Graduate Business Start-ups Project Report - The Institute for ...

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8. Recommendations Stemming from our research for the Good Practice Guide, we have identified a number of issues for HE Careers Services, and also for Government and other national agencies. The following is a set of operational and policy recommendations ! When Institutions are looking at the provision of career management skills, that they recognise those competencies which are particularly important in the context of selfemployment and make appropriate provision. We would hope to see students being enabled to manage the boundaryless career, as well as managing careers within organisations. ! that system designers be asked to investigate how PROSPECT HE (Higher Education’s computer aided career choice program in wide use in HE Careers Services), could be developed, so that those motivations, skills and values, particularly associated with self-employment, could be highlighted. ! that in the writing of Association of Graduate Careers Advisory Services (AGCAS) Graduate Careers Booklets, chief writers are asked to assess whether there is scope within each occupational area for a higher profile for selfemployment/freelancing options. ! that those Careers Advisory Services which do not run events around self-employment/starting your own business as a part of their programme, consider doing so, possibly on a regional basis, in order to test levels of interest and to promote the idea. ! Many Services have made a point of developing links with Innovation Centres and incubatory units associated with their own Institutions to help boost contacts and to provide placement or project assistance helpful to those who want to explore their own business ideas, or who are at the stage of wishing to survey self-employment as an option. As additional Centres, such as the new Enterprise Institutes come on-stream, Careers Services should build on their existing good practice by continuing to foster communications. ! that Careers Services might usefully consider linking their websites to their Institutions’ Alumni website, where appropriate, to enable students and recent graduates to Graduate Business Start-ups: Project Report 45
access entrepreneurs from their own Institution who might act as contacts or mentors. ! that an e-mail list is set up within AGCAS for HE Careers Advisers and Career Information Officers to enable the exchange of information on self-employment. ! Given the difficulty many graduates and Careers Services reported in accessing information and support, that there should be rationalisation of the agencies involved in this area, to enhance promotion of their facilities, and greater stability in their provision. ! Finally, it is our view that there is a role for Government, in reviewing the existing provision for those seeking to start their own business in the light of the findings of the research, and in enhancing the resources available through Higher Education Careers Services, to meet the needs identified by graduates and students interested in business start up. 46 Graduate Business Start-ups: Project Report
Page 1 and 2: the Institute for Employment Studie
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Page 11 and 12: levels increase over time. At a mor
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Page 15 and 16: As there was still a risk of shortf
Page 17 and 18: The Results of the Project Main fin
Page 19 and 20: This means, as well, that when thes
Page 21 and 22: Chapter 6 presented the data on the
Page 23 and 24: ! they were looking to the future w
Page 25 and 26: One way of dealing in future with s
Page 27 and 28: HEQED) of researchers working on a
Page 29 and 30: Annexe 1: A Good Practice Guide for
Page 31 and 32: graduation, while others return to
Page 33 and 34: Background to Good Practice farmer)
Page 35 and 36: 3. Graduates’ Views: in Retrospec
Page 37 and 38: 4. Developments Under Way: Some Ini
Page 39 and 40: Studying a business plan is part of
Page 41 and 42: Attitudes of Students ! Some studen
Page 43 and 44: Examples of Good Practice Possible
Page 45 and 46: in which local Business Links opera
Page 47 and 48: Organisations Offering Training in
Page 49 and 50: 7. Resources There is a wide range
Page 51: Many of the organisations offering

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