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In July 2018, and from the University of Bologna will visit the IER for a month, working with Dr Daria Luchinskaya (IER) and Dr Charoula Tzanakou (PAIS) to develop a collaborative programme of research on graduate employment between the ÌìÃÀ´«Ã½ and the University of Bologna.

In May, a delegation of senior staff from IER visited the and research groups at the Vrije Universiteit Brussel (VUB) in Brussels. This visit was part of Warwick’s new strategic collaboration with the VUB. A Memorandum of Agreement has been signed by the two universities on 6 June.

IER will be developing joint research and PhD studentships with the two groups, both of which have research specialisms in job quality, labour market transitions and careers guidance.

Following the success of the visit, Catherine Vassallo, IER’s departmental administrator said:

‘IER and its counterparts at VUB (Interface Demography and TOR) were able to identify clear areas of shared interest, which have real potential to achieve innovative outcomes and build on our shared commitment to Europe-wide research.'

In April the CIPD launched the first report from its new . It found that whilst half of respondents would work even if they didn’t need the money, over half of respondents also said that their jobs fail to provide decent career development. A team from IER helped develop the survey tool and analyse its results, with Dr Sudipa Sarkar seconded to the CIPD as part of this work.

is a national research project which aims to help UK museums of any size better define, improve, measure and embed the digital literacy of their staff and volunteers in all roles and at all levels. The project aims to deliver a transformative framework for museum workforce digital literacy. The project, funded by the AHRC, runs until March 2020. The first phase of the One by One project mapped the ways digital skills are currently supplied, developed and deployed in the UK museum sector and pinpointed current changes in the demand around these skills. Read the for more findings.

Research has shown that providing participants with high-quality learning material is not sufficient to help them profit most from online education. The level of interaction among participants is another key determinant for learning outcomes. However, merely proposing interaction does not automatically lead to fruitful discussion and collaboration. Specifically, social presence and facilitation activities add value to online discussions.

In this paper, co-authored by Professor Alan Brown with colleagues from the EmployID project, a framework for analysing online asynchronous discussions was applied in a workplace learning context and generated deeper insights into the dynamics of online discussions.

Read the journal article .