Having looked at curriculum as a whole in Step 1, identifying areas of oversupply, areas of undersupply, and even areas of high demand for which there is currently no provision, we can now show you how you can take a deeper dive into individual courses, in order to get a better sense of how they map to your regional labour market. This is useful both in terms of getting a feel for the actual occupations that are connected to course areas, but also the industries they are employed in.
In order to demonstrate how this can be done, let’s look at one particular subject area – Engineering – this time looking at data for the Leeds region. There are 26 occupations in total that map to the Engineering course area, and we can begin by picking out some aggregate data for these occupations in Leeds:
We can also compare growth in Engineering-related occupations in Leeds with other locations. The chart below shows projected job growth for these occupations, using 2017 as a baseline and going out to 2022, in comparison to three other cities in the region, the Government Office Region, and the nation. As you can see, Leeds is expected to see the highest growth, with almost 4% growth compared, for instance, to 2.57% for Yorkshire and the Humber, and 2.91% for Britain as a whole.
But as well as this general insight, we can also dig into the actual occupations that are connected with this course area. The graphic below shows the Top 10 Engineering-related occupations in Leeds, according to job numbers in 2017 (we have also included projected annual openings and job growth):
In addition, we can also run a staffing pattern to unpick the industries that these Engineering occupations relate to. The graphic below shows the Top 10 industries they are associated with in Leeds, together with the proportion of each sector that Engineering-related jobs account for:
What this data does is to give a sense of the type of occupations that people doing Engineering courses might end up doing, the employer demand for them, and the sectors which need them. This could prove invaluable in terms of feeding back into your course planning, building a business case for developing new courses, and can even feed into your organisation’s employer engagement.
In Step 3, we’ll look at how you can dig deeper to identify skills demand for course areas, and how you can use this insight to build a business case for developing new courses.