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As the employment of graduates appears among the performance indicators of institutions in higher education, universities are focussing more and more upon the development of employability related skills to enhance students' prospects in the job market. All UK universities are measured on the first jobs that their students acquire after graduation. In response to this, Coventry University implemented numerous new strategies to emphasise and stress the importance of education for employability. This chapter reports on the Institution-Wide Language Provision (IWLP) and its explicit link to the higher education employability agenda. IWLPs typically cater for students who want to study a language alongside their degree subject in addition to, or as part of, their main degree course. Uniquely, Coventry University offers language modules to undergraduate students as part of a scheme called Add+vantage. These modules are designed to embed employability into undergraduate courses, allowing students to demonstrate language skills and formal learning when entering the graduate job market. The Add+vantage modules are taught over an eleven-week semester, with the eleventh week solely dedicated to employability. A short list of references and links is included. [For the complete volume, "Employability for Languages: A Handbook," see ED566902.]

The speed of technological advance in the mobile phone, netbook and tablet markets has meant that learners increasingly have access to digital devices capable of enhancing their learning experience. This case study reports on how language learners, taking Italian as an option on the Institution Wide Languages Programme (IWLP) at Coventry University, use their digital devices to support their language learning. Foreign language educators in higher education need to be aware of the degree to which learners utilise their digital devices and what they use them for. This knowledge will allow tutors to be able to offer help and support. Learners were observed using their devices in the classroom and were asked to complete a detailed questionnaire. More detailed data was then collected from a focus group of students reflecting on the numerous ways in which they used their phones to support their language learning. The case study found that the use of digital devices to support language learning was widespread and often took place outside the classroom. It also revealed that tutors were unable to recommend appropriate apps and that learners tended to use their devices autonomously and unintegrated with their modules. Learners expressed a desire for the integration of mobile language learning resources with their existing course books and on-line learning materials. [For the complete book, "10 Years of the LLAS eLearning Symposium: Case Studies in Good Practice," see ED577046.]