Candidate Questions – Co-President (Education & Employability)
As part of the process of applying to be a candidate in the Student Elections 2026, all candidates were asked to answer two questions alongside submitting their manifesto.
The questions they had to answer all related directly to the role they had applied for. This allows voters to see what candidates would do in specific areas if they were elected.
Below you can see how each candidate running for Co-President (Education & Employability) answered their two questions. Have a read through – it might just help decide who you vote for!
If elected, what would you do to address the issues faced by students around employability?
Adrees Bashir
If elected, I would work to improve student employability by creating stronger links between students and industry, expanding career support services, and promoting practical skill development. I would collaborate with employers to increase access to internships, placements, and networking opportunities, while ensuring that academic programmes reflect current job market demands.
I would also enhance career services by offering more CV workshops, mock interviews, and personalised career guidance to help students prepare for employment. In addition, I would promote training in essential skills such as communication, leadership, and digital competencies, while providing specific support for international students to help them understand work regulations and adapt to the local job market. My overall aim would be to bridge the gap between education and employment by ensuring all students have equal access to opportunities and graduate with the skills, experience, and confidence needed for successful careers.
Ben Coulter
- Advocate for real world practices and industry connections within programmes and courses to create more opportunities for networking and career progression
- I would aim to create more student roles within ENSA and the university that allow the development of employability skills during your studies, such as university marketing and content creation, campus and space design, student management and student support services; on-campus jobs that are directly related to your studies to give you experience in your chosen field before you graduate
- Change the way modules and programmes are described to include the types of skills you will learn and develop by taking them and these skills will be added to your transcript for employers to understand that you are the best fit for a job and highlight the career pathways available based on these skills.
- Collaborate with lecturers and schools to ensure there is an employability focus within teaching and assessments, such as project-based work and industry-relevant assessment.
- Work with clubs and societies to highlight skills that can be developed outside of the classroom.
Blessing Akinmolujoye
If elected, I would focus on helping students feel more confident and prepared for life after university. Many students graduate with a degree but still feel unsure about how to apply their knowledge in the real world. I would work to push for more practical learning, employer-linked opportunities, and clearer access to internships, placements, and part-time roles. I would also support more hands-on career support such as CV reviews, interview practice, and industry talks, so students are not just qualified, but genuinely ready for work.
Emily Kidd
If elected Co-President (Education & Employability), I would make employability embedded, accessible and realistic for every student, not just for those who can afford unpaid experience or follow a traditional career path.
Firstly, I would integrate employability into the academic experience by ensuring stronger links between coursework and real world application through wider industry projects as well as live client briefs into wider programmes. This ensures that students not only leave with a degree but with confidence in how to use it.
Secondly, I would advocate for inclusive careers support, particularly for students with chronic conditions and disabilities. Employability should recognise that students have different needs and circumstances. I would work with Disability Inclusion and the Careers Team to promote clearer guidance on what support students are can access, as well as workplace rights and reasonable adjustments.
Thirdly, I want recognise diverse career paths. Not everyone is aiming for the same graduate job. I would launch a "Go Freelance" event to support entrepreneurship and self-employment, and increase awareness of Bright Red Triangle across wider courses to make enterprise feel achievable, not intimidating.
Finally, I would push for paid placement and internships wherever possible. Too many opportunities are inaccessible because they're unpaid or financially unrealistic. I would also work to simplify and better promote hardship funding, graduate visas and schemes, ensuring students know what support there is and how to access it for future employment. Employability shouldn't feel like an extra burden. It should feel like a supported, achievable step towards your future.
Lavanya Kotte
Fix CVs, LinkedIn & Interview Skills Early (Year 1, Not Final Year)
- Introduce compulsory Year 1 employability bootcamps.
- Run mock assessment centres every semester.
For Example :
- Every student leaves first year with:
- A professional CV
- A LinkedIn profile reviewed by recruiters
- A 30-second elevator pitch
- Bring Employers Onto Campus — Regularly
Networking shouldn’t depend on confidence level.
- Host monthly employer panels
- Run sector-specific networking nights
- For Example 1:
- Finance Night: 5 recruiters from banks + Q&A + CV drop session
Track Outcomes Publicly
Support International & Underrepresented Students
Skill Gap Training (What Employers Actually Want)
Create a Structured Internship Pipeline (Not Random Emails)
If elected, how would you work with Programme Reps?
Adrees Bashir
If elected, I would work closely with Programme Representatives by building strong communication and teamwork to make sure students’ voices are heard. I would hold regular meetings with Programme Reps to discuss student feedback, academic concerns, and ideas for improvement, and support them in resolving issues within their programmes. I would also ensure clear updates on actions taken so students know their concerns are being addressed. My aim would be to empower Programme Reps, strengthen the link between students and the university, and work together to improve the overall student experience.
Ben Coulter
- Continue my work as Academic Community Rep of rebuilding the programme rep system to be streamlined and more easily managed
- Promote the role of programme reps at offer holder open days to increase student representation across all campuses, and ensure students know that there are lots of opportunities to get involved and have their voice heard at Napier
- Train reps how to ‘close the feedback loop’ and ensure all information is communicated effectively to students
- Provide training to staff about the system to ensure that all reps are comfortable in their role and that all students are as equally represented as possible
- Creation of Universities of Edinburgh Student Collective (UESC):
A working collective between Edinburgh Napier University, The University of Edinburgh, Queen Margaret University, Heriot-Watt University & Edinburgh College that would amplify and highlight student voice across Edinburgh’s institutions, not just at Napier
- Edinburgh Student Voice Awards for this collective where outstanding work on student voice is rewarded.
Blessing Akinmolujoye
Programme Reps are closest to students’ day-to-day experiences, so working with them would be a priority for me. I would create regular opportunities to listen to their feedback, understand the real challenges students are facing, and work with them to raise these issues at the right levels. I want Programme Reps to feel supported, heard, and confident that the concerns they bring forward lead to real action and positive change.
Emily Kidd
If elected Co-President (Education & Employability), I would see Programme Reps as the foundation of meaningful academic change, having been one myself for two years. They are the closest link between students and staff decision-makers, and my role would be to amplify, support and empower their work, not replace it.
Firstly, I would create clearer, more transparent feedback pathways by implementing a closing-the-loop action with a "You Said, We Did" culture. Reps should always know where concerns raised have gone with their lecturers across schools, so that the impact is visible and timely.
Secondly, I'd bridge the gap between programme and academic reps and make sure they are working together in partnership for cross-school themes to enhance academia across all three campuses at rep forums.
Thirdly, I want to recognise programme reps as leaders. The skills they develop in communication, problem-solving, etc., are employability skills. I would work with ENSA for wider rep networking and to get better incentives and recognition for programme reps (one year as rep = bronze award, two years = silver award, etc.).
Fourth, I would strengthen programme rep training. That means more practical, scenario-based training at the start of the year, not just when something goes wrong. I would also push for mid-trimester feedback conversations as standard practice between reps and lecturers, so issues can be resolved and ensure students are getting the most out of their lectures.
Finally, I would remain approachable and accountable by opening communication channels with reps, providing regular updates on progress on Moodle, Teams, etc. Programme reps are partners in shaping the student experience, and I would work to ensure their voices are heard, respected and acted upon.
Lavanya Kotte
-
Set Clear Expectations From Day One
Reps often don’t know what “good” looks like.
I would:
- Create a simple 1-page role framework.
- Set monthly priorities aligned with key student issues (assessment, feedback speed, employability, wellbeing).
Example 1:
- Every rep must submit a short monthly issue summary (top 3 issues + evidence + suggested solution).
Example 2:
- Reps track one measurable improvement per semester (e.g., feedback turnaround reduced from 4 weeks to 2 weeks).
If roles are vague, results are vague.
-
Create a Structured Communication System
Right now, communication is reactive and chaotic.
I would introduce:
- Monthly rep roundtables.
- A shared digital dashboard tracking issues and progress.
Example 1:
- A live issue tracker showing: Issue raised, Date raised, Who is responsible, Status (open/closed)
Example 2:
If issues disappear into email threads, nothing improves.
-
Train Reps to Be Problem-Solvers, Not Complain Collectors
Most reps escalate problems emotionally, not strategically.
I would run short training on:
- Negotiation basics
- How university decision-making works
- How to present data effectively
Example 1:
- Instead of “Students are unhappy with deadlines,” reps present: % of students affected, Impact on performance, Proposed alternative scheduling
Example 2:
Better quality input = faster institutional response.
-
Close the Feedback Loop Properly
Students stop engaging when they don’t see outcomes.
I would require:
- A “You Said / We Did” summary published every semester.
- Reps to report back to cohorts within 2 weeks of meetings.
Example 1:
Example 2:
Transparency builds trust.
-
Recognise and Incentivise Good Reps
If there’s no reward, engagement drops.
I would push for:
- Formal recognition certificates.
- LinkedIn recommendation letters.
- Annual “Outstanding Rep” awards.
Example 1:
- Top reps receive employability reference letters from senior staff.
Example 2:
- Recognition added to co-curricular transcript.
If we want high performance, we need visible recognition.
-
Align Programme Reps With Strategic Goals
Reps shouldn’t only deal with complaints. They should help shape improvement.
I would involve them in:
- Curriculum review discussions.
- Employability strategy planning.
- Student experience redesign projects.
Example 1:
- Reps consulted before major assessment redesign.
Example 2:
Reps contribute to improving internship pathways within programmes. This shifts them from reactive to strategic contributors.
So what’s next?
Now that you have read through how the candidates have responded to the role questions, it’s time to decide who you want to vote for as Napier’s next Co-President (Education & Employability).
Head to www.napierstudents.com/elections to find out more about all the candidates for all three roles, read their manifestos and make your decision.
Voting will be open from Monday 9 March (8am) to Thursday 12 March (3pm) and you can vote by heading. It takes only a couple of minutes to vote, and you could win an amazing prize in our lucky draw!