Abstract
PurposeThe purpose of this paper is to place all of the contributions to this special issue into a theoretical framework and to highlight the role that the so‐called “information age mindset” has in the facilitation of employability skills.Design/methodology/approachThe paper discusses the major themes of this special issue.FindingsUndergraduate students do see the importance of technological innovation in the classroom but they see the development of experiential or work‐based skills to be more important.Practical implicationsFuture curriculum design should consider the expectations and attitudes of the modern day undergraduate student to ensure that potential employability is maximised.Originality/valueThe findings are placed into the wider context of the emerging field of evolutionary educational psychology.
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