For academic institutions
Your graduates are good, and employers still say they are not ready.
The gap is not in your teaching. It is in something a degree was never designed to certify.
Who this is for
This is for institutions measured on graduate outcomes they do not fully control.
You are asked to report where your graduates end up, and judged on it. Yet the part that decides it — whether an employer trusts them to do the work — happens after they leave you, in an environment a campus cannot reproduce.
You could build that environment. It would take years, and it is not what you are for.
What you get
Your students gain industry evidence without you having to build an industry.
They work on real employer briefs, are assessed by people who do that work, and leave with a portfolio. Your curriculum is untouched. What changes is what your graduates can show.
How it works
We add the employability layer, and you keep the curriculum.
You identify the cohort and where it fits in the year. We handle employer relationships, briefs, supervision and assessment. You receive the outcome data, including what it says about which parts of the pathway worked.
What happens next
Here is what happens after you get in touch.
- We talk about one cohort. Not a framework agreement. One group, one pathway, one term.
- We agree where it sits. Alongside the curriculum, not competing with it for the same hours.
- Your students do real work. Employer briefs, supervised, assessed against a defined standard.
- Employers see them. Which is the part that no careers fair reliably achieves.
- You get the outcome data. Readiness gain, placement, and what happened afterwards.
- You widen it. Once you have evidence it worked, rather than a promise that it will.
On families
Parents are part of this decision, and they are usually deciding with incomplete information.
Families remain influential in career choices, and often form a view of the private sector from fragments. Partnership includes material written for them, not only for students, so that a decision is made with a realistic picture of what the work involves and where it leads.
Questions you might have
Before you get in touch
- Will this compete with our own careers service?
- No. It gives them employer relationships and assessed evidence they would otherwise have to build themselves.
- Do we have to change our curriculum?
- No. We do not touch it, and we would not be qualified to.
- How many students can take part?
- Start with one cohort. Numbers are easier to agree once you have seen it run.
- Who assesses the work?
- Assessors who do that work professionally, against a published standard — not the people who taught it.
- What does it cost us?
- It depends on the shape of the partnership, and there are sponsored routes. You will have the figure before you commit.
- Can we co-design the pathway?
- Yes, and the ones designed with faculty tend to work better.
- What data do we get back?
- Readiness gain, placement, retention where we can track it, and the methodology behind each.
- Is this only for final-year students?
- No. Earlier cohorts often benefit more, because there is still time to act on what they learn.
- How do you choose which employers take part?
- By whether they will give a real brief and a real supervisor. Interest alone is not sufficient.
- What do you need from us to start?
- A cohort in mind, and someone who can say yes to a term's worth of timetable.
Next step
Start with one cohort.
The most useful first partnership is narrow: one group, one pathway, and real employer involvement.