Abstract
Employability has become a global buzz-word: instructors in higher education are increasingly being called upon to produce highly employable students who will in turn contribute to the financial capital of the country’s economy. For vocational subjects and degrees for which clear links to industry may be envisaged (such as IT, Business, Technology and Science) the challenge is surmountable. However, it remains for non-vocational subjects, and especially degree programmes in the Arts and Humanities, to prove their merit in this demand-based climate. While sceptics may be worried that endeavours to adapt an academic discipline to the needs of economic utility may effectively dilute the academic content of a degree programme, this article suggests that this need not be the case. By focusing on modules which utilize non-traditional forms of assessment and delivery, the article will demonstrate that embedding employability can actually enhance academic standards while simultaneously offering students a broader choice of learning and teaching experiences.
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