Curriculum approaches to strengthening student employability and improving graduate outcomes in the STM disciplines

Abstract

ABSTRACT In Australia and elsewhere, curriculum improvements are needed to improve the development of Science, Technology and Mathematics (STM) graduates for future work and careers. Several studies document significant STM student attrition, poor graduate preparedness for work, relatively weak employment rates post-graduation, and mismatched expectations of graduate capabilities by employers. The inclusion of work-integrated learning (WIL) activities within curricula can better prepare students for relevant employment by bridging discipline-specific teaching with work practices. Traditionally, access to WIL has been limited for STM Bachelor students and a better understanding of WIL’s benefits and impact is needed to refine and extend STM WIL curricula for different disciplines and cohorts. Through the lens of personal capital resources, this article reports on the perspectives of 34,000 recent Bachelor graduates of Australian STM degrees on their participation in WIL and its impact on their perceived employability and transition to work. Findings indicated differences in engagement in WIL across STM disciplines and underrepresented student groups, yet consistent benefits of WIL on preparedness for work and graduate employment. The study provides valuable insights on gaps in WIL provision and potential ways to improve WIL offerings that support the development of future-capable STM graduates with positive labour market experiences.