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Dacre Pool, L. and Sewell, P. (2007), “The key to employability: developing a practical model of graduate employability”, EducationþTraining, Vol. 49 No. 4, pp. 277-89.
Abstract
Abstract
Purpose – The purpose of this paper is to introduce a straightforward, practical model of
employability that will allow the concept to be explained easily and that can be used as a framework
for working with students to develop their employability.
Design/methodology/approach – The model was developed from existing research into
employability issues and the experience of the authors. The various elements of employability
included in the model are discussed and their inclusion justified on the basis of existing research.
Findings – The model sets out exactly what is meant by employability, in clear and simple terms,
and the model suggests directions for interaction between the various elements.
Research limitations/implications – The relationships between and the interaction of the
elements within the model remain theoretical. Further research to test the model is planned and will be
reported on at a later date.
Practical implications – The model can be used to explain the concept of employability to those
new to the subject, and particularly to students and their parents. It will be a useful tool for lecturers,
personal tutors, careers advisors and any other practitioners involved in employability activities. It
will also be used to develop a measurement tool for employability.
Originality/value – This paper seeks to fill the gap between in-depth, scholarly and complex articles
or books about employability and very simple descriptive articles. It will be of value to anybody with
an interest in employability issues.
Keywords , Employment, Career development, Higher education, Graduates, Modelling,
United Kingdom
Paper type Research paper
Introduction
... These factors are analyzed at different levels in order to establish weather graduates have employability skills and to measure weather the policies implemented for the Management Dynamics in the Knowledge Economy | 75 Vol.7 (2019) no.1, pp.71-86; www.managementdynamics.ro growth of graduates' employability have the expected impact. The levels of analysis to be discussed are: -at university level to establish the utility of graduates' provided competences according to labor market requirements (Alvarez-Gonzalez et al., 2017;Pool & Sewell, 2007;Rothwell, Jewell, & Hardie, 2009); -at governmental institution level to ensure a balance in the labor market by increasing the degree of inclusion of graduates in the labor market and by encouraging lifelong learning of the staff employed (OECD, 2016;Pool & Sewell, 2007); -at employer's level, on one hand, to identify the current and future need of labor market in terms of both the professions and the skills needed to ensure competitiveness in an increasingly dynamic economic environment and, on the other hand, to establish the criteria necessary for recruitment and career guidance of the workforce (Froelich, Liu, & Van der Heijden, 2018;Pool & Sewell, 2007;Robles, 2012;Rothwell & Arnold, 2007;Vanherche et al., 2012). ...
... These factors are analyzed at different levels in order to establish weather graduates have employability skills and to measure weather the policies implemented for the Management Dynamics in the Knowledge Economy | 75 Vol.7 (2019) no.1, pp.71-86; www.managementdynamics.ro growth of graduates' employability have the expected impact. The levels of analysis to be discussed are: -at university level to establish the utility of graduates' provided competences according to labor market requirements (Alvarez-Gonzalez et al., 2017;Pool & Sewell, 2007;Rothwell, Jewell, & Hardie, 2009); -at governmental institution level to ensure a balance in the labor market by increasing the degree of inclusion of graduates in the labor market and by encouraging lifelong learning of the staff employed (OECD, 2016;Pool & Sewell, 2007); -at employer's level, on one hand, to identify the current and future need of labor market in terms of both the professions and the skills needed to ensure competitiveness in an increasingly dynamic economic environment and, on the other hand, to establish the criteria necessary for recruitment and career guidance of the workforce (Froelich, Liu, & Van der Heijden, 2018;Pool & Sewell, 2007;Robles, 2012;Rothwell & Arnold, 2007;Vanherche et al., 2012). ...
... These factors are analyzed at different levels in order to establish weather graduates have employability skills and to measure weather the policies implemented for the Management Dynamics in the Knowledge Economy | 75 Vol.7 (2019) no.1, pp.71-86; www.managementdynamics.ro growth of graduates' employability have the expected impact. The levels of analysis to be discussed are: -at university level to establish the utility of graduates' provided competences according to labor market requirements (Alvarez-Gonzalez et al., 2017;Pool & Sewell, 2007;Rothwell, Jewell, & Hardie, 2009); -at governmental institution level to ensure a balance in the labor market by increasing the degree of inclusion of graduates in the labor market and by encouraging lifelong learning of the staff employed (OECD, 2016;Pool & Sewell, 2007); -at employer's level, on one hand, to identify the current and future need of labor market in terms of both the professions and the skills needed to ensure competitiveness in an increasingly dynamic economic environment and, on the other hand, to establish the criteria necessary for recruitment and career guidance of the workforce (Froelich, Liu, & Van der Heijden, 2018;Pool & Sewell, 2007;Robles, 2012;Rothwell & Arnold, 2007;Vanherche et al., 2012). ...
Academic literature recognizes that knowledge is universal and higher education, as the main provider of knowledge and competences, is all the more not constrained by borders. In this regard, meeting the demand for competences is also challenging especially for the graduates of the 21st century who are confronted with the rapid changes of fourth industrial era economies. We propose a systematic literature review on increasing the employability of HE graduates by selecting relevant studies that analyze the employers, graduates and educators' perceptions of the employability skills for graduates. Also our investigation includes an analysis of existing graduates' employability models and proposes a comprehensive extension of these models considering the factors that have implication in increasing the employability. Thus, starting from reviewing the literature on employability on three levels of investigation: HE institutions, policy makers and employers and considering the selected employability models that propose a better design for curricula, our study will continue with creating an integrated employability model that takes into account all the factors identified on employability literature on each level (or main actors that have influence on employability and determine new requirements): HE institutions, policy makers and employers. This approach aims to identify on one hand the necessary skills and competences for increasing HE graduates' employability in order to reduce the gap between demand and supply of competences on labor market and on the other hand to identify and understand the factors of impact on employability of HE graduates in order to find solutions for achieving employability skills by curricula.
... Therefore, internal processes of employability need to be integrated in further research studies. Despite the current existence of theoretical models of graduates' employability ( Fugate et al. 2004;Pool and Sewell 2007;Vanhercke et al. 2014;Yorke 2004), there is still little empirical evidence of such theoretical frameworks, mainly because of the difficulties that prevail around the definition and measurement of the perceived employability construct (Pool and Qualter 2013;Qenani et al. 2014). Consequently, there is a lack of literature on predictors and outcomes of graduates' perceived employability ( Jackson and Wilton 2017;Pool and Qualter 2013;Qenani et al. 2014). ...
... Although not specifically using the construct of career adaptability, the idea of a career management variable acting as an important mediator between individual's set of competencies and employability have been proposed by several other authors (Bridgstock 2009;Fugate et al. 2004;Pool and Sewell 2007;Yorke 2004). In spite of this apparent theoretical consensus, empirical studies specifically addressing this relation do also not abound. ...
... More recently, Jackson and Wilton (2017) reported a positive association between decision-making, transition learning, opportunity awareness and self-awareness, (the four indicators considered as career management competencies in their study) and perceived employability in a sample of undergraduates. Nevertheless, this study does not integrate competencies developed in the curriculum, as proposed in current employability models (Pool and Sewell 2007;Yorke and Knight 2004). In turn, Alvarez, López Miguens, and Caballero (2017) presented an integrated model of personal and contextual factors to explain perceived employability in university students, considering self-confidence as a mediating variable between the two factors. ...
In a time where employability issues are at the top of political agendas
and employment prospects represent the most important predictor of
satisfaction with higher education, the question about how higher edu-
cation institutions can better prepare their graduates for the labour
market becomes increasingly important. Taking the career construction
theory as its main theoretical framework, this study intends to explore
the role of career adaptability as a mediating variable between compe-
tencies developed during higher education studies and perceived
employability. The participants were 373 students attending the
last year of master ’ s degree programmes, who completed the Career
Adapt-Abilities Scale, the Self-Perceived Employability Scale, and a survey
exploring students ’ perceptions about their competencies at the end of
their university programme. The results indicated that career adaptability
has a mediating role between self-perceived competency and self-
perceived employability. Although academic competencies represent
a prerequisite for employability, the fi ndings suggest that graduating
students should also be equipped with career management resources to
handle their own attributes and to transition smoothly into the current
labour market. These fi ndings are particularly important because they
reveal how higher education institutions can foster the employability of
graduates by integrating training opportunities in career management
during graduation programmes.
... Recent years have seen the emergence of models of graduate employability development (e.g., Dacre Pool & Sewell, 2007;Knight & Yorke, 2004), and some measures of selfperceived employability are now available (e.g., Berntson & Marklund, 2007;Rothwell & Arnold, 2007). These help inform what these 'skills, understandings and personal attributes' might be, but there is still limited empirical research in this area, particularly in relation to the self-perceived employability of graduates. ...
... Researchers have highlighted the need for further empirical investigation of these skills and competencies as possible predictors of employability (Wittekind, Raeder, & Grote, 2010). Other researchers (Dacre Pool & Sewell, 2007;Jaeger, 2003;Liptak, 2005;Repetto Talavera & Pérez-González, 2007;Vandervoort, 2006) have argued that emotional competence should also be studied as this may have a direct or indirect impact (via the generic skills mentioned above) on graduate employability. ...
... Such ideas are important within models of graduate employability development, which propose that undergraduate students should be given the opportunity to develop their emotional skill while within higher education (Dacre Pool & Sewell, 2007). It seems students should also be given the opportunity to gain confidence in their emotional competence. ...
Graduate employability has been the subject of little empirical research. There are a number of difficulties in defining and measuring graduate employability, which means that there is a paucity of research that looks at its predictors and outcomes. Previous work has proposed that emotional competence improves graduate employability, and this study further investigates this idea by examining the association between emotional self-efficacy and employability. Also investigated is the association between employability and career satisfaction. Working graduates (N = 306) completed measures of emotional self-efficacy, self-perceived employability, and career satisfaction, and the data were analysed using structural equation modelling. We found emotional self-efficacy to be an important predictor of graduate employability. Additionally, we found that graduate employability mediates the relationship between emotional self-efficacy and career satisfaction. Some recommendations, in light of these findings, are discussed.
... In turn, work experience during HE studies has become more common (Allen & van der Velden, 2011), which justifies the analysis of the effect of this variable on self-perceived employability. Work experience is integrated in several employability frameworks and course provision models as an important aspect with direct or indirect influence on employability (Knight & Yorke, 2002;Pool & Sewell, 2007). Some studies have related work experience and workplace awareness to employability (Bennett, Dunne & Carré, 1999;Silva & Teixeira, 2013), while others have associated practical experience with the development of a sense of efficacy, enabling the application and articulation of knowledge and skills (Edwards, 2014;van Dinther, Dochy & Segers, 2011). ...
... From a practical viewpoint, the immediate conclusion enhances the importance of being aware and to preventively intervene in gender differences in professional contexts, even before the transition to the labor market. Gender disparity concerning self-beliefs is particularly worrying, since it has been a domain clearly related to future employability and career success (Blustein, 2006;Pinquart, Juang, & Silbereisen, 2003;Pool & Sewell, 2007;Turner, 2014). ...
Our study seeks to (i) explore the factor structure of the perceived employability scale - Higher Education version; (ii) identify the biographical and contextual predictors of the perceived employability. For this purpose, 373 Portuguese graduates participated in our study. Based on collected data, we performed confirmatory factor analysis and regression analysis. The data allow to confirm a four-factor solution with a 67% total variance explained (34% for factor 1, 14% for factor 2, 12% for factor 3 and 7% for factor 4), based on the theorical framework. Regarding the predictors of the perceived employability, gender and study area arose as negative predictors, while the previous work experience showed to be a negative predictor. Based on the results we can provide theorical and practical explanations regarding the evaluation and intervention in the graduates’ employability.
... While, Raelin et al. (2011) demonstrated that self-efficacy has a positive and significant relationship with employees' self-confidence, this result shows that the self-efficacy of WIL undergraduates can be perceived as their belief in their own capabilities in a particular situation. Consequently, this will affect their self-confidence, manifested in the way in which they respond to their environment (Dacre-Pool & Sewell, 2007). This study also exhibited that self-esteem is positively related to selfconfidence. ...
... The definition of employability has moved beyond a relatively narrow focus on skills to encompass social cognitive, dynamic and contextual dimensions (Clarke, 2018;Dacre-Pool & Sewell, 2007;Tomlinson, 2017). Garcia-Aracil et al. (2021) are among several researchers to suggest that self-belief and confidence are important aspects of a successful transition to the labour market, although these traits can be regarded as situated behaviours rather than fixed traits (see Tymon et al., 2020). ...
Grounded in social-cognitive theory, the study reported here explored undergraduate business students' perceptions of their employability and the impact of year of study and gender on these perceptions. 6,004 undergraduate business students enrolled with multiple Australian universities self-assessed their study and career-related confidence using an online, validated measure of perceived employability. Exploratory factor analysis was conducted and five predicted factors were obtained. Multivariate analysis of variance then identified gender and year-of-study differences across five employability factors. The findings highlight gender and year of study differences in students' understanding of how well their programs related to their future careers. The same differences were noted in students’ confidence that their learning tasks were career-relevant and also their confidence that they could apply their learning in a workplace setting. Student confidence that their degree programs were preparing them for graduate life and work lessened as they progressed through their programs. Implications include the need for business educators to be clear about the relevance of each learning and assessment task, and to take a data-driven approach to informing career development learning activities in higher education.
... Yasmeen Bano, Dr.S.Vasantha (2019), stated that employability is the set of skills and the capability of individual and graduated to maintain their employment. Dacre Pool and Sewell (2007), Employability is a set of skills that makes an individual to achieve their profession through which they can get the success. Employment for the university graduate is influenced by many factors like institutional ranking, image, branding and programme structure. ...
Employability is the qualities of individual which helps individual to achieve their profession. Yasmeen Bano, Dr.S.Vasantha (2019), stated that employability is the set of skills and the capability of individual and graduated to maintain their employment. Dacre Pool and Sewell (2007), Employability is a set of skills that makes an individual to achieve their profession through which they can get the success. Employment for the university graduate is influenced by many factors like institutional ranking, image, branding and programme structure. Chevalier and Conlon (2003), their aims to provide information about higher institutional fees charge by the reputed universities and revealed that since those universities provide the quality teaching services to their students they claim that they should have allowed to charge higher fees based on their earnings and cost of provision and suggested that university reputation on degree program is important because it directly the paper affects the employability of graduates. The main purpose of this paper is to understand the impact of university reputation on employability among the graduates. The paper also highlighted the importance of university reputation on employability among the graduates. And the related information has been collected from the published journal and other sources secondary sources of information.
... An empowered individual is expected to reciprocate; people who do not have a means of livelihood becomes minus to the entire societal resources (International institute for human empowerment, n.d.). Employability is having a set of skills, knowledge, understanding and personal attributes which make graduates or non-graduates more likely to select and get jobs in which they can be satisfied and successful (Pool & Sewell, 2007). Employability has been researched in the globe such as India, Taiwan, Nigeria and United Kingdom (Asuquo & Inaja, 2013;Benson, Morgan, & Filippaios, 2014;Jonck & Walt, 2015;Mohan, 2013;Pan, Y & Lee, 2011) . ...
Nigeria is no doubt currently among the countries embattled with a high rate of unemployment. Due to the present economic challenges, which have lasted over a decade. To examine the impact level of the social investment programme on the beneficiaries, qualitative research was carried out and the instrument was structured on complete open-ended, by one-one interview and online platforms (Whatsapp and Facebook groups). N-teach (150,000 beneficiaries), N-health (20,000 beneficiaries) and N-agro beneficiaries (30,000 beneficiaries) of batch A 2016 constituted the population, with a calculated sample size of 399. The sustainability level of N-power programme was also ascertained as the difference between the average initial sample size and adjustable sample sizes were roughly similar while testing at margin error of 5, 10, 15 and 20% using 95% confidence level. The findings of the study reveal that micro-businesses such as fishery, piggery, provision store, computer business centres and among others have been established with the aid of the monthly stipend and entrepreneurial skills have been acquired through the devices given and daily exposure at work. It however, recommended that the programme should be adopted by every regime at both the state and national level. The batch A beneficiaries who are likely at the exit stage, should either be giving seed capital and the remaining, permanent job. Also, the government should as a matter of sporadic reduction in social vices and the creation of more businesses should expand the scope of the programme.
... According to Goleman (1995), soft skills are defined as emotional intelligence, which is the capacity to recognize one's own and others' feelings and is necessary for self-motivation and emotion management. Soft skills and emotional intelligence affect success or failure in one's profession and life (Cherniss, 2006), for example, self-efficacy, self-confidence and self-esteem are the links between the hard skills and employability (Dacre Pool, 2007). Soft skills lead to the development of hard skills and make it possible for an engineer to keep hard skills up to date in changing circumstances" (Cimatti, 2016). ...
This chapter discusses how an engineering curriculum is successfully embedding EQ in the module delivery. Individual and group activities were adopted to enhance EQ in students while group projects were introduced to provide a quantitative measurement on the effectiveness of EQ training. Furthermore, the approach also received numerous approvals at both international and national teaching and learning exhibitions.
... Instead, it enhances the individual influence on graduate employability with a huge individual task to perform ones 'employability' as a result.Turning back to section 7.1.4, where I introduced various research literature that studied what skills employers requested, one of the examples was a meta-study byPool and Sewell (2007). In their study, they identified a number of skills that employers across a range of studies indicated as relevant for employability, and these included emotional intelligence as well as personal attributes like self-confidence, self-esteem, and self- efficacy(Pool & Sewell, 2007: 281). ...
... While, Raelin et al. (2011) demonstrated that self-efficacy has a positive and significant relationship with employees' self-confidence, this result shows that the self-efficacy of WIL undergraduates can be perceived as their belief in their own capabilities in a particular situation. Consequently, this will affect their self-confidence, manifested in the way in which they respond to their environment (Dacre-Pool & Sewell, 2007). This study also exhibited that self-esteem is positively related to selfconfidence. ...
This study further extends a theoretical model of psychological empowerment by investigating the relationships between self-efficacy, self-confidence and self-esteem. A sample of by 383 of Malaysian undergraduates participating in Work Integrated Learning (WIL)programmes across five public universities is used to test the model employing partial-least squares based structural equation modelling .The results have demonstrated that self-efficacy and self-esteem have a positive and significant relationship with self-confidence. This study also confirms the moderating effect of self-esteem on the relationship between self-efficacy and self-confidence. Furthermore, the findings of this study provide insight of the influence of WIL programmes on the undergraduates’ psychological attributes. These findings have implications for WIL stakeholders, which are highlighted in the paper.
... A student reported that "…I had… the stereotype of a psychologist with a nice office and regular clients… but until actually doing Psych[ological] Skills A… I didn't know the difference [between] researchers compared to clinical psych, compared to… consultants". This feedback suggests the career development component of the first Psychological Skills subject is valuable in assisting students to understand the employment options in psychology and thereby helping them to better plan, explore, and consider their options (Pool & Sewell, 2007). ...
In Australia, there is a need to develop the knowledge and skills, especially in the realm of research, of Aboriginal and Indigenous Peoples to develop their knowledge base in a culturally acceptable manner to improve the health of Aboriginal and Indigenous Peoples communities. When it comes to doctoral supervision, the fact that its pedagogy is not understood is compounded by the realisation that Western academic culture does not take into account how Indigenous students are impacted on and by its approach and suppositions. This chapter explores the issues against the backdrop of Western knowledge and praxis that suggest freedom of choice within disciplinary constraints and university practice that restricts rather than promotes the capability of doctoral students to choose based on their sense of self. The literature suggests that the supervisor-supervisee relationship is critical to the process of acceptance, but the perception of what the relationship is by the academic community regarding the professional developmental process shapes and limits choices for Aboriginal and Indigenous Peoples doctoral students which, in turn, may explain the low participation and graduation rates alongside high attrition rates. A discussion of how to overcome those issues adversely impacting the recruitment and success of Aboriginal and Indigenous Peoples into doctoral students in the health-related fields.
... Presented findings call for further exploration of other personal resources that are connected with career success, as well as other career success indicators. Personal resources as self-esteem, self-confidence, and self-efficacy could further be considered (Dacre Pool and Sewell, 2007). Also, when it comes to future career success, other indicators such as career engagement could be taken into the consideration. ...
Employability is one of the core concepts for the future career. Students’ self-perceived employability is the concept that connects students’ present context of education with their future professional engagement. Students’ self-perceived employability is defined as the capacity to gain and keep employment in line with their future qualification level. Locus of control is a concept that explains where the person situates the causation of various life events. It is found that internal locus of control was related to different aspects of career success. Career ambition is regarded as a proxy for students’ future career success. Both internal locus of control and ambition lead to proactive behaviors that are relevant for employability and consequently result in securing a sustainable job. The aim of this mixed-method study was to investigate the relations among locus of control, ambition and students’ self-perceived employability. Firstly, we tested mediating role of career ambition in relation of internal locus of control and students’ self-perceived employability, then we turned to qualitative analysis of students’ career self-SWOT analyses in order to deepen and enrich quantitative findings. The sample consisted of 124 undergraduate psychology students that filled out Levenson’s Internality subscale from IPC locus of control scale, Rothwell et al. (2008) Ambition subscale, and three items extracted from the Self-perceived employability subscale. Majority of the survey participants (N = 100) filled out personal career SWOT analysis. The mediation analysis showed that career ambition had a mediating role in the relation between the locus of control and employability. Students perceived personal capabilities and ambition as internal strengths and lack of ambition as a major internal weakness. As external opportunities students perceived various chances for developing professional skills, whereas as external threats they perceived limited opportunities in job market. In order to support university students to develop employability and future career success, university curricula should support developing future work skills that, in addition to functional competences and personal resources, entail career ambition, ways of utilizing external opportunities and dealing with job market threats.
... In undertaking the assessment they have to deploy skills and complete tasks that simulate the activities they will have to conduct in their future jobs. This consolidates capabilities that are part of employability such as: coping with uncertainty, working under pressure, planning and thinking strategically, communicating and interacting with others (Andrews and Higson 2008), as well as better command of disciplinary content knowledge and skills, workplace awareness, experience and generic skills (Dacre Pool and Sewell 2007). ...
Authenticity has been identified as a key characteristic of assessment design
which promotes learning. Authentic assessment aims to replicate the tasks
and performance standards typically found in the world of work, and has
been found to have a positive impact on student learning, autonomy,
motivation, self-regulation and metacognition; abilities highly related to
employability. Despite these benefits, there are significant barriers to the
introduction of authentic assessment, particularly where there is a tradition
of ‘testing’ decontextualised subject knowledge. One barrier may be the lack
of conceptualisation of the term authentic assessment sufficient to inform
assessment design at the individual course level. This article tackles that
omission by a systematic review of literature from 1988 to 2015. Thirteen
consistent characteristics of authentic assessment are identified leading
to the classification of three conceptual dimensions: realism, cognitive
challenge and evaluative judgement. These dimensions are elaborated and
used to propose a step-based model for designing and operating authentic
assessment in individual higher education subjects.
This is an Accepted Manuscript of an article published by Taylor & Francis, available online: http://www.tandfonline.com/10.1080/02602938.2017.1412396.
Free e-print: https://www.tandfonline.com/eprint/wiwTYaX55jR5qDzFDI5G/full
... Work experience and work-based learning are widely considered the best way to develop many em- ployability skills and personal attributes. Employability researchers consistently include work and life experience in the models of employability attributes (e.g., Hillage & Pollard, 1998;Benett et al., 1999, Copps & Plimmer, 2013Pool & Sewell, 2007). Work placements also contribute to the development of various attributes important for employability, for example, social competence ( Murakami et al., 2009), opportunity awareness -knowing what work opportunities exist and what their requirements are, social capital ( Fugate et al., 2004), self-awareness (Law & Watts, 1977), self-esteem (Little & Colleagues, 2006), self-confidence in one's ability to enter and succeed in their chosen occupation (Jackson, 2016), as well as career identity (Lave & Wenger, 1991). ...
Work placements can provide good opportunities for students to obtain meaningful learning and work experience. In Latvia, the quality of work placements varies and can lead to both excellent and dubious experience. The article aims at investigating, how work placements can contribute to student development and how to organise work-placements of high quality by exploring examples of good practice of organising work-placements in the companies in Latvia. The results indicate that the most important factor to ensure quality work placements is the interest and motivation of the companies which stems from their need for qualified workers, strategic goals and sustainable working practices. Quality work placements include the following elements: selection of trainees, discussing the goals of and the programme of work-placement, assigning the supervisor, preparation for and implementation of work-placement, as well as the evaluation. The article provides various examples and suggestions how to improve learning experience during work-placements, considering constructionism learning ideas.
Keywords: work placements, examples of good practice, vocational education
... En consonancia con otros estudios (Amer, 2012;García et al., 2009;Melendro, 2009;Pool y Sewell, 2007), si bien las competencias de empleabilidad vinculadas a la autonomía personal, la capacidad de adaptación, la capacidad para trabajar en equipo, la motivación o la capacidad de aprendizaje permanente son de las más valoradas por parte de todos los colectivos, se identifica una percepción diferente, vinculada al perfil de los agentes y a la visión que estos tienen en cuanto al papel de las competencias básicas de empleabilidad (García et al., 2009). Estos mismos autores establecen que son los agentes con una visión académica -en este trabajo, los tutores académicos-y no aquellos con un visión laboral -aquí, las empresas-, los que perciben mayores carencias en relación con las competencias básicas exigidas para la empleabilidad en los contextos sociolaborales actuales -habilidades comunicativas, relacionales y de trabajo en equipo, autocontrol, motivación y capacidad de aprendizaje permanente, entre otras-, para adaptarse a los nuevos y constantes requerimientos y situaciones, sin que ello reste importancia a las competencias más técnicas vinculadas directamente al conocimiento del puesto de trabajo concreto a desarrollar (Estrada, 2012;Knight y Yorke, 2003;Renteria-Pérez y Malvezzi, 2008;Van der Heijden, 2002;Weinberg, 2004;Weinert, 2001). ...
El presente artículo analiza la percepción que tutores y empresas colaboradoras de los programas de cualificación profesional inicial —PCPI— tienen sobre el perfil competencial de los jóvenes en relación con las competencias básicas de empleabilidad. Además, muestra cómo el diseño y el desarrollo de estos programas formativos —entendiéndose como una herramienta que ayuda a los alumnos a crecer desde el punto de vista competencial— facilitan la adquisición de dichas competencias.
El trabajo aquí presentado se caracteriza por emplear una metodología de carácter cualitativo, donde se analizan y se interpretan los datos obtenidos a partir de entrevistas semiestructuradas aplicadas a una muestra de 17 tutores y 9 responsables de empresas de 17 PCPI, realizadas en 7 municipios del área metropolitana de Barcelona. Los resultados muestran una complementariedad entre la visión académica de los tutores de los centros docentes y la visión laboral de las empresas, al mismo tiempo que presentan una divergencia entre la valoración positiva del perfil competencial de los jóvenes por parte de las empresas —aunque con muchas posibilidades de mejora— y la valoración no tan positiva por parte de los tutores.
En la actualidad, estos programas de formación profesional básica se consideran un recurso para impulsar la empleabilidad de los jóvenes que se encuentran en riesgo de exclusión, puesto que favorecen su reincorporación al sistema educativo y aumentan sus posibilidades de inserción laboral.
... 280). Their model of employability includes (a) career development learning; (b) experience; (c) degree subject knowl- edge, understanding, and skills; (d) generic skills; and (e) emotional intelligence (Pool & Sewell, 2007). The initiative discussed here focuses on the first component of the model, career development learning, which encompasses self-awareness, knowledge of the job market, ability to present oneself effectively to prospective employers, and understanding strategies for making career decisions. ...
Social work field education is expected to help students transition from the classroom to the practice setting. Yet, few social work programs adequately provide career development support to increase students’ employability. This Field Note presents practical, relevant and immediate strategies for implementing the MSW to J-O-B curriculum innovation in the field practicum seminar. The purpose is to help students clarify professional goals and successfully obtain employment or career advancement opportunities following graduation. Formative evaluation results for this professional development curriculum are presented.
Full text: http://www.tandfonline.com/eprint/qyHE9R2piIsb9k9QFkXA/full
The global workforce of the 21st century needs not only young and skilled human capital capable of technical skills, but also academic skills in English as a priority. This study employed a quantitative approach with the survey design. The aim was to investigate how importance of English communication skills and Employability skills of Jakarta graduates post covid-19 in the workplace. The data showed that the questionnaire with total 20 items was sent to 101 Human Resource and Senior Manager in Jakarta, Indonesia, the highest selected options Human Resource and Senior Manager chose was very important and important. This data showed that the Human Resource and Senior Manager stated that the communication skills perceived as important for graduates. The questionnaire with total 40 items was sent to 203 graduates who have graduated in the last five years and works in StartUp company in Jakarta, Indonesia, the highest selected answers from graduates was Strongly Agree and Agree with total mean score 7.01. This data showed that graduates agreed that English communication have big impact for their employability skills. Based on the findings, this research revealing that the English communication is important for Graduates at the StartUp company in Jakarta. Human Resources and the graduates who are working in StartUp company, who already filled out surveys approval that the English communication has an influence on their ability.
Employability skills are most essential part of the business graduates which leads them to get employment and successful in their career. The main purpose of the paper is to identify the categories of employability skill in higher education that are required by the employers. These skills are the initial requirement to get the employment in the workplace. Currently these skills are the highly demanded by the employers/recruiters when they come for the campus interviews and placements. These categories of skills
include professional skill, methodological skill, social skill, personal skills, analytical skill and digital literacy skill. The paper has also presented the proposed conceptual framework of employability skills.
Key words: Employability skills, Employers, Employees, Higher education, Skill categories,
The current chapter focuses on the Work-Integrated Learning program (WIL) in the Bachelor of Psychology (Honours) at the University of Southern Queensland (USQ), Ipswich campus. Specifically, the chapter examines how the WIL program helps to develop employability skills in undergraduate psychology students. The WIL curriculum, which is embedded in the Psychological Skills program, aims to assist undergraduate students to develop their skills, knowledge, and expectations as a professional working in psychology and psychology related-fields. The chapter argues that the WIL program helps to broaden and strengthen students’ general work-related capabilities. It does this through a combination of career learning development, skills training, and field experience. This program enables students to not only develop a comprehensive skill set, but also strengthens awareness of their personal employability.
The soaring rate of graduate unemployment in Ghana has continued to engage the attention of government and other stakeholders in finding a lasting and sustainable solution to the problem. However, the critical question that always arises is how students in tertiary institutions perceive their employability and what the extent of their knowledge of the requirements in the labour market is. Empirical information on this critical question will help guide employment policy formulation, skills training and entrepreneurial development. It is in this vein that this article presents an analysis of students’ perceptions about the prospects of employability in the job market among students of the University for Development Studies (UDS) and Tamale Polytechnic. Purposive and convenience sampling techniques were used in selecting 368 students from the two institutions and interviewing them by means of a semi-structured questionnaire. Descriptive statistics and probit regression analysis were applied in analysing the data. The analysis revealed that students prefer to be employed in public or private organisations than engage in self-employed enterprises. The results of the survey indicated that students generally are aware of the job market requirements but are, however, not confident about their employability. The students' age, residential status, and access to entrepreneurial training as well as prospects of securing a preferred job, work experience and level of studies were found to be significant determinants of their perceived prospects of employability. There is the need for entrepreneurial training and orientation of students in tertiary institutions in order to equip and inspire them in terms of self-employed enterprise creation and skills development.
In the context of an increasingly precarious and competitive graduate labour market, exposure to pre-graduation professional work experience is becoming an increasingly critical feature of graduate employability. Outside the creative professions the contours of this shift have received comparatively little empirical attention. This study provides evidence of increasing participation in unpaid work beyond the creative industries where it is well established as a common practice. This study examines the complex patterns of opportunities and challenges that are created for and by Australian urban planning students in gaining relevant exposure to professional work, with a particular emphasis on participation in unpaid work experience. Through the lens of employability and the voices of early career professionals, this study explores the complexity of decisions to engage in unpaid work and identifies the potential personal and professional implications of these decisions. Focussing on the ways decisions around unpaid work are shaped by a range of factors including labour market conditions and disciplinary norms the findings yield new knowledge of how unpaid work is practised and shaped as a principal means through which employment-related advantage and enhanced employability in education to employment transitions is sought by participants and the potential implications of this.
Within the UK, traditional subject-specific areas are increasingly being complemented by the provision of opportunities to foster students' personal development planning as an aide to support their future employment and lifelong learning. This paper describes an action research project which examined employability skills within a psychology department's curriculum. The first cycle involved conducting a curriculum audit, focus groups and a survey of psychology undergraduates' views on employability. Analysis of the findings suggested a strong focus on development of generic graduate skills, such as communication, IT and working with others, whilst students had difficulty in recognising the applicability of these skills beyond an educational context. Furthermore, examples of explicit career development planning were minimal in both module information documentation and undergraduates' accounts. After a process of evaluation and reflection, the second cycle involved embedding employability skills into the psychology curriculum. The process is described along with discussion on methodological issues and the benefits and challenges of embedding employability in a curriculum. (Contains 3 tables and 1 figure.)
The evolution of property education to adapt to the changing business environment requires changes to course content, method of delivery and assessment. Many universities have a special interest in understanding how the students transition in and transition out of the property programs. The impact of the first year student
experience is often easier to assess through students’ progression in the course and performance in their intermediate and advanced units. However, the students’ success in transitioning from university student to property professional is often more difficult to determine.
In an environment where many property students commence their professional careers while still completing their undergraduate property qualification, a survey of current
final year students was undertaken to identify the students’ perception of their level of preparedness for entry into the professional world. This study has also been informed by feedback received from and informal discussions held with industry representative bodies, alumni and senior members of professional organisations.
The QUT UD40 Bachelor of Urban Development, Property Economics course has been designed to achieve graduate capabilities in core technical skills and generic
professional skills which are required by property professionals. The results of this study were that some units in the program were perceived to provide direct
preparation for students commencing their professional careers whilst the impact of other units was less tangible. Valuable feedback received during the study included an
assessment of the relevance of many multi-disciplinary units, the appropriateness of the programming of units within the course and the appropriateness of repetition of
content during the course. The further research question arises as to how universities can better assist students in the transition to the professional environment when
frequently this occurs prior to completion of the property course.
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