I help employers become the go-to choice for diverse talent.

After working in 4 different industries. 
I noticed employers faced these challenges:

1) Spending a lot of money on recruitment-related costs 
2) Unable to engage effectively with diverse candidates 
3) Limited awareness of their employer brand online  
4) Struggling to attract & retain quality candidates

So, I quit my job to solve these challenges. 
↳ Dramatic, I know!

Here’s the process I developed: 

- Understanding the Employee Value Proposition (EVP)
- Promoting the EVP via influencers/content creators 
- Hosting recruitment events at key hiring locations
- Capturing Employee Generated Content (EGC)
- Distributing the EGC on social media 

The results so far: 

- 104 candidates hired to date
- 95.6% staff retention rate on hires 
- 98.5% of candidates hired are diverse
- Over 16 million candidates reached online 
- £131,000 saved on recruitment related cost 

Trusted by LinkedIn, HSBC, Samsung, Octopus Energy, 10,000 Black Interns, St James Financial Adviser Academy, and other notable organisations, my agency works with employers across any industry. 

Here’s what one of my clients had to say: 

"The quality of candidates we received through Beyond Education was exceptional, outstripping what we'd previously been able to achieve with external providers. We are beyond impressed!" - (Rebecca A Brown, Head of Legal, IQ-EQ)

If you work in Talent Acquisition, Employer Branding, DEI, or Early Careers and want to build employer brand awareness to attract and hire diverse talent...

Drop me an email - sadeoye@beyondeducation.uk 📧

PS: Also available for brand partnerships and speaking opportunities. 

Stephen Adeoye

ApplyBoard

Associate Account Director

QS Quacquarelli Symonds

Responsible for managing and growing business revenue with Enterprise clients.

Consistently achieved and exceeded renewal targets year on year. 

Surpassed 2024 Upsell/Cross-sell target by 49% in Q2.

Crafted compelling proposals and led commercial negotiations, including contract renewals and cross-selling.

Developed and executed comprehensive account strategies that grew portfolio by 10% year-on-year

Account Manager

Vygo

Spear-heading and supporting the EMEA go-to-market strategy of an enterprise SaaS company.

Managing relationships with C-suite executives to drive business growth

Partner Engagement Manager (B2B SaaS)

Partner Engagement Executive

Big Ideas

Assistant producer.

Relationship management of partnerships and C-Suite Execs

Managed strategic partnerships with over 200 UK schools. 

Account management of multiple partnerships spanning schools, Higher Ed, government and charities.

Strategic Account Management

Hi, I am Blessed. 

My expertise lies in developing strategic partnerships and managing relationships with C-suite executives to achieve their goals. 

I am passionate about leveraging technology to create innovative solutions that empower people to achieve their full potential. 

If you are passionate about education or are interested in enterprise saas and AI solutions.  I would love to connect with you and explore opportunities to collaborate on projects that can make a real difference in the lives of people and businesses alike.

Blessed Pepple

Thousands of international students invest heavily to study in the UK every year. Yet many still struggle to translate their degrees into graduate-level jobs.

For many families, studying in the UK represents a commitment of £30,000 or more once tuition, living costs, visas, and relocation expenses are combined.

For some, this investment represents generational savings. For others, it involves long-term financial sacrifice.

Naturally, students and families ask a practical question:
What employment outcomes can graduates realistically expect?

Recent data from the Oxford Migration Observatory offers an important insight.

In 2024, nearly 40% of individuals switching from the Student visa to the Skilled Worker visa became care or senior care workers.

That represents roughly 48,500 graduates working in roles typically unrelated to the degrees they studied.

For many students, this suggests that the transition from education to graduate-level employment is not always straightforward.
This presents an opportunity for universities.

International students may benefit from greater visibility into career pathways before and during their studies, including:
 • clearer links between degrees and labour market demand
 • structured employability planning from pre-arrival to graduation
 • visibility into sectors that sponsor international graduates
 • stronger collaboration between universities and employers
Many institutions are already investing heavily in careers services and employer partnerships.

As international education becomes more competitive globally, making these pathways more visible may play an important role in building trust with prospective students and families.

Because for many international students, education is not only an academic decision.

It is also a life-changing investment.

#AI #Internationaleducation #

Associate Director | AI in Higher Education | International Student Employability | Edtech | Exploring how universities can connect education, skills, and global outcomes

Choosing a university used to be about reputation. Today it’s increasingly about employability.

International student decision-making is changing.
Not dramatically.
But meaningfully.

For many students and families, studying abroad is no longer viewed only as an academic experience.

It is increasingly seen as a long-term career investment.

And often a significant one.

In many destinations, the total cost of studying abroad can exceed £30,000 - £60,000 when you combine:
 • Tuition
 • Living costs
 • Relocation expenses

Because of this, prospective students are asking a new set of questions before choosing where to study.

Not just “Which university?”
But also:
 • What career opportunities exist after graduation?
 • Which sectors actively hire graduates from this programme?
 • What salary ranges are typical in early-career roles?
 • How accessible are visa sponsorship pathways?

Research suggests this shift is already visible.

Studies from organisations such as QS show that post-study employment opportunities are among the most influential factors when students choose where to study.

Similar findings appear in research from Times Higher Education and ICEF Monitor, where career outcomes consistently rank among the top decision drivers.

For universities, this creates an interesting opportunity.
International recruitment is not influenced only by academic reputation or student experience.

It is also shaped by how clearly students can see the pathway from education to employment.

This might include clearer visibility around:
 • graduate employment outcomes
 • employer partnerships
 • sectors actively recruiting graduates
 • typical career progression pathways

Many universities are already investing heavily in careers services and employer collaboration.

But as global competition for international students continues to increase…
making these pathways more visible may become an important strategic advantage.

Because for many students today, studying abroad is not only an academic decision.

It is also a long-term career investment.

Students are making life-changing education decisions every year. Yet the labour market insights that could guide those decisions often remain invisible to them.

Students often make significant education decisions with limited visibility into labour market outcomes.

For many international students, studying abroad represents an investment that can exceed £50,000 when tuition, living costs, and relocation are combined.

Yet the information available to support these decisions is often fragmented.

At the same time, governments and labour market agencies collect extensive workforce intelligence, including:
 • Skills demands
 • Regional hiring demand
 • Visa sponsorship patterns
 • Trending opportunities 

This data plays an important role in economic planning and workforce strategy.

However, it is not always translated into formats that are easily accessible to students making life-changing education decisions.

For many prospective students, the questions are relatively straightforward:
 • Which degrees align with genuine labour market demand?
 • Which cities or regions are actively hiring graduates?
 • Which sectors are most open to sponsoring international talent?
 • Which skills are becoming increasingly valuable in the workplace?

There may be an opportunity for universitie, and employers to work more closely together to translate existing labour market data into clearer student guidance.
For example:
 • Degree-to-demand roadmaps that connect programmes with sector growth
 • Regional opportunity insights showing where hiring demand is strongest
 • Visibility into visa sponsorship patterns by sector for international students 
 • Skills guidance that helps students prepare for graduate-level roles

When labour market intelligence is translated into practical insights, it can support more informed decisions for students and stronger alignment between education and employment outcomes.

Because data becomes most valuable when it helps shape better decisions.

The competition for international students isn’t only between universities. It’s increasingly between immigration systems.

When international students choose where to study, they are also choosing where they may begin their careers.
As a result, immigration policy has become an increasingly important part of the decision-making process.

Prospective students often consider three key factors when evaluating study destinations:
 • Clarity – Do I understand the rules and pathways available?
 • Affordability – Can I realistically sustain the financial commitment?
 • Predictability – Will the policy environment remain stable while I complete my studies?

Across many major destination countries, immigration policies evolve regularly as governments respond to labour market needs and domestic priorities.
Recent discussions around skilled worker salary thresholds, graduate routes, and dependent policies in the UK have highlighted how closely international education and migration policy are now connected.

For universities, this creates an important strategic consideration.
International recruitment is not influenced only by academic reputation or student experience.

It is also shaped by how clearly students can understand the pathway from education to employment.

Countries that combine strong universities with clear post-study opportunities often remain highly attractive to global talent.

This is why collaboration between universities, employers, and policymakers is becoming increasingly important.

When education systems, labour markets, and migration pathways are aligned, international students are better able to see a clear route from study to career.
And that clarity can play a significant role in how global talent chooses where to build its future.

#AI #Internationalstudent #Careerinai

AI can generate information, propose solutions and analyse patterns.

But can it exercise judgement? Show empathy? Challenge assumptions with integrity?

The University of Birmingham is redesigning its curriculum around exactly that distinction.

Their new 'Ad Alta' model blends academic study with the deliberate development of three core dimensions:
→ Intellectual Curiosity: questioning and critiquing AI outputs rather than passively accepting them
→ Future Readiness: working productively with evolving technologies while understanding their wider social and environmental implications
→ Practical Wisdom: the ethical grounding to use AI responsibly, recognise its limits, and exercise sound judgement

Employers are asking for more than technical skills. They want graduates with resilience, initiative, creativity and the emotional intelligence to work constructively with others.

The university's position is clear: the goal is not to produce graduates who compete with machines, but individuals who know how to use them wisely, guided by curiosity, integrity and a commitment to the public good.

Great article from Deborah Longworth and Tom Harrison.

If you are attending the PIE Live Europe next week, I would love to catch up. Please do reach out!

AI is not taking your job.
It is taking parts of it.
Quietly.

A new report from Anthropic, based on millions of real-world AI interactions, reveals something most people are still missing:
Jobs are not being eliminated.
They are being restructured from the inside.

Here is what the data shows:
 • Around 30–40% of tasks in many roles are already exposed to AI
 • Most jobs are not fully automatable
 • Instead, they are being partially augmented and redefined

This is not a job loss story.
It is a task transformation story.
And that is far more disruptive.

Because companies are not replacing entire roles overnight.
They are:
 • Automating repetitive work
 • Compressing timelines
 • Increasing output expectations
 • Redefining what “high performance” looks like

Which leads to the real shift:
Your value is no longer based on what you know.
It is based on what you can do with AI.
This is where the gap is growing.

 We still design:
 Degrees around knowledge
 Curricula around theory
 Assessments around memorisation

While the market is moving toward:
 Execution
 Adaptability
 AI-augmented workflows

If up to 40% of tasks are already changing…

Then teaching the same way as five years ago is not neutral.
It is misalignment.

The winners in this new market will not be:
The most experienced.
The most qualified.
But the fastest to adapt.

Because AI is not removing work.

It is raising the standard for what “useful” looks like.

#AI #Anthropic #employability

The skills universities taught for 30 years are changing.
AI just forced a rethink of what graduates should actually know.

Why AI Is Forcing Universities to Rethink “Employable Skills”

For decades, universities have prepared students for the workforce by teaching analytical thinking and subject expertise.

But artificial intelligence is beginning to change what employability actually means.

Many routine analytical tasks that once took hours can now be completed in seconds with AI tools. Data summarisation, information retrieval, and even basic coding support are becoming automated.

This does not make graduates less important. It simply changes the skills that matter most.

Increasingly, universities are focusing on abilities that AI cannot easily replicate:
• Critical thinking
• Problem framing
• Interdisciplinary problem solving
• Responsible use of AI tools

In other words, the value of a graduate is shifting from doing analysis to knowing what questions to ask and how to interpret the answers.

This transition is already influencing conversations across UK higher education policy and curriculum design.

The institutions that adapt fastest will not only produce graduates with degrees.

They will produce graduates who know how to work effectively in an AI-enabled world.

AI can now assist with research, writing, coding, and analysis. So what should universities teach in an AI-enabled world?

AI is moving quickly across the global economy.

Over the past 18 months, generative AI adoption has accelerated significantly:
 • OpenAI has roughly 900 million weekly active users as of early 2026, driven largely by rapid adoption of ChatGPT, becoming one of the fastest-growing consumer applications in history.
 • More than 70% of companies are already experimenting with generative AI, according to research from McKinsey & Company.
 • The World Economic Forum estimates that 44% of workers’ core skills will change by 2027.

In other words, the nature of work is evolving rapidly.

For universities, this raises an important strategic conversation.

How should higher education prepare graduates for workplaces where technology and workflows may change faster than traditional curriculum cycles?

Many institutions have already begun integrating AI into teaching and learning environments.
Examples include:
 • Massachusetts Institute of Technology expanding AI learning across multiple disciplines
 • Stanford University developing interdisciplinary research and education through the Stanford HAI initiative
 • Partnerships between universities and technology companies such as Microsoft and Google to support AI skills development

These initiatives reflect a broader shift in how universities are approaching AI.

Beyond adopting new tools, institutions may increasingly explore questions such as:
 • How can AI literacy be integrated across disciplines?
 • How should assessment continuously evolve in an AI-enabled environment?
 • How can universities prepare graduates to work effectively alongside intelligent systems?

As AI continues to reshape industries, collaboration between universities, employers, and technology organisations will likely play an important role in preparing the next generation of graduates.

The institutions that explore these questions early may be particularly well positioned to support students entering an increasingly AI-enabled workforce.

#ArtificialIntelligence #FutureOfWork #AIinEducation #HigherEducation #SkillsOfTheFuture #DigitalTransformation

Digital literacy defined the last generation of graduates. AI literacy will define the next one.

Two decades ago, universities began prioritising digital literacy.

Students were expected to learn how to navigate the internet, evaluate information online and work with digital tools.

Those capabilities became essential in almost every profession.

Today, a new form of literacy has emerged.

Employers across industries are beginning to expect graduates to understand how AI tools function, use them responsibly and ethically, critically evaluate AI-generated insights and collaborate effectively with AI systems.

In many workplaces, AI is already part of everyday workflows.

Graduates who know how to work with these systems rather than simply use them will have a significant advantage.

Which raises an important question for universities.

How deeply should AI literacy be embedded into teaching, research and assessment?

The institutions that respond early will do more than update their curriculum.

They will prepare students not just for today's jobs, but for the AI-enabled workplace of the next decade.

Most people think AI is intelligent.
My science background taught me to question that immediately.

I spent years studying biological systems. Today, I spend my time thinking about AI systems.

For me, the shift wasn’t dramatic. It was a continuation of the same thinking.

Science trains you to look beyond the surface.
To question outputs instead of trusting them.
To test, iterate, and stay honest about what the data actually shows and what it does not.

That mindset is missing from many AI conversations today.

AI is not magic. It is a system.
And like any system, the quality of its outputs depends entirely on the quality of its inputs and how well it is designed.

This matters even more in education.

AI is now influencing how students choose careers, build skills, and explore opportunities.
But if the underlying data is shallow, generic, or poorly structured, the guidance will not just be flawed. It can be misleading.

Responsible AI in education is not about slowing innovation.
It is about applying the right level of rigor.

Asking:
Where is this data coming from?
What assumptions are being made?
What is missing?

Because at its core, this is not just a technology question.

It is a scientific one.

And it is one more educators and EdTech builders need to start taking seriously.

#UKHigherEducation #HigherEducation #UKUniversityLife #StudyAbroad #InternationalStudents

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Blessed Pepple

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