Abstract
This paper provides a review of central features on the debates about the relationship between higher education and the labour market with the aim to contextualize the emergence of employability as a concept, practice, and policy in higher education. In this environment, despite its extensive international diffusion, it suffers significant and criticized contradictions regarding its appropriation, due to the presence of multiple interpretations and the lack of interdisciplinary dialogue to approach it. Thus, in this context, employability tends to be presented as an accountability tool for the teaching and learning process, due to conceptually weak bases completely unrelated to educational research, that give way to a problematic configuration. Its conceptualization does not take into account, for example, contributions from career theory, career education, and career orientation for the development of career management (or employability) skills, from a process-oriented perspective.
Highlights
Educación superior y mundo del trabajoLa relación de la educación superior con su entorno social y productivo evidencia el permanente esfuerzo que, a lo largo de su historia, las universidades han debido desplegar para sobrellevar la
This paper provides a review of central features on the debates about the relationship between higher education and the labour market with the aim to contextualize the emergence of employability as a concept, practice, and policy in higher education
Its conceptualization does not take into account, for example, contributions from career theory, career education, and career orientation for the development of career management skills, from a process-oriented perspective
Summary
La relación de la educación superior con su entorno social y productivo evidencia el permanente esfuerzo que, a lo largo de su historia, las universidades han debido desplegar para sobrellevar la. En este rango de ideas sobre el valor de conocimiento, se puede observar que tanto la universidad (cualesquiera sean sus modelos) así como la noción misma de trabajo (cualquiera sea su valoración sociocultural preponderante), son parte del cambio de paradigma moderno en donde la acción se valora como medio para el éxito, desprendiéndose de su contenido ético —valor intrínseco— (Bell, 1976). Más allá de las posturas filosóficas respecto de las funciones de la educación superior, su posicionamiento como un aspecto determinante para el empleo de los graduados se fue transformando en una de las características de la universidad moderna de niveles de acceso masivo
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