatives – a university-wide initiative aimed at providing value-added services to employers, large and small, as well as improving the employability of undergraduates in the creative industries.


As part of his tour, he met students who are benefiting from Solent Creatives’ new business start-up programme, and was shown SceneSouth TV film clips produced by the university’s TV and film production students, working in close partnership with a regional media company.


Students also need to accept the opportunities that do exist – employers like to see ’track record in the real world’, even if unrelated to their business.


Business


Businesses should resurrect apprenticeships or initiate internships and, thereafter, delegate really important tasks to students, and – under strict yet encouraging supervision – stretch them.


They should employ/train managers and directors who know how to get the best out of ignorant, naive youngsters and do not take ’no’, ’can’t’ or ’won’t’ for an answer. (The armed forces have plenty of candidates for such supervisory roles.)


Bosses should: sell their company into the universities, then tell them what is required; encourage their own staff to bring their offspring into the business and mentor them; and train recruits in the ways of the business world, thereby developing loyalty along the way.


Last month David Cameron said that by 2015 he wants almost 20,000 young people to be taking degree-equivalent higher apprenticeships in, for example, aerospace and renewable energy.


A step in the right direction.


Details: Brian Mullis www.integrityltd.com


Finally, he met cadets from the University’s world-class maritime academy, who spoke about their studies, the support they receive from shipping companies and excellent job prospects.


The university’s vice-chancellor, professor Van Gore, said: “These are exciting times. We have developed a unique model for breaking down the barriers between business and higher education.“


Launched in 2011, Solent Creatives is a register of students equipped with the latest media tools and techniques who are ready, willing and able to take on freelance assignments from any organisation. Businesses can register free and there is no formal charge to organisations who use the service, although they are expected to cover students’ expenses.


THE BUSINESS MAGAZINE – SOLENT & SOUTH CENTRAL – MAY 2012


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44