Lucy Jenkins and Tallulah Holley outline the skills developed by learners of SHAPE subjects and the career pathways that SHAPE offers its graduates.
In some spheres, the skills gained from studying SHAPE subjects are less valued than the skills gained from studying STEM subjects. This sometimes leads to poor perceptions among learners and ultimately a privileging of STEM, despite the obvious importance of a broad and varied education.
Two reports from The British Academy, The Right Skills and Qualified for the Future, make robust cases for the value of SHAPE subjects and the development of skills inherent in these subjects. The British Academy have identified a common core of skills shared across the disciplines of SHAPE. They have divided these skills under three broad headings:
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communication and collaboration
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research and analytical skills
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attitudes and behaviours characterised by independence and adaptability
For each discipline, these skills are expressed in different ways and developed in different contexts and with different underpinning knowledge required within and across subject areas. SHAPE is not reductive of subject specific skills, but rather aims to situate them both independently and collaboratively. In addition to the set of core skills which can be found across subjects, SHAPE recognises other skills which are specific to individual disciplines or groups of disciplines.
Learners may find it difficult to understand the different pathways that SHAPE skills open to them, particularly when they don’t have a specific career or vocation in mind, or they struggle to perceive SHAPE's value for a career or vocation they already have in mind. Helping learners to see the economic value of SHAPE subjects, and how employable SHAPE skills make them, is a key component of promoting SHAPE pathways.
SHAPE skills allow people to build careers which may move across many employment areas therefore making them more agile and flexible. This is particularly important for developing 21st century skills where many future jobs are not yet defined. Contrary to popular opinion, most jobs in the UK that require a degree do not need that degree to be in a specific discipline. Evidence from the Institute of Student Employers suggests only 14% of employers state that specific degree subjects are a selection criterion.
SHAPE graduates now underpin key sectors of the UK economy, such as information and communication services, arts & entertainment, public administration and defence. Eight out of ten of the fastest growing sectors of the UK economy employ more SHAPE graduates than STEM. Employment rates for SHAPE graduates (88%) are equal to those for STEM graduates (89%). Wage growth for SHAPE graduates (76.5%) is higher than for STEM graduates (62.5%). 58% of FTSE 100 CEOs studied SHAPE as part of their higher education. Over 65% of successful Civil Service Fast Stream & Fast Track candidates have a SHAPE background.
It is equally important to move beyond the economic value and appreciate the intrinsic value of SHAPE subjects. Social sciences, humanities and the arts all seek to understand and interpret human experiences. They lead to creative thinkers who engage critically with the world around them. They foster social cohesion, promote social justice and preserve cultural diversity.
The careers that SHAPE skills can lead to are varied and diverse, a core strength but also a challenge when discussing career pathways with young learners. The intrinsic value of SHAPE subjects, and the widely transferable skills they offer, makes for an agile and creative workforce. Understanding this to be an asset rather than a barrier to a defined job role is important for supporting learners to develop essential career management skills. Learners should be encouraged to see that SHAPE can take you anywhere, and that ‘anywhere’ can change and evolve over time. The jobs of the future don't exist yet, so the capacity to flex, evolve and develop is vital. SHAPE skills give you mobility, creativity and freedom, a career prospect to cherish not dismiss.