Graduate Employability and Competence Development in Higher Education—A Systematic Literature Review Using PRISMA

Marta Abelha,Ana Teresa Ferreira-Oliveira,Sandra Fernandes,Diana Mesquita,Filipa Seabra

doi:10.3390/su12155900

Abstract

This paper aims to develop a systematic review on graduate employability and competence development, intending to present an international perspective on the matter. It analyses the role of higher education institutions in promoting the development of competences for employability. The Preferred Reporting Items for Systematic Reviews (PRISMA) statement was used as a formal systematic review guideline for data collection. Data was obtained from research studies over the period 2009–2019. The analysis included a total of 69 papers from Web of Science (WoS) and Scopus databases. Results show that Europe leads the number of publications on these topics during the past decade. One of the main issues associated with competence development and graduate employability found in the review is related to the (mis)match between university graduates’ competences and employers’ needs. Findings indicate that higher education institutions are concerned with using strategies to enhance the development of competences for graduate employability. Graduate employability and competence development around the world depend on a strong sense of innovation and collaboration practices implemented in higher education.

Highlights

Higher education institutions are increasingly expected to engage with the challenges of the contemporary world
What Are the Main Research Issues Related to Competence Development and Graduate Employability? Are Competences Being Associated with Graduate Employability? Which Ones? Can These Competences Be Assessed and Developed?
One of the main research issues associated with competence development and graduate employability found in the systematic review carried out is thematch between university graduates’ competences and employers’ needs

Summary

Introduction

Higher education institutions are increasingly expected to engage with the challenges of the contemporary world. Policymakers have repeatedly asked for investment in personal skills as a route to building resilience and aiding recovery following the economic recession of 2008 (e.g., references [1,2]). The industry reinforces this call by requiring professionals who can fulfil the demands of the new contexts and trends, such as the Fourth Industrial Revolution [3]. Higher education institutions are often criticized for not preparing graduates for the real contexts involved in their professional practice [4]. A recent report from the Higher Education Academy [6]

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Conclusion