A framework for analysing careers and employability learning outcomes

Abstract

This paper describes the development of a framework designed to aid the critical analysis of the theoretical and ideological assumptions underlying the stated learning outcomes of curricular and non-curricular careers and employability education activities. The framework was developed by integrating a learning-oriented definition of employability with a rationalised set of graduate capitals and explicit considerations of social justice. The framework differentiates between the performative and transformative functions of graduate capitals and introduces the novel concept of critical capital. Locating learning outcomes within the framework should enable careers educators and researchers to identify patterns which could indicate inherent theoretical and ideological biases and blind spots in careers and employability education.