Why knowledge is central to ‘graduateness’ – implications for research and policy

The explicit linking of institutional funding to in-curricular industry engagement and graduate employment affirms the strategic importance of enhancing graduate employability in Australia. Key strategies to enhance graduate employability and employment outcomes are work-integrated learning (WIL) (where students engage with industry as part of their formal learning and assessment) and co-curricular activities (e.g. volunteering, leadership/award, and mentoring programmes), which are facilitated by the university but not embedded into curricula. While WIL is widely recognised for enhancing different aspects of student employability, the impact of co-curricular activities is less well-known. Further, there is a lack of empirical analysis on the nuanced impact of different forms of WIL and co-curricular activities on graduate outcomes. This research sought to explore the impact of a range of WIL and co-curricular activities on labour force outcomes among new higher education graduates. Findings are informed by national survey data for 51,883 domestic graduates of both coursework and research degrees in Australia. They point to a strong labour market advantage from work-based WIL for Bachelor graduates, while undergraduate participation in co-curricular activities appeared to have less effect on labour force outcomes. However, there were consistent, positive results for industry mentoring and leadership/award programmes for increasing the chances of securing full-time work and reducing the likelihood of perceived overqualification among Bachelor and postgraduate coursework graduates. Implications for stakeholders and practice are discussed, as well as directions for future research.

The changing nature of higher education and the structure of graduate labour markets have increased emphasis on employability and graduate outcomes. Universities have responded to this changed environment by embedding generic skills in the curriculum. This paper examines the generic skills that students perceived they acquired in their accounting studies in preparation for graduate employment. Given the changed background profiles of students studying accounting degree in Australia, and the employment difficulties they encounter on graduation, the study specifically addresses the perceptions of students from diverse cultural backgrounds. The findings demonstrate that, overall, students believed that their accounting course assisted in developing generic skills, while differences in perceptions were identified between different cultural cohorts. The research highlights the need to develop educational practices which embed generic skills development in the curriculum in a way that maximises the opportunities for culturally-diverse student cohorts to enhance their employment outcomes on graduation.

In England, universities are being held ever more accountable for their graduates’ employment outcomes. This chapter examines how this came to be the case, looking at the related policy and regulatory developments of the past decade. Three distinct turning points in policy and regulation are identified. First is the link made between graduate outcomes and value for money in a reformed student finance regime. Second is the related provision of information to prospective students about employment outcomes. Third is the recent move into directly regulating universities in relation to their graduates’ employment outcomes. Finally, this chapter considers universities’ civic and place-based roles, particularly in relation to encouraging graduate retention, and working with employers to stimulate employment prospects and career pathways in their local areas, responding to the UK’s Government’s latest policy preoccupation: levelling up.

ABSTRACTA key attractor for many international students when choosing to study abroad is the prospect of gaining employment in the host country after graduating. From a university’s perspective this becomes an important attraction issue for both maintaining and increasing the number of international students as well as improving graduate employability. A survey was utilised to explore employment intentions and outcomes of international graduate alumni from two Australian universities (n = 511 and n = 648). A comparative analysis between the universities has been undertaken in relation to this and rates of unemployment amongst graduates. The study has coined the term Two-step migration intender for international students/graduates and contributes to a gap in the research in relation to international graduate mobility, career intentions and employment outcomes. The findings have strategic implications for the promotion of Australian higher education to overseas markets and can also inform higher education policy and practice in terms of strategies for promoting international graduate employability.

This paper explores the perceptions of Library and Information Science (LIS) graduates about their learning outcomes in theMaster of Library and Information Science (MLIS) programmeat theUniversity of the Punjab and their employment outcomes in the marketplace. Why do LIS graduates choose librarianship as a profession in Pakistan? What is their level of learning in coursework after completion of the MLIS; and what is their level of satisfaction regarding different aspects of the MLIS programme? Is the MLIS degree market oriented? An electronic questionnaire survey was conducted by the Department of Library and Information Science (DLIS) University of the Punjab (PU) to the graduates of the last three sessions (from 2008 to 2010). From the sample (N = 80), fifty-eight (72.5%) responded. Based on the analysis of 58 responses, LIS graduates joined the profession of librarianship due to the referral of their family members, better job prospects and love for books and reading. The respondents were highly satisfied with the following courses: marketing of Library services, IT knowledge and Library automation, but they were least satisfied with their cataloguing and classification skills. As for as their employment outcomes are concerned, almost two third (67%) got job on the basis of their MLIS. More than the half (53%) got jobs within two months of their graduation. They suggested that MLIS programme should more focus on practice as compared to theory.

With a growing culture of accountability and institutional “managerialism” at universities and other higher education institutions, graduate employability and actual employment outcomes have become key indicators for higher education success. Research on graduate outcomes has gained significant currency among national governments, university management, employers and students. Research on graduate outcomes has, unsurprisingly, focused on econometric and instrumental measurements of graduate outcomes. Taking cognisance of the importance of the econometric, earning-based, and skills-driven conceptualisation aimed at addressing employer expectations of skills demands, student aspirations and a structurally shifting economy/curriculum, I argue for an expanded conceptualisation of graduate outcomes research. I propose a framing that interrogates and accounts for the complex constraints and injustices linked to history, background, and socio-economic context which usually obscure underlying inequalities of (un)employment and graduate outcome numbers always present. I propose a human development (capability-informed) approach as an alternative framework which applies broader notions of human development, social justice and freedoms to graduate outcomes research.

BACKGROUND: Data on graduates’ development and employment outcomes from postsecondary programs for young adults with an Intellectual Disability (ID) continue to increase and provide information on program efficacy and areas for growth. OBJECTIVE: This study explored the development of graduates’ social networks, employment outcomes, and self-determination a year after graduating from an inclusive postsecondary program. METHODS: The social networks, employment outcomes, and evidence of self-determination in a combined cohort of graduates (n = 6) were analyzed using social network analysis. RESULTS: All graduates except one were employed a year later. Half displayed smaller networks consisting of family members and new work ties. Only two graduates displayed large networks because of opportunities for socialization. In the absence of employment, students also fall back on familiar supports. Most parents were involved in graduates’ employment decisions, thereby curbing graduates’ expression of self-determination. CONCLUSIONS: Family supports are prominent in graduates’ networks and play a crucial role in employment choices. They act as constant protective and social-emotional supports ensuring graduates’ access to benefits and maintenance of well-being. Employment skills valued by employers and further opportunities to develop students’ social networks while in the PSE program needs to be a focus going forward.

Human capital theory suggests that accumulating skills through training leads to higher productivity and better employment outcomes. However, empirical evidence, including data from the Philippines, shows mixed and limited results regarding the impact of technical and vocational education and training (TVET). Using labor force and graduate tracer surveys, this study examined whether pursuing TVET improves labor force participation (LFP), employment, and job quality, while considering variations across education levels and program characteristics by applying probabilistic regression and treatment effects estimations. Additionally, interviews with employers from priority sectors were conducted to gain insights into their views on the employability of TVET graduates. The study found that completing a TVET program increases the likelihood of being economically active and seeking work, but there was no strong evidence that it improves the chances of obtaining employment or quality jobs. The employment effects of TVET vary by education level, benefiting only those with at least a secondary education. These effects were strongest among secondary education graduates and decreased with higher levels of education. TVET did not improve the employment outcomes of those with less than a secondary education. Additionally, employment outcomes varied across training modalities, but not by program registration, certification, or scholarship status. Based on key informant interviews (KIIs) and a desk review, these findings can be attributed to supply-side, demand-side, and systemic factors such as a mismatch between program offerings and industry standards, potential bias against TVET graduates, lack of recognition for certifications, and limited private sector involvement in training provision, development, certification, and assessment. The study concludes by offering policy recommendations to improve TVET's impact on employability and employment outcomes, along with suggestions for further research.

People with disabilities in Australia face significant employment barriers. Research and policy initiatives over the past fifteen years have consistently emphasised the benefits of vocational education and training generally, and apprenticeship and traineeships specifically, as leading to positive vocational pathways and employment outcomes for people with disabilities. However, there is a dearth of evidence of graduate outcomes for apprentices and trainees with disabilities. This paper presents the employment outcomes including hours of work and salaries for a cohort of apprenticeship and traineeship graduates with and without disabilities across a three-year longitudinal Australian study. Overall, there are positive employment outcomes for the research participants although graduates without a disability achieved better outcomes than graduates with disabilities and participants in receipt of the disability support pension had significantly lower wages than other participants with disabilities. There are indications that the gap in outcomes between graduates with and without disabilities has reduced over time, although generalisability of the findings may be limited by the observational study design. Nevertheless, the study has confirmed positive employment and related outcomes for apprenticeship and traineeship graduates with disabilities, which were sustained, or arguably improved, over the three-year period covered by the study.

Purpose: This study examines inequality of opportunity (IOp) in university-to-work transitions (UTWT) and employment outcomes in the Western Balkans Six (WB6), a region facing high graduate unemployment, systemic labour market inequalities, and weak institutional coordination. Grounded in the Sustainable Career Ecosystem (SCE) framework, which integrates Career Ecosystem Theory (CET), Sustainable Career Theory (SCT), and IOp theory, this study explores how systemic, institutional, and individual factors shape employability and career sustainability. Design/Methodology/Approach: Using a two-stage quantitative analysis with 2019–2021 Regional Cooperation Council survey data, Stage 1 employs OLS regression to estimate IOp in UTWT (time-to-first-job), while Stage 2 applies logistic regression to assess the impact of IOp and career ecosystem factors on employment outcomes (job satisfaction, job security, perceived job opportunities). Findings: Findings reveal significant disparities based on gender, rural background, and socio-economic status, with higher IOp linked to poorer employment outcomes. While skills mismatches and informal hiring mechanisms hinder career sustainability, social capital, public sector employment, and perceptions of government job protection improve employment outcomes. Research limitations/Implications: The study is limited by cross-sectional data and the self-reported nature of socio-economic measures. Future research should employ longitudinal data and qualitative approaches to better assess the long-term sustainability of career transitions. Originality/Value: This study provides a multi-level analysis of graduate employability in an underrepresented region, offering insights for policy, universities, and employers. It contributes to the advancement of Sustainable Career Ecosystem theory by examining how structural inequalities shape graduate employability and long-term career sustainability. The findings align with UN Sustainable Development Goals (SDGs) 4 (Quality Education), 8 (Decent Work), and 10 (Reduced Inequalities), advocating for targeted policy interventions that promote equitable and sustainable career pathways.Purpose: This study examines inequality of opportunity (IOp) in university-to-work transitions (UTWT) and employment outcomes in the Western Balkans Six (WB6), a region facing high graduate unemployment, systemic labour market inequalities, and weak institutional coordination. Grounded in the Sustainable Career Ecosystem (SCE) framework, which integrates Career Ecosystem Theory (CET), Sustainable Career Theory (SCT), and IOp theory, this study explores how systemic, institutional, and individual factors shape employability and career sustainability. Design/Methodology/Approach: Using a two-stage quantitative analysis with 2019–2021 Regional Cooperation Council survey data, Stage 1 employs OLS regression to estimate IOp in UTWT (time-to-first-job), while Stage 2 applies logistic regression to assess the impact of IOp and career ecosystem factors on employment outcomes (job satisfaction, job security, perceived job opportunities). Findings: Findings reveal significant disparities based on gender, rural background, and socio-economic status, with higher IOp linked to poorer employment outcomes. While skills mismatches and informal hiring mechanisms hinder career sustainability, social capital, public sector employment, and perceptions of government job protection improve employment outcomes. Research limitations/Implications: The study is limited by cross-sectional data and the self-reported nature of socio-economic measures. Future research should employ longitudinal data and qualitative approaches to better assess the long-term sustainability of career transitions. Originality/Value: This study provides a multi-level analysis of graduate employability in an underrepresented region, offering insights for policy, universities, and employers. It contributes to the advancement of Sustainable Career Ecosystem theory by examining how structural inequalities shape graduate employability and long-term career sustainability. The findings align with UN Sustainable Development Goals (SDGs) 4 (Quality Education), 8 (Decent Work), and 10 (Reduced Inequalities), advocating for targeted policy interventions that promote equitable and sustainable career pathways.

Purpose The purpose of this exploratory study is to investigate the generic skills developed during the undergraduate degree from the perspectives of final year undergraduates and graduate employers. Design/methodology/approach The list of generic skills tested in this study was contextualised to Sri Lanka and developed based on prior studies. Data obtained from stakeholders via a questionnaire survey was analysed using paired-sample t-test; independent sample t-test; principal component analysis; and one-way-analysis of variance (ANOVA), with a view to explore, evaluate and compare respondents’ perspectives. Findings Our findings revealed both stakeholders believe that most of the generic skills tested in this study are important for graduates’ career success. Consistent with prior studies, respondents prioritised generic skills for career success above technical skills. Final year accounting undergraduates are aware of the skill expectations in the employment market. However, they perceive that most of the important generic skills are not adequately developed during the degree. Practical implications Findings of this study inform the importance of adopting a holistic approach to the redesign of the accounting curricula to accommodate generic skill development during the degree. Suggestions include: establishing strong links between universities, professional accounting institutions and employers; introducing participatory methods of curriculum design; and assimilating continuous reviews and frequent updates to curricula. Originality/value Sri Lanka, a developing country, was selected for this research given that little has been reported in the literature in terms of generic skills development of accounting graduates in developing countries.

This chapter concentrates on employment outcomes in the context of the expansion of higher education and the recent economic downturn. Focusing on graduate transitions into employment, the types of jobs in which graduates are employed and the pay of those jobs, this chapter highlights the more complex situation empirically in which motivations and outcomes are more varied and less predictable. The chapter analyses the jobs in which graduates are employed and, again, indicates the changes in the pattern of that employment. With the expansion of higher education, the over-supply of graduates and the introduction of fees to study, policy focuses on graduate job destination and earnings as forms of return to individuals. Drawing on research undertaken by staff from the Institute for Employment Research and elsewhere, it has shown the shift in applicants and students expectations about the purposes and outcomes function of higher education study.

Amidst increasing pressures on Humanities, Arts, and Social Sciences (HASS) disciplines regarding graduate career readiness, this study examines HASS student participation in work-integrated learning (WIL) and its impacts on employability and short-term employment outcomes, using data from the Australian Graduate Outcomes Survey from 2020 to 2023. The research examined the extent of participation across WIL types (work-based, non-workplace and global) and its influence on graduates’ perceived employability and employment outcomes (full-time employment and perceived overqualification), while investigating demographic differences using descriptive analysis and logistic regression models. Results indicated rising WIL participation yet identified disparities by activity type and among student groups. Work-based WIL (e.g. internships) was the most effective type for enhancing employability and facilitating transitions into professional roles and work aligned to degree study. Non-workplace WIL (e.g. projects), while beneficial for skill development, showed limited impact on immediate employment outcomes and there was relatively low participation in global WIL (e.g. industry study tours) across all discipline groups. The study illuminates the need for more inclusive WIL programmes and flexible models to accommodate diverse student needs. Recommendations for HASS faculties include integrating career development learning, optimising industry engagement and providing targeted support for underrepresented groups. By aligning WIL experiences with emerging labour market opportunities, HASS faculties can prepare graduates for successful careers, addressing both individual aspirations and broader economic needs. Future research regarding WIL in HASS could focus on postgraduate participation and industry perspectives on scaling programmes to ensure initiatives effectively bridge the gap between academic learning and professional practice.

It has become a received wisdom that the completion of a work placement as part of a sandwich undergraduate degree is of positive benefit both to graduates and employers, particularly in an era that stresses the economic contribution of higher education through developing graduate employability. This benefit is twofold: first, work placements positively contribute to the development of generic employability skills; and second, placements provide a ‘head start’ for graduates at the outset of their careers. This article explores the value of a work placement in these two areas for a cohort of business and management graduates who completed their undergraduate studies in 2003, drawing upon both longitudinal quantitative and qualitative data. Whilst the qualitative data provides a positive assessment of the benefits of a work placement, the quantitative data suggests a more complex relationship between work placements, skills development and labour market outcomes.

Background: Generic skills, such as critical thinking, communication, teamwork, and social judgment, are essential elements in modern medical education. Interactive lectures in large classes, which combine material delivery with discussion and feedback, have become one of the effective approaches. However, the implementation of these methods in large classes faces various challenges, such as uneven student participation and a lack of confidence among students. Aims: This study aims to explore first-year pre-clinical medical students' perceptions of the relationship between interactive lectures in large classes and the development of generic skills, as well as the factors that influence this process. Methods: This study employs a qualitative phenomenological design with in-depth interviews involving eight first-year pre-clinical students at the Faculty of Medicine, Atma Jaya Catholic University of Indonesia. Data were analysed using a thematic approach to explore key themes related to the development of generic skills. Results: The results show that interactive lecture in large classes, teacher quality plays a significant role in facilitating discussions and providing feedback. Class activities, such as group discussions and feedback sessions, significantly contribute to the development of generic skills. Students' motivation and self-confidence, along with supportive group members, further enhance these skills. Additionally, the large number of students in the class is seen as a valuable platform for practicing communication skills and building confidence. However, a notable obstacle is the initial session where lecturers rely on slides with excessive text, which reduces students' interest and engagement. Conclusions: Interactive lectures in large classes are effective in supporting the development of students' generic skills through discussion, presentation, and feedback. Its success is influenced by teacher quality, the learning environment, and student motivation. Improving the quality of lecturer presentations is necessary to enhance the effectiveness of this method.