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Empowering students by enhancing their employability skills
Abstract
Recognising the importance of graduates being equipped with appropriate employability skills alongside their subject-specific skills, we have had transferable skills training embedded throughout our degree programmes for 30 years. More recently, a specific employability skills module for final-year honours students has been created. This module consists of a programme of activities supporting employability skills, which was delivered to final-year undergraduate students from 2012 to 2015. A key feature in the development and delivery of these activities was the involvement of external experts. Detailed questionnaires have captured student perceptions and thematic analysis has revealed key themes. The module has been perceived to be highly useful, resulting in significant increases in students’ confidence across key areas of employability skills. Furthermore, students may hold skewed perceptions of the relevance of generic employability skills to their chosen career path. This fact should be considered when delivering employability skills programmes.
... Researchers have identified that problem-solving skills are core to employability (Reid & Anderson, 2012;Yusoff et al., 2012;Asonitou, 2015;Ito & Kawazoe, 2015;Azmi et al., 2018;de Villiers Scheepers et al., 2018;Scott et al., 2019;de Campos et al., 2020;Fajaryati et al., 2020;Liew et al., 2020;Saleh & Lamsali, 2020;Zapalska et al., 2020;Idkhan et al., 2021). Similar to soft-skills, problem-solving skills are important across disciplines (e.g., engineering, marketing) and employer type (Wellman, 2010). ...
... In summary, the literature review indicates that researchers have identified problem solving skills as an important factor influencing EM (Reid & Anderson, 2012;Yusoff et al., 2012;Asonitou, 2015;Ito & Kawazoe, 2015;Azmi et al., 2018;de Villiers Scheepers et al., 2018;Scott et al., 2019;de Campos et al., 2020;Fajaryati et al., 2020;Liew et al., 2020;Saleh & Lamsali, 2020;Zapalska et al., 2020;Idkhan et al., 2021). ...
... As an overall summary, the literature review indicates that researchers have identified soft skills (Finch et al., 2012;Lievens & Sackett, 2012;Nickson et al., 2012;Yusoff et al., 2012;de Villiers Scheepers et al., 2018;Teng et al., 2019;de Campos et al., 2020;Hirudayaraj et al., 2021;Sarker et al., 2021), problem solving skills (Reid & Anderson, 2012;Yusoff et al., 2012;Asonitou, 2015;Ito & Kawazoe, 2015;Azmi et al., 2018;;de Villiers Scheepers et al., 2018;Scott et al., 2019;de Campos et al., 2020;Fajaryati et al., 2020;Liew et al., 2020;Saleh & Lamsali, 2020;Zapalska et al., 2020;Idkhan et al., 2021), functional (knowledge) skills (Laker & Powell, 2011;Gowsalya & Kumar, 2017;Fajaryati et al., 2020;Idkhan et al., 2021;Uddin, 2021) and academic reputation (Mihut, 2015;Maclean, 2017;Strauss, 2017;Bano & Vasantha, 2019;Nogales et al., 2020;Shanmugam & Bano, 2020;Aviso et al., 2021) as factors influencing EM. ...
Graduate Employability (EM) is a major issue for Institutions of Higher Learning (IHL). In a challenging economy, the role of IHL is not only to produce graduates with specific areas of specialization, but more importantly, to develop EM skills that are most demanding in the 21st Century. This literature review aims to identify the determinant factors influencing the employability of engineering graduates. The Narrative Literature Review method was used to search for relevant articles. The literature review indicates that researchers have identified soft skills, problem solving skills, functional (knowledge) skills and academic reputation as the primary factors influencing the employability of engineering graduates.
... Researchers have identified that problem-solving skills are core to employability (Reid & Anderson, 2012;Yusoff et al., 2012;Asonitou, 2015;Ito & Kawazoe, 2015;Azmi et al., 2018;de Villiers Scheepers et al., 2018;Scott et al., 2019;de Campos et al., 2020;Fajaryati et al., 2020;Liew et al., 2020;Saleh & Lamsali, 2020;Zapalska et al., 2020;Idkhan et al., 2021). Similar to soft-skills, problem-solving skills are important across disciplines (e.g., engineering, marketing) and employer type (Wellman, 2010). ...
... In summary, the literature review indicates that researchers have identified problem solving skills as an important factor influencing EM (Reid & Anderson, 2012;Yusoff et al., 2012;Asonitou, 2015;Ito & Kawazoe, 2015;Azmi et al., 2018;de Villiers Scheepers et al., 2018;Scott et al., 2019;de Campos et al., 2020;Fajaryati et al., 2020;Liew et al., 2020;Saleh & Lamsali, 2020;Zapalska et al., 2020;Idkhan et al., 2021). ...
... As an overall summary, the literature review indicates that researchers have identified soft skills (Finch et al., 2012;Lievens & Sackett, 2012;Nickson et al., 2012;Yusoff et al., 2012;de Villiers Scheepers et al., 2018;Teng et al., 2019;de Campos et al., 2020;Hirudayaraj et al., 2021;Sarker et al., 2021), problem solving skills (Reid & Anderson, 2012;Yusoff et al., 2012;Asonitou, 2015;Ito & Kawazoe, 2015;Azmi et al., 2018;;de Villiers Scheepers et al., 2018;Scott et al., 2019;de Campos et al., 2020;Fajaryati et al., 2020;Liew et al., 2020;Saleh & Lamsali, 2020;Zapalska et al., 2020;Idkhan et al., 2021), functional (knowledge) skills (Laker & Powell, 2011;Gowsalya & Kumar, 2017;Fajaryati et al., 2020;Idkhan et al., 2021;Uddin, 2021) and academic reputation (Mihut, 2015;Maclean, 2017;Strauss, 2017;Bano & Vasantha, 2019;Nogales et al., 2020;Shanmugam & Bano, 2020;Aviso et al., 2021) as factors influencing EM. ...
Graduate Employability (EM) is a major issue for Institutions of Higher Learning (IHL). In a challenging economy, the role of IHL is not only to produce graduates with specific areas of specialization, but more importantly, to develop EM skills that are most demanding in the 21st Century. This literature review aims to identify the determinant factors influencing the employability of engineering graduates. The Narrative Literature Review method was used to search for relevant articles. The literature review indicates that researchers have identified soft skills, problem solving skills, functional (knowledge) skills and academic reputation as the primary factors influencing the employability of engineering graduates.
... This scarcity of resources led to the development, by the authors, of a suite of practical employability tools (Scott et al. 2019). ...
... These resources have also been used to develop skills recognition competence at the University of Strathclyde, a Scottish Institution, since 2012, and we additionally carried out a 4-yr study of student feedback (Scott et al. 2019). A key finding of this analysis was a thematic map that captured students' reflections on these modules. ...
... Our expertise in this area led to a specific request to deliver specific parts of the resource package to students in the University of South Australia (UniSA), thus, allowing the opportunity to further analyse the general applicability of the resource package, specifically by examining it in a different context. There are a number of differences between this study and our previous one (Scott et al. 2019): the resource package used at the University of Strathclyde (UoS) is a compulsory part of the curriculum while in UniSA students attended voluntarily; all 8 resources within the toolkit are delivered at UoS while at UniSA only those resources which were perceived to fill gaps in provision were delivered, namely resources 4, 5, 7 and 8; the UoS cohort included all chemistry undergraduates and at UniSA the class comprised a mixture of both undergraduate and postgraduate students from all disciplines; the age profile of the class at the UoS was 19-23 while at UniSA it was 19-64; and the percentage of international students engaging with the module at Strathclyde in each year of the previous study never exceeded 4.0% while at UniSA 31.6% of the cohort attending were international. ...
For many years, a key driver for Higher Education Institutions (HEIs) has been ensuring that students are prepared for employment post-graduation. This has often resulted in HEIs providing specific modules of study focussing on employability and soft skills. The existing research literature presents a variety of strategies for embedding employability within curricula, often focusing on frameworks to review the provision of employability opportunities within a degree programme. The authors have previously investigated an employability module within an Undergraduate Chemistry Programme at their UK HEI, particularly focusing on students’ perceptions – these coalesced around the themes of personal progression, relevance of the module and interactions. However, before using these findings to further develop the module, it was deemed necessary to investigate the module in a different context. This study investigates the employability module in an Australian HEI and its delivery to undergraduate and postgraduate students from a range of different disciplines. Free text comments from questionnaires answered by 85 participants were subjected to thematic analysis in order to understand students’ perceptions of the module in this new context. The new thematic map was compared to that from the original study to reveal several key similarities and differences between students’ perceptions. However, the most important finding is thast employability modules should be tailored to a specific cohort to ensure they are aligned with their needs. This suggests that Central University employability module providers should work closely with individual departments to maximise the impact of these for students.
... It offers young school leavers with skills and ability of immediate value in the workplace and initially increases their employability [5,6]. Yet, there is much discussion about the challenges of students' transitions from school into employment and the 'employability gap' [7,8]. ...
... Study in employability topic mostly was in a higher education setting [7,10,11,18,[20][21][22][23][24][25][26][27][28]. Meanwhile, students in vocational secondary school differ in characteristics from that in higher education graduates. ...
The main problem of vocational secondary school graduates is unemployment or inactive youth. Apart from developing their ability, external support, particularly from their parents, is also important for students in a collectivistic country like Indonesia. Therefore, this study aims to predict the role of psychological capital and perceived student-parent career congruences to the employability development of vocational secondary school students. Participants were 317 final-year students from rural private vocational secondary schools in Indonesia, 46.23% male and 31.76% female. They were 17–19 years old, mean age of 17.21 and standard deviation of 0.64. The data were analyzed by hierarchical regression analysis. We found that psychological capital and student-parent career congruences were indeed significantly correlated with employability development in the vocational secondary school students. These findings are beneficial for vocational schools in preparing the school program to improve students’ psychological ability and work readiness. The results also give some insights for parents to provide facilitative support for their children to make them more employable as vocational graduates.
... Yet, an undergraduate degree is often seen as a symbol for a range of graduate-level skills that students will typically develop. These graduate attributes are generally considered to be a broad portfolio of skills that can be applied and adapted in a range of professions (Jackson, 2015;Oliver & Jorre de St Jorre, 2018;Scott, Connell, Thomson, & Willison, 2019). Few professions require specialised undergraduate degrees as the entry requirement, which are often also accredited or overseen by an external professional body or association. ...
... A degree can be an entry ticket to a professional career, although most students and programmes of study are not tailored for specific occupations. Rather, the emphasis is typically on the development of transferable and higher order thinking skills, which are often marketed as the benefits and distinctions of higher education (Scott et al., 2019). In the UK, universities and their degrees have increasing responsibility to support and prepare students for their post-degree pathways, especially for employment, given the growing scrutiny around 'value for money' and 'valuable degrees' (Neves & Hewitt, 2020;OfS, 2019), as well as the importance of 'graduate outcomes' (employability data of recent graduates) for university ranking and reputation (HESA, 2020). ...
In higher education, non-traditional students experience a range of challenges, from aspiration and access into university to academic progress and success in their degree. Most students either enter employment or further study after their degree. This paper focuses on the latter stages of the effort to widen student access and participation in higher education, with an exploratory study of the career preparation and readiness of 22 final-year undergraduates from non-traditional backgrounds in the UK. We explore how students prepare themselves and are prepared by their degree for life after university, with the focus on career preparations and employment. In particular, we discuss the challenges for these students to engage in opportunities such as work experiences and extracurricular activities, which have implications for their chances of success and social mobility. We conclude with recommendations for practice, especially for academic and professional staff.
... e authors found the influencing factors of college students' employment quality from a third-party perspective. Scott et al. (2019) recognized the importance of graduates having appropriate employability skills and subject-specific skills. erefore, the authors adopted a specific employability skills development strategy for honor students. ...
... erefore, the authors adopted a specific employability skills development strategy for honor students. e module has been perceived to be highly useful, resulting in significant increases in students' confidence across key areas of employability skills [9]. Hernández-Sánchez et al. (2020) found that, during the COVID-19 pandemic, surrounding external factors had a disproportionately destructive impact on the mental health of college students, and the enthusiasm and optimism of college students themselves had a significant effect on employment intentions [10]. ...
In view of the employment difficulties of college graduates, this paper analyzes the overflow of graduates in a particular period caused by the expansion of enrollment in various colleges and universities and the social phenomenon of social positions in short supply. First, the employment status of application-oriented college students and the deficiencies of employment guidance courses are summarized. Then, deep learning technology is combined with the relevant employment concept to construct an employment training model to guide college students in employment. Besides, a questionnaire on learning effect and employment quality is designed from four perspectives: learning motivation, concentration, teaching process, and final results. The information collected through the questionnaire demonstrates that the employment quality and learning effect of male and female students are not significantly affected by gender differences. In addition, the P values of learning motivation, concentration, and teaching process are all less than 0.01, and the unstandardized coefficient of the teaching process is 0.349, which has the most significant impact on the learning effect. In short, the three factors positively affect the learning effect. Therefore, it comes to the conclusion of improving the ability and strategy of classroom employment guidance. If one wants to be successful in job hunting and career selection, it is not enough just to be competitive but also to be good at it. Being good at the competition is reflected in having good psychological quality, strength, and a good competitive state. In the job hunting and career selection competition, attention should be paid to whether the expected value is appropriate. College students should have sufficient self-awareness before preparing to submit resumes. During the interview, they should overcome emotional anxiety. If a person can treat study, work, and life in a good mood from beginning to end, he will win the competition. The research reported here can provide some reference suggestions for the employment quality of application-oriented college graduates.
... As a result, the objective of this research is to assess how different medicines professionals view the competence disparity across companies and academics. [10] Bansal Ajit (2018) had concluded in his study that to offer world-class education to management students, the institutions of higher education should improve upon their syllabi and introduce innovative, industry-specific teaching pedagogy. [11] ...
... The data set measured was 325 for students, 100 for university professors, and 75 for experts in the industry. Where Z = normal standard varies (Z = 1.96 when the confidence interval is 95%), P = population outcome ratio (based on pilot study) and d is the accuracy (0.05) [10]. ...
Skill growth is critical in stimulating a sustainable development environment and will help to ease the transition from an informal to a formal economy," according to the International Labour Organization. In the light of globalization, it is also important to discuss the possibilities and pressures of meeting emerging demands from changing economies and modern technologies." Management and innovation students who want to be practitioners require not only soft skills but analytical and datum, to achieve the organization's objectives. The Indian manufacturing sector is revered globally and is one of India's most successful industries. It has made a significant contribution to India's capital formation and hence GDP. Over the years, global expertise and enabling sale situations have ensured that India continues to be one of the w o r l d ' s m o s t c o m m e r c i a l h e a l t h c a r e a n d manufacturing markets. The job process has seen a notable shift; technology affects customs and skills, and communities are becoming more global and diverse. As an effect of globalization, education systems are now also looking at the employability market. Apart from technical skills, applicants are also expected to have interpersonal skills in the current scenario. The study aimed to determine final-year engineering learners' perspectives, faculty-approved by engineering colleges and technical specialists from various professional bodies on training needs, career progression, and career apprenticeship programs.
... The positive influence of higher education (HE) on job prospects and potential earnings have long been documented, holding even when workers are more skilled than the job requires (Daly et al., 2000;Ford and Mellon, 2020). Higher education generally signals more advanced cognitive skills (Piopiunik et al., 2020) and refined interpersonal and employability skills (Scott et al., 2019;Succi and Canovi, 2019), which employers value (Green and Henseke, 2021). ...
Purpose
Numerous studies have shown that minority workers are disadvantaged in the labour market due to stereotypes and discrimination. However, published research on résumé screening has overlooked the effects of multiple social categorisations pertaining to candidates' gender, education and origin. This study addresses this gap and examines whether the gender, the level of education and the national origin cues mentioned in the résumé affect the perceived employability of candidates.
Design/methodology/approach
This study employs an experimental between-subjects factorial design in that 12 résumés varying in gender, education and national origin were rated by 373 Portuguese working adults.
Findings
The results documented a gender premium as women were favoured in interpersonal and job skills but not in job suitability, and an education premium, since higher educated candidates were preferred despite their gender and origin. No meaningful interactions for gender × education × national origin were observed, which suggests that ingroup favouritism and outgroup discrimination in résumé screening can be averted.
Originality/value
The findings endorse a multidimensional view of perceived employability by investigating candidates' skills and job suitability from the viewpoint of the decision-makers, which extends our understanding of résumé-screening discrimination. This is critical to prevent hiring discrimination at an earlier career stage, which can increase youth employment and enhance the integration in the labour market of local minorities such as women, inexperienced workers and second-generation immigrants.
... Therefore, the employability of business graduates has been a significant focus of attention for many governments/policymakers, HEIs, employers, and students themselves (Romgens et al., 2020). It is evident from the research that although employability skills are considered crucial for new graduates' success, many undergraduates fail to develop them during their time at university (Scott et al., 2019;Jackson & Edgar, 2019;Amoroso & Burke, 2018). This is mainly because universities and business schools focus primarily on discipline-specific knowledge and skills, neglecting the essential skills required for the workforce (Mello et al., 2021;Jackson & Edgar, 2019;Teng et al., 2019;Virtanen & Tynjala, 2019;Amoroso & Burke, 2018). ...
Background: Students' perspective on graduate employability is an essential aspect to consider as they are the primary stakeholders of higher education institutions. Therefore, exploring graduates' perspectives on their employability and considering their opinions when designing policies and programs to improve graduate employability is crucial. However, little attention has been paid to graduates' perspectives on their employability. Objectives: This paper explored graduates' perceptions of employability, the labour market, and their views on academic credentials and employability skills in obtaining and retaining employment. The paper also examined the role of business schools in enhancing employability and how universities have prepared graduates to enter the labour market in the context of the human capital approach. Methods: The study adopted a qualitative approach using semi-structured interviews with a small sample of 38 undergraduate students from two different business programs who graduated from the constituent college of Pokhara university in 2019 and 2021 using purposive sampling. The interviews were designed to elicit in-depth responses from the participants and to allow them to share their experiences and insights. The study used the thematic analysis approach to analyze the data, which involved identifying patterns and themes within the data. The transcripts of the interviews were carefully reviewed and analyzed, and themes were generated based on the recurring patterns and ideas expressed by the participants. Results: The thematic analysis demonstrated that graduates understood employability as becoming employable with the potential of employability skills. Graduates viewed possessing academic credentials as one of the key benefits ofbecoming employable in the competitive and congested graduate labour market. The study further illustrated that employers expect both discipline-specific knowledge and soft skills from graduates. The data on the role of business schools in enhancing employability suggested that although many graduates felt that business schools could provide theoretical knowledge, the schools need to pay more attention to practical-based knowledge, especially soft skills. Conclusion: The study findings have provided insights into how recent graduates comprehend employability, view the current labour market and position their academic credentials in employability. The analysis has further demonstrated that students increasingly view their employability as the relative positional competition for labour market resources, which appears to have a bearing on how they perceive the role of credentials in their employability. The findings have further shown that employers expect both sides of graduate potential: strong academic credentials and employability skills. Therefore, graduates increasingly see the need to develop broader employability, which incorporates building strong academic credentials and employability skills and competencies outside the formal learning context. The study findings have implications for business schools, policymakers and researchers within the broader discourse of the knowledge-driven economy.
... According to (Shafie & Nayan, 2010;Kenayathulla et al., 2019), 'employers now emphasize on engaging workers who not only have basic academic skills such as reading, writing, science, mathematics, oral communication and listening, but also possess higher order thinking skills like learning, reasoning, thinking creatively, decision making and problem solving'. More and more, skills outside the subject area of a graduate's course of study in higher education, otherwise known as employability skills are demanded by employers (Brown & Hesketh, 2004;Yorke, 2006;Tomlinson, 2008;Scott et al., 2017). Chu et al. (2017) and Khodier & Nessim (2019) submits that these skills are categorized into: 'fundamental skills namely communication, information management, use of numbers, thinking and problem solving; personnel management skills namely demonstrating positive attitudes and behaviours, being responsible and adaptable, continuous learning and working safely and; team work skills namely participating in tasks and working with others'. ...
Basic/core competencies alone rarely translate into gainful employment for fresh graduates in today’s highly competitive labour market. Accordingly, assessing employability skills desired in addition to basic/core competencies by employers of fresh graduates, has become the focus of researchers and education authorities of disciplines/majors. This study assessed the most influential employability skills for gainful employment of graduate Quantity Surveyors (QS). A questionnaire was designed and administered physically to a sample of 108 QS consultancy firms. Statistical analysis was conducted using Pearson correlation and multiple regression. Results revealed industry interaction, academic performance and entrepreneurial skills with respective standardized coefficient of 0.406, 0.341 and 0.215 to be employability skills most influential in addition to basic/core competencies, for gainful employment of QS graduates. As previous attempts to improve employability of QS graduates focused largely on basic/core competencies only, this finding present QS education authorities with most important skills to consolidate on other than core competencies in order to ensure QS graduates are gainfully employable. From a practical perspective, the study’s findings can be used by quantity surveying education authorities as a basis to further consolidate their teaching plans and ensure fresh quantity surveying graduates are fully work ready and gainfully employable.
... The HEA have developed an employability framework to assist with this uncertainty (Norton, 2016;Tibby and Norton, 2020). It is noted however that where, previously, there used to be the need for skills that were pertinent to the industry concerned, there now exists the need for graduates to develop transferable skills (Scott et al., 2019). This, Donald et al. (2019) would argue, moves the 'responsibility for career management from the organisation to the individual, reflecting increased choice compared to previous generations' (p. ...
The importance of embedding employability skills in English Higher Education has received increased attention since the introduction of tuition fees and employers claiming that graduates lack the necessary skills for the workforce. This paper considers how these employability skills align with students’ aspirations, when there is uncertainty around their career trajectory, an area that appears unexplored in current literature. Using an interpretative approach this small-scale study (n=25) sought views of first year students within an HE institution in the East Midlands of England. This paper reports on students’ career aspirations and motivations for studying, and working in, the field of Early Childhood, at the commencement of their studies. Through questionnaires and semi-structured interviews, students reflected on their aspirations and motivations to follow this degree trajectory. This paper purports that students embark on this degree with a generic interest in working with children but are uncertain about career directions. They welcome the breadth of opportunities the degree could lead to. It is therefore argued that “it’s ok not to know what I want to do”. It is the role of academic and professional staff to embed a breath of opportunities for exposure to the range of career pathways available.
... Employability skills are defined as a collection of one's achievements to obtain and succeed in a job with long-term skills [21]. Another definition defines employability skills as skills that enable a person to find, obtain, and retain employment effectively [9]. ...
... Entrepreneurial knowledge and inspiration have been identified as key factors that increase students' probability of choosing entrepreneurial careers (Turker and Sonmez Selçuk, 2009). Additionally, entrepreneurship education increases students' employabilitythat is, it makes their entry into the labour market easier (Scott et al., 2019). Notably, entrepreneurship courses most often develop employability competencies, such as problem-solving, critical thinking, flexibility, adaptability, cooperation and negotiation, and they help students develop adequate self-esteem (Suleman, 2016). ...
Purpose
This paper aims to identify trust’s role in the student–lecturer relationship and to identify the factors that build trust in this relationship, as well as the mechanisms through which trust influences entrepreneurial intentions and behaviours.
Design/methodology/approach
This paper presents the results of empirical research based on a semi-structured interview questionnaire. The participants included 12 entrepreneurs, 25–40 years old, who were running their own small enterprises. They were categorised by industry.
Findings
This study’s results suggest that entrepreneurship education based on trust in student–lecturer relationships contributes to the formation of entrepreneurial intentions and behaviours. This study has identified the factors that build trust between students and lecturers. Three mechanisms were also identified as having the greatest impact on transforming entrepreneurial intentions into actions: increasing self-efficacy, cultivating a broader perspective and encouraging initiative and risk taking.
Research limitations/implications
An obvious limitation of this research is its small sample size. Moreover, this study’s respondents were all entrepreneurs running small companies – mainly start-ups – with up to 50 employees established by entrepreneurs up to four years after graduation. Additionally, the majority of the sample were men of Indian nationality. In subsequent studies, including more diverse respondents would be useful. Moreover, a quantitative survey of a larger sample with greater gender and cultural diversity would be worthwhile to test the proposed model.
Practical implications
This paper helps explain the trust’s importance in the student–lecturer relationship. This paper reveals how relationships should be established to support entrepreneurial learning outcomes.
Originality/value
The results of this research expand the knowledge on trust-building between students and lecturers that can develop successful entrepreneurial attitudes amongst students and help students succeed as entrepreneurs. To the authors’ knowledge, no previous research had examined this topic. This study’s results are probably more universally relevant than our limited sample suggests, so further in-depth research is needed.
... Despite the general acceptance of the importance of employability skills for new graduates' long-term careers, a significant number of undergraduate students do not put effort or utilise all the available opportunities to develop employability skills while at university (Scott et al. 2019;MacDermott and Ortiz 2017;Tymon 2013;Amoroso and Burke 2018;Jackson and Edgar 2019). Some students do not even realise the importance of soft/employability skills (MacDermott and Ortiz 2017). ...
The objective of the study was to examine the perceptions of business students on their employability skills at the point of graduation. The study was partially driven by past research which identified lack of soft skills as one of the main contributing factors in younger workers’ dismissal from work, and the need to understand the level of employability skills younger graduates have at graduation. An exploratory descriptive research methodology was used for the study. A survey was administered to 189 fourth-year business students. In total, 90 students filled-in the questionnaire, representing a 47.6% response rate. Based on a structured survey questionnaire administered to final-year undergraduate business students, the four most important employability skills for recruitment to entry-level positions are communication skills, learning skills, positive attitudes and behaviours, and problem-solving skills. The main prominent result was that ‘learning skills’ were ranked the second most important employability skills. In today’s fast-paced, rapidly changing work environments that are characterised by rapid knowledge obsolescence and an unknown future, willingness to learn and proactive lifelong learning are key to sustaining long-term graduate employability. Students seem to be satisfied with their perceived level of academic, personal management, and teamwork skills they possessed at the point of graduation. However, there are possible areas for further improvement regarding creativity and innovative skills, and ability to ‘resolve and management conflicts’ in teamwork. The study found that students used a combination of traditional and student-centred learning methods and pedagogies to acquire employability skills. As business students approach graduation, it is important to focus on areas they can improve and emphasise self-directed lifelong learning throughout their careers. The study confirms the role of external factors—labour market demand—in influencing perceived employability. The perceptions of students need to be systematically included in HEIs’ employability policy and discourse.
... The dynamics of the employability and skills agenda have presented a range of challenges for higher education (Jackson, 2014;Scott et al., 2019;Doherty and Stephens, 2019). In this context the promotion of the recognition of prior learning (RPL) has become an important aspect of education and training policy (Maurer, 2019). ...
Purpose
A diverse range of initiatives in relation to the recognition of prior learning (RPL) have been introduced in higher education systems over the past 20 years. This paper aims to explore the implementation of RPL initiatives, in an Irish context, and the implications for quality assurance in higher education.
Design/methodology/approach
A qualitative approach is adopted, to provide an enhanced understanding of the impact of RPL initiatives. Data is presented from interviews with key stakeholders: six academics, six coordinators and six learners who availed of RPL.
Findings
The introduction of RPL requires higher education institutions to adopt new approaches to the design and delivery of their programmes and also to review and revise quality assurance frameworks. This paper presents key insights across five over-arching themes (ambitions and outcomes; caution and suspicion; in the classroom; assessment and examinations; and life after university).
Originality/value
The introduction of RPL evokes a mixed reaction from stakeholders, and there is a range of differing experiences, leading to differences in attitudes and unintended impacts. This study provides insights both at an individual and institutional levels using experiential learning theory.
... Our study attempts to capture the perceptions of the three stakeholder groups while acknowledging the complex reality that they are not the only stakeholders in business education. There is now established evidence that acquisition of (only) discipline-specific knowledge during university study is insufficient to guarantee long-term success in today's dynamic and volatile labour market (McArthur et al., 2017;Okolie et al., 2020;Scott et al., 2019;Tomlinson, 2008). For example, it may be unlikely for more discerning employers to recruit a new graduate who has a high grade point average in their area of specialization (i.e., mechanical engineering, biology, etc.) but has poor communication, teamwork, interpersonal, and analytical skills. ...
Objective: The purpose of this study was to determine the relative importance of different employability skills for business graduates seeking initial employment. Method: Semi-structured survey questionnaires were administered to human resources representatives from industry, business lecturers, and graduating business students to determine gaps in perceptions between the three stakeholder groups. Results: There was some alignment and moderate discrepancies in perceptions of the relative importance of different employability skills between the three stakeholder groups. There were statistically significant differences in perceived importance of communication, teamwork, and interpersonal skills between graduating students and employers. There is evidence that employers were satisfied with the level of academic skills possessed by business students at the time of graduation. However, there was significant difference in perception between employers and graduating students on the extent to which perseverance and initiative and risk-taking were fully developed among business graduates. Conclusions: By increasing their self-awareness and critical reflection on their learning experiences, graduating students can take proactive steps to enhance their positional advantage in the labour market. The various stakeholders, including academics, can lead a social dialogue towards a deliberate approach to developing graduate employability. Implications: Acquiring in-demand soft skills is one side of the employability coin; the other is developing dynamic psychological-social capital, such as self-awareness, self-directness, proactivity, adaptability, and resilience, that is underpinned by lifelong learning. Both are needed to navigate multiple job transitions and career challenges throughout one's career span. Mainga et al., 2022 Open Access Higher Learning Research Communications 29
... Roekel stressed that workers' success in the future is the importance of mastering innovation skills (4C innovation skills): critical thinking, International Journal of Instruction, October 2021 • Vol.14, No.4 Communication, Collaboration, and Creativity (Jefferson & Anderson, 2017;Romero, 2015). In line with this opinion (Azmi et al., 2018;Scott et al., 2019) concluded that the primary skills needed by industry and companies are the strength of interpersonal skills such as communication, problem-solving skills, teamwork, entrepreneurial skills and project, and process-oriented work. Employability skills can occur through introductory lecture activities, affective learning, student-centered learning strategies/methods, assignment of lecture assignments, extracurricular and student activities, and industrial work practices. ...
... While these differences may reflect the fact that more "soft skills" are required in the advanced stages of all careers, they also underscore the importance of these skills across career paths, and suggest that we should be training our graduates in these domains (Succi & Canovi, 2019). While others have noted the necessity of providing graduates with transferable skills such as being able to learn in groups and communication (e.g., Canelas et al., 2017;Scott et al., 2017, Watson & Burr, 2018, here, we provide evidence for this need specifically for careers of students with neuroscience degrees. ...
Understanding the skill sets required for career paths is a prerequisite for preparing students for those careers. Neuroscience career paths are rapidly changing as the field expands and increasingly overlaps with computational and data-heavy job sectors. With the steady growth in neuroscience trainees and the diversification of jobs for those trainees, it is important to assess whether or not our training is matching the skill sets required in the workforce. Here, we surveyed hundreds of neuroscience professionals and graduate students to assess their use and valuation of a range of skills, from bench skills to communication and management. We find that professionals with neuroscience degrees can be clustered into three main groups based on their skill sets: academic research, industry research and technical work, and non-research. Further, we find that while graduate students do not use or highly value management and communication skills, almost all neuroscience professionals report strongly needing those skills. Finally, coding and data analysis skills are widely used in academic and industry research and predict higher salaries. Our findings can help trainees assess their own skill sets as well as encourage educational leaders to offer training in management and communication, skills which may help catapult trainees into the next stages of their careers.
... wered resource for reducing regional imbalances thereby enabling the development of the country at both local and national level. Plethora of researches have recognized the impact of entrepreneurial abilities and education on the overall professional growth of graduates and its impact on the development of employability skills (Abelha et. al. 2020;Scott et. al 2019;Suleman 2016). With advancement in technology, especially in information technology, access to varied e-learning course contents has developed and enhanced the entrepreneurship skills and employability skills of graduate students across the globe. ...
With the rapid change in technology and learning approaches, Higher education institutions (HEI) are adopting new ways of digital learning in online environment along with entrepreneurship skills. Entrepreneurship skills build competencies in learners and increase their capabilities for putting knowledge into action and develop enterprises. Thus, student with entrepreneurial skills has better employability skill and an advantage to the workforce, the community and the country’s economy. However, the quality in higher education in present context needs to include other indicators like e-learning skills to better equip the students with entrepreneurship development as an integral part of the education process. The study is intended to help and identify the changing role and effectiveness of e-learning courses in influencing entrepreneurship skills by developing the sustainability-specific employability skills in students of Higher education institutions. The results conclude that there is a positive and significant mediating role of e-learning in explaining the relationship of entrepreneurship skills and students’ employability.
... Furthermore, these resources need to be embedded into the curriculum to signal importance . Scott et al. (2017) used CV writing, interview preparation and job-seeking skills as a curriculum model to assist students in their career development and employability. Pordelan et al. (2021) used digital story-telling to improve students' career decision making abilities. ...
Career development is a multifaceted, life-stage-dependant and discipline-specific process that is difference for every decision maker. During their time at university, students are building upon their career choice through discipline-specific activities yet many still find the transition into the workforce problematic, particularly for those in the discipline of IT. With the varied nature of the labour market in Australia, it is more important than ever before for universities to assist students in their career development through various opportunities for career education. With this in mind, this research asked: What career development model, and curriculum recommendations, can support IT students to be better prepared for life after university to achieve their graduate outcomes? To answer this, this research will present how career education has been implemented in undergraduate IT education at Deakin University in Australia. In addition, this paper demonstrates how a career development model together with appropriate curriculum resources can assist in addressing students’ career needs, specifically for the IT context. The model will help educators’ better support students to build their career interest and navigate the changing labour market.
... Much recent literature in this field relates to the concept of employability in the context of higher education graduates (Clarke, 2018;Small et al., 2018) and training for employability (Scott et al., 2019). willingness to do something extra, with other skills being responsible approach to work, morale and ethical behaviour, learning from feedback, flexibility and adaptability to change. ...
Debate continues to feature prominently in many countries on such notions as skills, skill shortages and employability. Clearly such notions remain significant internationally in the rhetoric of both economic reform and training policy and practice. However, the problem remains of differing perceptions. The purpose of this comparative study was to examine the expectations of small and medium‐sized enterprises (SMEs) when they recruit young people. Focusing on Germany, Australia and the United States, interviews were held with 30 managers in two diverse job roles—hospitality front‐desk staff and automotive technicians. In addition to differences in the range of desired skills between the job roles in these countries, difficulties in recruiting young people were highlighted by the study. Generational differences and academization were perceived as having effects on the hiring of young workers. Various problems with each country's general education system were also emphasized, as managers perceived many young people being inadequately prepared for work. The study also demonstrates the influence of the skill formation system of the countries is less relevant in comparison to the sector in which the SMEs are active.
... Higher vocational education institutions are often criticized for not preparing graduates with various skills according to the contexts and new trends in the current world of work. The facts show that there is an employability skill gap between those possessed by graduates and those needed by the world of work [11,12,13]. Graduate employability has become one of the central issues since the last two decades. ...
The fourth industrial revolution changes the order of business model from conventional to digital business. The general purpose of this study is to formulate a new framework for the employability skills needed by students for jobs in the digital business era. This research was conducted by analysing the contents of scholarly articles and policy documents relevant to the employability skills issue. Digital business world of work required a combination of digital and employability skills. A new framework of employability skills was proposed, included digital generic skills and personal attributes. Digital communication skills, digital teamwork skills, digital problem solving skills, creativity and innovation skills, self-management skills, and digital learning skills are part of digital generic skills. Personal attributes included honesty and integrity, work carefully and accurately, self-confidence and ability to work independently, have a pleasant personality, broad-minded and adaptability, and strong work ethics.
... Employability has been defined as a set of achievements that makes graduates more likely to gain employment and be successful in their chosen occupation. 1 It is increasingly evident that a discipline-specific degree alone is no longer sufficient for employers, who expect graduates to possess additional skills such as teamwork, problem solving, adaptability, and resilience. 2 Additionally, there is a perception that the role of academic qualifications has a declining role in supporting student employability when compared to experiences and credentials obtained outside the formal teaching environment. 3 Furthermore, employability is not well-understood by students who thus seldom focus on enhancing their credentials in this area. ...
Enhancing student employability is a key aspect of any chemistry-based degree; however, embedding such activities in the curriculum is often challenging. Placements (internships in the USA) or experiential visits are the most widely used approach, but these are not always inclusive. Work-integrated learning (WIL), the practice of combining traditional academic study or formal learning with student exposure to the world-of-work, is widely seen as an alternative approach to provide key employability skills. Our study utilizes a game-based learning activity based on the TV show The Apprentice to conduct WIL. Working in teams, students evaluated the performance of two different chromatography analytical columns and are asked to generate various marketing materials to highlight the performance of one column over the other. This included creating an infomercial and marketing flyer before finally pitching their findings to an expert panel. This activity provided a creative platform for students to showcase a range of employability skills, which they reflected upon immediately afterward and a year after graduating. Students indicated that the real-life work-based content of this specific activity significantly enhanced their employability and helped them secure a job. This educational WIL can be modified for any discipline of chemistry, providing a unique and inclusive way to provide a vast array of skills to enhance employability.
... These concerns are echoed by a number of recent academic and government publications arguing that undergraduate education should not focus CONTACT Andis Klegeris andis.klegeris@ubc.ca exclusively on building subject-specific knowledge of students; rather, it should also foster growth and development of generic, domain-general skills (Arvanitakis and Hornsby 2016;Hakkinen et al. 2017;McNeil et al. 2012;National Research Council 2012;Scott et al. 2019;Sundberg et al. 2011;). For example, Greiff et al. (2014) argue that 'education in the 21st century needs to be comprehensive in the sense that it should equip students with domain-general problem-solving skills (PSS) in addition to domain-specific factual knowledge and problem-solving strategies' (). ...
The importance of advancing the ‘employability skills’ of students throughout their undergraduate education has been increasingly recognised by students and university instructors. Development of these essential skills is hindered by the lack of widely available assessment tools and shortage of detailed descriptions of effective instructional strategies. Evidence supports use of active learning in small groups for advancement of several transferable soft skills, including teamwork, critical-thinking and problem-solving skills (PSS). In this study, a previously reported testing strategy was used to measure the progress of generic PSS of students taking a one-semester, final-year undergraduate biochemistry course. Mixed-mode delivery based on a ‘flipped classroom’ approach allowed introduction of significant active learning components, including problem-based learning (PBL) in small teams (seven–eight students), workshops, bonus testing and lectures. Detailed descriptions of the instructional techniques used together with the Covid-19 pandemic-forced transition to fully online tutor-less PBL are provided. Data collected over two consecutive years demonstrate statistically significant improvement in the PSS test scores for the 89 students taking this course. Marks of students obtained in three different assessments (examinations, peer evaluations and PSS tests) are compared, revealing medium to low correlation. The benefits resulting from introducing active learning techniques and multiple assessments in undergraduate classes are discussed.
... It also supports studies showing that many faculty who engage in teaching-focused discussions perceive them as beneficial to their instruction, whether they take place under the auspices of organised programming or not (Rienties and Kinchin 2014;Van Waes et al. 2015, 2016. Finally, this study breaks new ground by showing that technological faculty who take part in such discussions often believe they improve 21 st -century skill instruction in particular, adding to a growing body of work focused on how faculty can learn to better teach such skills across the curriculum (Andrews and Higson 2008;Moore and Morton 2017;Scott et al. 2019). ...
While educators and policymakers increasingly link the ‘21st-century’ skills of communication, teamwork, problem-solving, and self-directed learning to graduate success in important high-technology industries, few studies look at how technological college faculty – who are expected to help instil these important skills in students – learn to better teach such skills. Faculty development research shows that feedback- and reflection-oriented social learning improves instruction, but has not typically investigated the full scope of beneficial teaching-focused interactions, formal and informal, in which faculty engage. Using a social network perspective, which focuses on the empirical contours of relationships across settings, this mixed methods study explores (1) the people with whom technological faculty discuss teaching, referred to as ‘teaching-focused personal networks;’ (2) the comparative contours of these networks by faculty development involvement, teaching experience, institution type, and discipline; and (3) how, if at all, faculty believe these networks influence their communication, teamwork, problem-solving, and self-directed learning instruction. Survey data (n = 192) indicate that most respondents discuss teaching with a core personal network of about four contacts, commonly institutional colleagues, around once a month. Data also show that network size, diversity, and strength – measures connected to actionable, relationship-based information and support, or ‘social capital’ – are broadly similar among faculty of varying subgroups, with one exception: respondents reporting involvement in in-depth faculty development programming have larger and stronger networks. Qualitative results show that most faculty reporting teaching-focused personal networks perceived them to benefit their teaching of communication, teamwork, problem-solving, or self-directed learning through support, reflection, feedback, and sharing new ideas.
... However, it is important to ascertain the perception of various pharma professionals including students about the skills required for employment in industry and noteworthy point is, there are limited numbers of pedagogical studies to evaluate the students' perception [6]. A study by Scott et al. [7] to improve students' employability skills revealed there is a sense of urgency to recognize students' exposure to employment skills to assure that what is being delivered is relevant. Accordingly this study is aimed to evaluate the perception of various pharma professionals toward skill gap that exists between industry and academia. ...
OBJECTIVE: The aim of the study was to assess the perception of final year pharma students, faculties from various Pharmacy Council of India/All India Council for Technical Education approved pharmacy colleges and industrial experts toward skill gaps, employability, and job-oriented training programs.
METHODS: Cross-sectional survey conducted using validated piloted questionnaire in both educational and industry sector. Mann–Whitney test was used to analyze difference in opinions of industry professionals and academicians. NVIVO 12(trial version) used to analyze qualitative data from open-ended question.
RESULTS: Both faculty (65%) and industrial expert (31.5%) surveyed opined that graduates are lack of skills. It was also observed that basic knowledge and technical skills are the gaps that affect graduates’ performance. Most of the students (94%), academicians (92%), and industry professionals (93%) unanimously agreed that there is a strong need of training programs.
CONCLUSION: Revival of pharmacy education incorporating training programs is the need of the hour.
... Empirical studies support this association, demonstrating, for example, a positive association between high levels of self-efficacy and job-search activities, reemployment, ability to cope, and job performance (Eden and Aviram 1993;Saks 1995;Zikic and Saks 2009). As theoretically suggested, skills development by itself is not enough to foster employability; a set of management skills and efficacy beliefs that may empower future graduates for labour market transition are also necessary (Bridgstock 2009;Scott et al. 2017;Smith et al. 2017;Yorke 2004). Therefore, internal processes of employability need to be integrated in further research studies. ...
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.
Combining the authors' interest in developing student employability skills through authentic assessment with the desire to embed knowledge exchange activity into the curriculum led to the development and delivery of an innovative and unique module created at the University of Strathclyde. This model can be utilized by colleagues in the field of higher education in their own setting. Development occurred through existing research into the enhancement of employability skills, the importance of authentic assessment, and the knowledge exchange experience of the authors. This chapter describes the development of the Chemistry Clinic approach to enhancing student engagement with industry. Elements in the design of the module are discussed; their inclusion is justified based on existing research. This study will be a useful model for lecturers, tutors, career advisers, and other practitioners involved in work integrated learning.
To enable Computer Science students to develop employability and 'work-ready' skills it is important to consider both the technical skills aligned to their discipline and the soft skills desired by employers. Research has identified that students in Computer Science would benefit from further support to develop the latter. This chapter considers how these skills can be developed through a variety of work experience opportunities including work-based learning and work-related learning; in class activities and alternative teaching approaches such as project, inquiry and problem-based learning; and through scaffolding both soft skills development and reflective practice, how students can become more confident in articulating these skills when applying for graduate work.KeywordsEmployabilitySoft skillsProblem based learningReflective practice
There is a well-documented UK digital skills gap that has deepened due to Covid-19 with digital marketing employers seeking graduates with specific tangible digital marketing knowledge and skills, in addition to relevant soft skills. The IAB'S 2020 Digital Skills Gap Report explains 88% of employers struggle to find qualified individuals with up-to-date digital marketing skills; 65% of those surveyed explained that most new graduates are not ready to take up careers in the digital marketing sector. Moreover, the CIM's latest Digital Marketing Skills Benchmark report indicates that digital marketing skills have declined since their previous benchmark in 2020. This paper reflects on the creation of a DNA tool which aims to enable educators in HE to audit their units in light of best practice, knowledge, skills and pedagogical approaches needed to nurture work-ready graduates. Key reflections highlight current gaps at varying levels and action planning to address sustainable curricula for employability.
In today's rapidly changing job market, digital competence is quickly becoming a requirement for employability. This has put pressure on the next generation, particularly digital natives, to be well-equipped to deal with the turbulence of technology. This paper aims to compare youth's pre-course and post-course digital competency levels and examine students' perceptions of their employability after taking digital-skills-related courses. The Penang government initiative of an online learning program named "Penang Young Digital Talent Program" is designed to foster digital competencies. The program comprises online courses such as web design, digital marketing, etc. Therefore, the current study has examined the current level of Penag youth's digital readiness and digital competency (survey 1, N = 662) and the evaluate program's effectiveness while determining the impact of course quality on perceived employability (survey 2, N = 385) students undergo. The participants of this program range from 18–30 years old (post-secondary school and graduates), who are either born in Penang or have resided in Penang for a minimum of 3 years. The participants reported that their digital competency improved after participating in the talent program. The results of Smart PLS reported that course quality has a significant and positive relationship with perceived employability. Moreover, there is an indirect impact of student satisfaction and course effectiveness on the perceived employability of Malaysian youth. These findings have implications for educational policymakers who should prioritize young people acquiring digital skills to compete in the modern labor market.
The OECD (Organisation for Economic Co-operation and Development) provides a list of key competencies which current learners/student should acquire to be future-proof. The three key competencies are „(1) Use tools (language, technology…) interactively“, „(2) Act autonomously“ and „(3) Interact in heterogeneous groups“.
Traditional teaching focuses on providing information. I redesigned the structure of my class “Electrical Engineering” (EE) for first year Bachelor students in order to provide not only fact knowledge transfer, but also to gain and improve said key competencies. In my talk I will present methods and materials, I use, to give my students that expertise. The class format has been changed to an inverted classroom concept. In preparation of the course, the class students work self-paced on teaching videos and easy test questions to gain basic knowledge about a topic (Key 2). In class, students are stimulated to get into discussion with their colleagues via Peer Instruction (PI) questions. To support the discussion between students (Key 3), small whiteboards are handed to student-groups at the beginning of each class. Besides, those whiteboards are used for solving assignments during class time. A supervisor can walk through the room and assesses the progress of the teams. Solutions or mistakes that are worth discussing are presented in the plenum by streaming the whiteboard via a document camera. The teacher establishes a positive culture of failure, as there is no blaming and shaming, but collaborative learning. The whiteboards are a game changer in the attendance time.
To encourage the use of different tools (Key 1), simulations of ideal electrical components are integrated in the teaching part. For showing the difference to real live, electrical components as resistor, multimeters etc. were handed to the students during class for guided experiments. This trains scientific working along the lines of thesis - experiment - result - conclusion, but also forces students to think about the differences between ideal models and reality. The modified course concept has been widely complimented by students, stating they are very happy to be in that class and feel well prepared for the exam.
With continuing priority given to the development of Higher Education students’ employability skills, this paper reflects on the employability framework as well as recommended principles for promoting and embedding employability within and outwith the curriculum. Given existing traditional and innovative approaches for promoting employability skills, this paper is an attempt to share what could be regarded as an effective but covert practice that can considerably contribute to both the development as well as demonstration of psychology students’ acquired employability skills. Based on the supervisor’s four examples of collaboration – two completed and two ongoing – this paper discusses various considerations for this type of collaboration, ending with the reciprocal lessons learned. This paper encourages other supervisors to consider harnessing and realising the potentially multiple benefits of working further with their dissertation students in the post-supervision stage.
There are relatively few sources that critically evaluate the main search sources or
examine how to go about synthesizing what we already know about the literature on
SoTL. We use an academic literacies perspective as a lens with which to explore the
different ways that literature searches and reviews may be undertaken. While
searching and reviewing the literature is often presented as a scientific objective
process, this is a myth; the reality is much messier, nuanced, and iterative. These
are complex, context-dependent processes that are socially constructed. There is no
one way of searching and reviewing the SoTL literature.
This article challenges what is now a common assumption in Higher Education; that teaching for employability will result in enabled and empowered graduates. Drawing upon empirical data, and Foucault’s concept of subjectification, we argue that discourses of employability instead encouraged museum, gallery and heritage postgraduate students at one UK-based institution to perceive themselves as subjects ‘lacking’ the resources needed for work – an understanding of self that formed prior to study, which then permeated the entire learning and teaching experience. Moreover, we note that the trajectory from ‘lacking student’ to ‘employable graduate’ is often reliant upon an accrual of assets (e.g. work experience, skills) not openly available to all. As such, the article sounds a note of caution with regards the rhetoric of employability within Higher Education, while giving voice to students’ perspectives and anxieties around employability.
Combining the authors' interest in developing student employability skills with the increasing need to embed education for sustainability into the curriculum led to the development, delivery, and enhancement of an innovative and unique elective module created at the University of Strathclyde. This model can be utilized by colleagues in the field of higher education in their own setting. Development occurred through existing research into employability concerns, UNESCO's Education Agenda, and the experience of the authors. This chapter describes the development of a multidisciplinary approach to enhancing student employability skills in a sustainable development setting. Elements in the design of the module are discussed; their inclusion is justified based on existing research. The authors also reflect on the enhancement of the module since its inception. This study will be a useful model for lecturers, tutors, career advisers, and other practitioners involved in employability activities.
The subject of key competencies in the labour market has been discussed in many publications and reports in recent years, presenting the point of view of researchers and employers on the issue. However, the perspective of future employees also seems to be worth discussing; hence this research covers university students currently entering the labour market. Ten competencies identified as key in the labour market are examined: problem-solving, creativity and innovation, analytical and critical thinking, active learning and teaching, interdisciplinarity, emotional intelligence, social intelligence, intercultural competencies, virtual cooperation, digital competency. The study aimed to determine the respondents’ opinions and beliefs about selected key competencies on the labour market, their willingness to develop them, and their declared level of these competencies. The survey was carried out using the quantitative method, using the CAWI technique, on a sample of 352 respondents – students of the University of Lodz. The results indicate that the students mostly share the view that the competencies indicated as being key will be expected by employers in the labour market in the next five years. Moreover, for most of the competencies being studied, they assess their current level to be high and see the need to develop them for professional purposes. Discrepancies are also indicated between the students’ self-assessment of their competencies and their employers’ assessment.
Amaç: Genel yeterlilikler belirli bir mesleğe özgü olmayan yeterliliklerdir. Literatürde istihdam edilebilirlik becerileri, transfer edilebilir beceriler ve 21. yüzyıl yeterlilikleri gibi kavramlarla da ifade edilen bu yeterliliklerin istihdam ve kariyer açısından önemi giderek artmaktadır. Bu araştırma fizyoterapi ve rehabilitasyon lisans mezunlarının genel yeterlilik düzeyleri ile çalışmakta oldukları işin gerektirdiği yeterlilik düzeylerini tespit etmek, karşılaştırmak ve beceri uyuşmazlığını sorgulamak amacıyla gerçekleştirildi. Yöntem: Araştırma Mart-Aralık 2018 tarihleri arasında çevrimiçi anket yöntemiyle gerçekleştirildi. Araştırmaya 2012 yılında mezun veren tüm fizyoterapi ve rehabilitasyon lisans programlarının mezunları davet edildi. Analiz için uygun 240 katılımcının yanıtları çalışmaya dahil edildi. Sonuçlar: Mezunların sahip oldukları en yüksek yeterlilik düzeyinin “kendi alanına ya da disiplinine hakimiyet” konusunda olduğu belirlendi. Çalışılan işte en yüksek düzeyde istenen yeterlilik “zamanı etkili kullanabilme” idi. Sorgulanan 22 yeterlilikten 18’inde mezunlar kendi yeterlilik düzeylerini, iş için istenen yeterlilik düzeylerinden daha yüksek olarak değerlendirdiler. İş için istenen yeterlilik düzeyinin mezun düzeylerinden istatiksel anlamda daha yüksek olduğu tek yeterlilik “baskı altında çalışabilme” idi (p=0,020), aynı zamanda “baskı altında çalışabilme” beceri açığının en fazla olduğu yeterlilik idi. Tartışma: Sonuçlar mezunlarda algılanan aşırı nitelikli olma halinin yaygın olduğunu göstermektedir. Buna karşın araştırma sonuçlarımız baskı altında çalışabilme yeterliliği ve verimli zaman yönetimi konusunun lisans eğitimi sürecinde kapsamlı olarak ele alınması gerektiğini ortaya koymaktadır.
In recent decades in Chile, generic skills have been made explicit in the graduation profiles and curricula of all programs of higher education institutions, following global trends that relate to labor market expectations on the employability of graduates. The institutional characteristics, mission, educational model, and institutional seal condition the choice of the generic skills that are developed. There are no current standards for the process of definition of generic skills sets in the various programs for the different universities. The same is true for the modality of implementation for them. The present article has the purpose of contributing to the knowledge of both the definition and implementation of generic skills inside higher education institutions in Chile. This process becomes relevant in the context of the new demands of students and graduates who face additional employment challenges.
Received: 03 March 2020
Accepted: 05 March 2021
Higher education in the United Kingdom is becoming more responsible to focus beyond teaching and learning process; this is evolving to further reflect the needs of the marketplace, engagement with firms within the industry, responsibility to enhance talent, and to close the skills gap to prepare students for employment opportunities during studies and after graduation. The purpose of this study is to provide the key employability skills in business management studies within higher education with further focus on the UK as one of the leading Western and knowledge-based economies through a systematic literature review process. The study also aims to highlight employability skills reported in the selected studies by categorising them into three main categories: very common employability skills required, common employability skills required, and uncommon employability skills required. However, throughout the studies included in the review, focus on specific skills varied due to the way researchers assessed as well as external factors taken into consideration such as cultural differences, external environment changes, the type of educational institutions, and the way curriculum was delivered, as well as the variations of specific interests of employers from a sector to another. The review is organised in six key sections: Introduction, Literature Review, Methodology, Results and Analysis, Discussion, and lastly, Conclusion and Implications. The reported employability skills resulted in the review can be taken into consideration to further enhance understanding of how employability skills can be embedded into curriculum within business management schools in the UK and other organisations that are responsible for articulation of employment related policies for students and recent graduates. The review can also establish that enhancement of employability skills should be a collective responsibility including universities, employers, policymakers, and students to ensure that educational outcomes are meeting the needs of the market. Higher education providers should aim to close the gap of employability by the point of graduation stage and to be ready to compete in the overcrowded labour market.
Until today, thousands of young adults still dropout of school with no or low qualifications and experience difficulties in entering the labour market. The European Commission offers funding and opportunities for young adults to enter employability enhancing training, often organised under its flagship initiative ‘The Youth Guarantee’. The aim of these programmes is to make young adults a work, training or educational offer within four months of their start into this initiative.
In this paper, we critically explore the concept of employability and focus on the roles of both the young adults undergoing training interventions, but also of practitioners whose work is ideally embedded within the local context of the labour market and the economy. We were interested in the participation experiences by both groups to analyse the strengths and weaknesses of these programmes. Evidence from interviews demonstrated that learners and practitioners were generally satisfied with the interventions, although individualised support was preferred over group-based activities. Working with stakeholders was strongly recommended for this target group who tends to experience cumulative disadvantages. Long-term follow-up of participants’ destinations will provide better evidence on the effectiveness of these programmes.
The problem this study sought to address was faculty reluctance to use new online peer-assessment tools. The purpose of this study was to examine the motivational factors that influence the acceptance of the Peer Assessment Collaboration Evaluation (PACE) Tool among faculty employed at a mid-sized university in the Southeastern United States. This study used Davis’s (1986) technology acceptance model (TAM) and motivational constructs “attitude toward using, perceived usefulness and perceived ease of use” (p. 44). The researcher used simple linear regression and standard multiple regression to determine if there was a significant relationship, if any, between the motivational constructs. The results of the linear regressions denoted positive, significant relationships between perceived ease of use of the PACE Tool and attitude toward using the PACE Tool, perceived usefulness of the PACE Tool and attitude toward using the PACE Tool; and perceived ease of use of the PACE Tool and perceived usefulness of the PACE Tool. The results of the multiple regression indicated that both perceived ease of use and perceived usefulness of the PACE Tool were positively, significantly related to attitude toward using the PACE Tool. Through faculty members’ speculations, the researcher was able to measure their motivation to use the PACE Tool. The results of this study demonstrated faculty members are motivated to use the PACE Tool, which indicates high acceptability and potential usage in the future. By understanding how faculty members perceive the PACE Tool, designers may be able to develop online peer-assessment tools that are more acceptable.
The rise of reflective practice within higher education has resulted in consideration of including it as a tool for summative assessment to assess key required skills, knowledge and understanding, and their overall professional development in relation to personal experiences (Rees et al., 2006; Yorke, 2005; Jackson & ward, 2004). The study, therefore, aims to explore and question employability skills development through assessment in higher education with more focus on reflective assessments, and based on the outcome of the literature and students' voice collected by the author of the study using focus groups including students studying at the undergraduate level within the business management faculty at a UK based university. The study developed new views and knowledge to the field of employability skills development within higher education with specific focus on reflective assessments. Key findings reached the following: First, there should be an urgency to consider inclusion of practical elements into the offered programmes within higher education instead of focus on theoretical aspects. Second, consideration to further enable active reflective practice within assessments to enable further personal development, inclusion of real experiences, and encouragement of self-awareness. Third, the study can establish that writing reflective assessments with restricted guidelines requiring students to be technical and evaluative while reflecting can be challenging. Therefore, students should receive enhanced support to ensure this can be achieved.
There is no such thing as the average law student. The national law student body is now more diverse than ever: such increased diversity has meant that the career aspirations of students are also becoming broader. The declining legal employment market (combined with the broad skill set gained by studying law) has meant that many LLB students finish their degree without planning on a professional career in law. As such, this chapter argues that change will be a constant feature of legal education and the legal sector for many years to come. Given the changing legal sector, higher education providers can no longer limit their law employability provision to the ‘barrister versus solicitor’ debate: as service users, students demand better value for their tuition fees. Of particular note is how often career aspirations may change between starting an undergraduate law programme and completing it. The changes to the professional vocational courses will have a knock-on impact on how and indeed whether students choose to study law. If current trends continue, it is highly likely that the legal employment market will remain saturated and other career sectors will become necessary for law graduates. It is increasingly important that law employability can adapt to the diverse needs of the law student body. At present, the multifaceted approach adopted by the Law Employability, Diversity and Enrichment (LEDE) scheme at Coventry Law School appears to be the one of the best methods for doing so. This small-scale survey of graduates confirms that the core aims of the LEDE scheme were in line with the needs and expectations of students and graduates. Further research needs to be undertaken however to more fully understand law students’ perspectives on the concept of legal employability and to best gauge how their needs can be met.
Equipping students with appropriate skills to enter the workforce is increasingly seen a requirement of university education. However, little has been done to assess the student perspective as to how they believe employability skills are included or developed. Through an audit of employability skills within modules and focus group interviews with students this study examined the difference between what academics believe is included and students perceptions of employability. Students acknowledged a number of employability skills that were developed but suggested limited sources for this occurring. Strong emphasis was placed on living away from home, work placement, and practical classes as being the main source of development. The audit revealed that academics believe there are extensive opportunities for augmenting employability skills. These findings suggest that more needs to be done to communicate to students how the varied types of curriculum activities enhance employability skills.
Understanding the student learning experience is essential if Higher Education Institutions (HEI) are to provide an education for the 21st century. This study investigated students’ perspectives on their learning experiences and offered undergraduates a chance to influence the way academics think about learning and teaching.
Participants were drawn from two UK HEIs and a semi structured focus group approach was adopted. A total of nine focus groups consisting of 3-7 participants were drawn from across all Sport degree year groups in both institutions. Assessment, pedagogy and teacher characteristics emerged as primary concerns across both institutions. Assessment was appreciated by all students as key to their learning but was exposed as being overly traditional and rigid in its application. Students were unanimous in their support for small group pedagogies, rejecting traditional powerpoint dominated lecturing styles. The emphasis on the behaviour of, and delivery by, tutors was noteworthy.
Students appraised the development of their academic skills and confidence, linking these to motivation, knowledge, self-awareness and critical reflection. In doing so they understood the impact of inconsistencies in tutors’ teaching practices. The onus is on every tutor to combine imaginative assessment with dynamic and relational experiences in order to provide a strong foundation for flexible, reflective and creative graduates.
What constitutes graduate employability is discursively framed. In this paper we argue that whilst universities in the UK have long had an involvement in producing useful and productive citizens, the ongoing neoliberalisation of higher education has engendered a discursive shift in definitions of employability. Traditionally, universities regarded graduate employment as an aspect of institutions' relationship with the labour market, and one where they enjoyed a significant degree of discretion. Now, employability is a performative function of universities, shaped and directed by the state, which is seeking to supplant labour markets. We argue that this has three profound implications. First, state intervention in labour markets adjusts power balances in favour of employers. Second, contrary to the legitimising rationale of enhancing social justice, pursuit of employability agendas may well be creating two tiers of universities - those that produce docile employees and those that produce employers/leaders. And third, employability discourses may be adversely affecting pedagogies and curricula, to the disbenefit of students, institutions, employers, social justice and civil society.
Purpose
– This paper seeks to examine the changes in the methods of graduate recruitment and selection that have been used by UK‐based organisations and to establish the reasons for the main changes and developments in the process of attracting and recruiting graduates.
Design/methodology/approach
– Data were collected through the use of a structured questionnaire. Questionnaires were sent to 700 UK‐based employers selected from the Prospects Directory, the Graduate Employment and Training (GET) Directory and the Times Top 100 Graduate Recruiters. The response rate was just over 50 per cent and the data were analysed by using the statistical analysis software SPSS. The variables used were organisation size, recruitment methods, selection methods, cost, skills and reasons for the use of methods.
Findings
– The analysis has shown that all employers, regardless of organisation size or activity type, tend to use more sophisticated, objective and cost‐effective methods of recruitment and selection than before. The process of graduate recruitment and selection in the UK has become more person‐related than job‐oriented because many employers are more interested in the attitudes, personality and transferable skills of applicants than the type or level of qualification acquired. Although some of the usual methods such as interviewing remain popular, there is a greater variety of ways by which graduates are attracted to and selected for their first jobs.
Originality/value
– The findings of this study are expected to be useful for employers considering the introduction of new graduate recruitment programmes and for those wishing to improve their existing ones as well as for institutions of higher education to reconsider the type of knowledge and skills they provide in order to prepare their students for the real world of work.
Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology.
In a context of considerable changes in the labour market and higher education sector in the UK, a discourse of employability has become increasingly dominant. Universities are urged to ensure that they produce "employable" graduates, and graduates themselves are exhorted to continually develop their personal skills, qualities and experiences in order to compete in the graduate labour market. Drawing on a study of "non-traditional" graduates from a post-1992 inner-city university in England, this paper offers a critical appraisal of the discourse of employability. In contrast to assumptions of a level playing field in which graduates' skills and personal qualities are the key to their success in the labour market, social class, gender, ethnicity, age, disability and university attended all impact on the opportunities available. It is argued that the discourse of employability, with its emphasis on individual responsibility and neglect of social inequalities, has potentially damaging consequences for these graduates. (Contains 1 table and 5 notes.)
The recent White Paper, The Future of Higher Education, and the annual increase in the number of young people achieving passes at A-level (the final secondary-school examinations) have fuelled an ongoing debate on whether too many people are now entering higher education in the UK. At the centre of the 'too many graduates' argument is the issue of employability: is the nation producing enough graduates to meet the needs of the knowledge economy or is there an abundance of graduates in the workplace who do not need degrees to do their jobs? This article identifies key arguments in the increasing participation and employability debate.
Although many critics are reluctant to accept the trustworthiness of qualitative research, frameworks for ensuring rigour in this form of work have been in existence for many years. Guba's constructs, in particular, have won considerable favour and form the focus of this paper. Here researchers seek to satisfy four criteria. In addressing credibility, investigators attempt to demonstrate that a true picture of the phenomenon under scrutiny is being presented. To allow transferability, they provide sufficient detail of the context of the fieldwork for a reader to be able to decide whether the prevailing environment is similar to another situation with which he or she is familiar and whether the findings can justifiably be applied to the other setting. The meeting of the dependability criterion is difficult in qualitative work, although researchers should at least strive to enable a future investigator to repeat the study. Finally, to achieve confirmability, researchers must take steps to demonstrate that findings emerge from the data and not their own predispositions. The paper concludes by suggesting that it is the responsibility of research methods teachers to ensure that this or a comparable model for ensuring trustworthiness is followed by students undertaking a qualitative inquiry.
This paper argues that the widespread approach to enhancing student learning through separate study skills courses is ineffective, and that the term 'study skills' itself has misleading implications, which are counterproductive to learning. The main argument is that learning how to study effectively at university cannot be separated from subject content and the process of learning. The role of 'study skills' within universities' skills frameworks, and as a component of students' long-term development is discussed. Then, it is examined, with a focus on academic writing, what learning at university entails, and what is needed to support this learning. Finally, effective approaches to the enhancement of learning at university and beyond are considered.
Recent shifts in education and labour market policy have resulted in universities being placed under increasing pressure to produce employable graduates. However, contention exists regarding exactly what constitutes employability and which graduate attributes are required to foster employability in tertiary students. This paper argues that in the context of a rapidly changing information- and knowledge-intensive economy, employability involves far more than possession of the generic skills listed by graduate employers as attractive. Rather, for optimal economic and social outcomes, graduates must be able to proactively navigate the world of work and self-manage the career building process. A model of desirable graduate attributes that acknowledges the importance of self-management and career building skills to lifelong career management and enhanced employability is presented. Some important considerations for the implementation of effective university career management programs are then outlined.
This article describes an experience of thematic analysis. In order to answer the question 'What does analysis look like in practice?' it describes in brief how the methodology of grounded theory, the epistemology of social constructionism, and the theoretical stance of symbolic interactionism inform analysis. Additionally, analysis is examined by evidencing the systematic processes--here termed organising, coding, writing, theorising, and reading--that led the researcher to develop a final thematic schema.
This article describes the Case Studies to Advance Skills and Employability (CASE) project and considers the role of case studies in the academic curriculum. The relationship between key skills in higher education and employability skills is discussed. The practicalities of implementing more key skills and employability skills orientated curricula are evaluated. The particular situation of non-vocational subject areas is raised. Outlines of a number of project strands from the CASE project are provided. The factors contributing to the success of CASE as an externally funded project are also reviewed, and employer and consultancy support in particular is described. The article continues beyond the scope of the project itself and concludes by assessing the opportunities for applying case studies of this type in other curricula and then suggesting that this may be the way forward for the embedding of Higher National Vocational Qualifications (NVQs) within academic curricula. © 2000 Journal of Vocational Education and Training All rights reserved.
Rev.& expanded from Case study research in education,1988.Incl.bibliographical references,index
Purpose
The aim of this article is to illustrate how employers have used more innovative “localised” strategies to address what appears to be “globalised” problems of attracting and retaining high calibre applicants with the appropriate “work ready” skills.
Design/methodology/approach
A series of interviews were held with HR managers, line managers from the various functional areas who directly supervise graduates, as well as at least one graduate participating in each of the development programmes.
Findings
The findings indicated that SMEs might struggle to meet graduate expectations on pay, but they appeared to provide effective mentoring and succession planning. This may further add weight to the argument that employers, especially SMEs, will use different strategies and have different priorities in comparison to larger global organisations. Overall, the paper concludes that sector is an important differentiating factor in terms of recruiting, developing and retaining graduates.
Research limitations/implications
Several of the HRD strategies appeared to work well. There were problems with recruitment in some sectors, with innovative solutions developed, often using placement opportunities. Development opportunities were seen by some employers and graduates as a trade off for pay, while other issues such as travel to work and company culture were also a concern.
Originality/value
This paper is one of the first to research the issue of how organisations may use localised HR strategies in terms of graduate employability to get the most from local labour markets.
The growth in qualitative research is a well-noted and welcomed fact within the social sciences; however, there is a regrettable lack of tools available for the analysis of qualitative material. There is a need for greater disclosure in qualitative analysis, and for more sophisticated tools to facilitate such analyses. This article details a technique for conducting thematic analysis of qualitative material, presenting a step-by-step guide of the analytic process, with the aid of an empirical example. The analytic method presented employs established, well-known techniques; the article proposes that thematic analyses can be usefully aided by and presented as thematic networks. Thematic networks are web-like illustrations that summarize the main themes constituting a piece of text. The thematic networks technique is a robust and highly sensitive tool for the systematization and presentation of qualitative analyses.
There is considerable pressure to expand the student take-up of university places in the United Kingdom. This has had implications for the nature of provision and pedagogy in higher education. In particular there is a tension between graduateness as a state after the completion of a course, and employability as an assessment of the economic worth of a student at that time. This investigation charts the background to the tension and reports on findings from 400 students at the commencement, and 400 students at the completion of their university courses. Evidence indicates that economic motivation is more important than the pursuit of knowledge and that instrumentalism directed towards employment is increasingly expected of higher education courses. Graduateness alone is not seen by students as a sufficient basis for continued personal and institutional investment and hoped for success in a highly competitive, flexible, and globally responsive, environment. The extension of partnerships between higher education and employers is considered essential if student numbers are to be maintained.
Purpose
The purpose of this article is to demonstrate an innovative approach to embedding employability in the design of a university degree scheme using skill sets.
Design/methodology/approach
The paper looks at conventional approaches to course design, which begin with the resources already available within the higher education institute. The skill sets approach, however, begins with employers because they are the ultimate arbiters of employability. Employers working with the academic design team define coherent portfolios of skills: definitions which are then used to provide shape and form to the new degree scheme.
Findings
The paper finds that employers can identify skill sets that relate to long‐term employability as opposed to short‐term employment. These definitions can usefully inform the design of a degree scheme.
Practical implications
The approach of this paper may benefit the design of degree schemes that aim to educate a graduate to fulfil an identifiable role in industry. This approach is based on defining the continuing intellectual and critical thinking skills that enable a graduate to fulfil a role, rather than the immediate task‐related skills that enable a graduate to fulfil a job. The involvement of employers in formulating a portfolio of graduate skills can be applied to the design of other schemes.
Originality/value
This paper presents a new approach to making employability the priority when developing a new degree scheme.
Employability can be a new form of job security. It involves a new mutual psychological contract where employers provide self-development for vulnerable employees (i.e. all employees) and employees take advantage of those opportunities. It is important that the self-enhancement is in tune with business goals. There needs to be an ongoing dialogue about the present and future needs of the individual and the business. Individuals need to prioritize and set goals, manage change, present themselves well, network strategically, invest in continuous learning and work well in teams. Management needs to adopt a coaching style, using listening and motivation skills to facilitate good decision making by employees. All this requires a high level of understanding, a healthy life balance, and change resilience. Congruence is a key concept. When employees are seeking the same goals as the organization, both are likely to succeed.
Purpose
This paper aims to demonstrate the rationale for connecting enterprise education with employability and career development in the design of curricula and learning experiences within UK higher education.
Design/methodology/approach
The paper reflects on the experiences of practitioners, including the author, in embedding enterprise education and in seeking to develop a holistic approach which connects enterprise and employability through personal and career development.
Findings
The article presents “connected” models of individual learning and of the institutional integration of enterprise, personal and career development. These are located within a critique of existing approaches to graduate employability, including examples of innovative practices.
Research limitations/implications
The article builds on the early experiences of connecting graduate enterprise and employability in the UK and proposes that further research is required as the field develops in experience and complexity.
Practical implications
The article provides models, strategies and examples of effective practices for embedding enterprise and employability in higher education.
Originality/value
The article is innovative at a conceptual level in arguing for a “connected” and holistic approach to employability and enterprise development for students and graduates.
Purpose
– The purpose of this paper is to introduce a selection of papers on the subject of graduate training and development, covering current trends and issues.
Design/methodology/approach
– The paper outlines the special issue which identifies developments in the field of training for graduates, recruitment, their transition to work, and their continuous development.
Findings
– The papers discuss various ways that generational differences play in competitiveness and success among graduates and it is argued that “Generation Y” possess very different characteristics from their predecessor generations. Companies have become more wise to recruitment, managing the pool of talent with potential positions in mind.
Originality/value
– This paper, a part of the special issue, considers recent developments in the field of graduate recruitment and development.
Purpose
To discuss employability and skills requirements for graduates from a graduate recruiter's point of view.
Design/methodology/approach
To look at key graduate recruitment organisations and explain what skills programmes are available to graduates. Also looks at continued development and what employers may be able to do in the future to improve skills?
Findings
There are transferable skills that employers like to see in a graduate and these can vary according to type of role; also, in general, graduates are keen to develop their skills further. There are organisations to help graduates improve these employability skills like Graduate Advantage and higher education institutions.
Originality/value
Of value to employers looking to recruit graduates, who need to be aware of what types of programmes are available to graduates. It is valuable to graduates, who need to look at their own skills and improve their employability.
Today’s challenging economic situation means that it is no longer sufficient for a new graduate to have knowledge of an academic subject; increasingly it is necessary for students to gain those skills which will enhance their prospects of employment. Employability skills include the following abilities: the retrieval and handling of information; communication and presentation; planning and problem solving; and social development and interaction. The University of Luton has established an initiative to ensure that each of its students engages with these skills and has embedded this within the academic curriculum for all disciplines. Central to the initiative has been the creation of detailed templates that describe the University’s expectations for each undergraduate level. The article describes the Luton initiative and includes some initial comments on its impact.
Draws on previous research undertaken by the authors which examined the notion of graduate careers from the perspective of three stakeholders, namely students, higher education institutions and small businesses. Central to the research was the notion of transferable skills and qualities which provided a shared interest for all three stakeholders. Presents two models which suggest a role for HE in facilitating students’ career management. Provides some examples which illustrate how the models may be applied within HE institutions.
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.
In Australia, as in the UK, much of the skills debate in research education has reflected a deficit model, whereby candidates are deemed to be in need of supplementary training. In response to the demands of employers and governments, most universities have added employability skills to postgraduate curricula, while simultaneously boosting their efforts in relation to the enhancement of academic skills. Using an analysis of three conceptual frameworks identified in the literature, this article endeavours to reframe the skills debate by developing the concept of ‘contextualised performance’. A key characteristic of this relational construct is the enactment of skills in a variety of authentic settings and challenging circumstances. The article concludes by establishing links with literature on curriculum and pedagogy, with a view to enriching discussion around what it means to assess the capability of graduates.
The UK Government is calling upon higher education students to see their learning as an investment that will give them direct benefits in the labour market. At the same time, the relationship between educational credentials and their returns in labour market has been changing in recent times. Based on a qualitative study with 53 final‐year undergraduate students in a pre‐1992 university, this article examines the way higher education students understand the role of their educational credentials in relation to their future employability. It shows that students perceive their academic qualifications as having a declining role in shaping their employment outcomes in what is perceived to be a congested and competitive graduate labour market. While academic credentials are still seen as a significant dimension of their employability, students increasingly see the need to add value to them in order to gain an advantage in the labour market.
Who bears the responsibility for ensuring that graduates are prepared to enter the job market? This chapter explores the issues surrounding the employability of graduates.
The paper addresses one aspect of the`New Realities' of higher education: theemployer-higher education interface. It explores thedevelopment of the `employability' agenda in highereducation, examines the nature and implication oforganisational change for graduates and assesses whatattributes graduates will need in the next decade.Flexible organisations need flexible, and increasinglyempowered employees; that in turn calls fortransformative and empowering learning. The way thathigher education might address this, particularly inthe context of lifelong learning, is explored.
How can universities ensure that they are preparing their students for today's competitive job market? This book tackles the highly topical subject of graduate underemployment with insight and clarity. The authors argue the case for more sophisticated research into employability with passion and vision, discussing how employability-friendly curricula can be developed, even in subjects which have less obvious vocational relevance. The rapid growth of higher education over the past fifty years has seen expectations increase, and governments seeking to widen participation. There is now an urgent need for the Government and higher education institutions to address the issue of graduate employability. The authors of this timely book encourage a pro-active stance, offering a ground-breaking model that can be easily implemented in institutions to make low-cost, high-gain improvements to students' employability. Topics covered include: * The challenge of employability * The study and careers of English graduates * The enhancement of practice * Assessing employability * The Skills Plus project. Based on a set of over 200 in-depth interviews with recent graduates, this book forms a unique account of the meanings of employability in the workplace.
In the past decade employers, market and private sector influences have had a marked impact on vocational education and training (VET) policy. This article critically examines the effect of such impact on the relationship between employers, state and education in England. It is argued that largely unfettered de‐regulation practices have gifted employers a ‘voice without accountability’ that has shifted regulation and responsibility for VET onto the State and education and away from the workplace. The article considers the consequences of this for future VET reform in terms of 14–19, further and higher education, and social inclusion policies, alongside wider changes in economy and society. Looking beyond critique, the article argues for clearer rules of engagement for employer, state and education partnerships, where power and accountability is a shared rather than a privileged option.
Despite a growing interest in qualitative research in occupational therapy, little attention has been placed on establishing its rigor. This article presents one model that can be used for the assessment of trustworthiness or merit of qualitative inquiry. Guba's (1981) model describes four general criteria for evaluation of research and then defines each from both a quantitative and a qualitative perspective. Several strategies for the achievement of rigor in qualitative research useful for both researchers and consumers of research are described.
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