Enhancing Graduate Employability Research Articles

Enhancing graduate employability: Why do higher education institutions have problems with teaching generic skills?

One debate among business owners and policymakers centres on whether higher education institutions (HEIs) have failed to transform the younger generation by developing their competencies, skills, values and behaviours to enable them to be fit for the world of work. While previous studies have considered the importance of skills development and its assessment in many contexts, there appears to have been limited scholarly research on employability issues within the higher education system (HES) in Nigeria. In seeking to address this, it is vital to understand how HEIs in Nigeria conceptualize generic skills and why HEIs have problems with teaching generic skills in their programmes. By adopting a qualitative approach, based on interviews with senior academics, industry executives and final-year undergraduates, this study found that many of the HEIs do not facilitate the teaching of high-level generic skills in their programmes. Some of the factors attributed to this include poor learning environment, lack of staff with industry experience, and over-dependence on theoretical content teaching. The findings are significant for reorienting the HE curriculum developers to align with the needs of the industry and society. Regarding implications for policy, we recommend that enterprise education be made mandatory for primary, secondary and tertiary education curriculum in Nigeria. Finally, we advocate more inclusive and interpretive research for greater understanding of the issues, and to offer useful data for policymaking and decision-making on the perspectives of preparing graduates for work.

Preparing recreation professionals: graduate attributes expected of entry-level recreation professionals in a South African context

ABSTRACTThe unemployment rate of graduate students in South Africa (SA) has increased more than 4% in the past 10 years. This increase can be ascribed to the current economic situation as well as the unemployability of these students. The focus was to determine the graduate attributes (skills and competencies that make students employable) required in entry-level recreation professionals in SA. A ranking-type Delphi study design was used, consisting of three iterations. Ten experts from the public, non-profit and private recreation sectors whose organizations employ entry-level recreation professionals were asked to rank the graduate attributes most required in students, and evaluate the relevance of graduate attributes for a SA context. Data were analzsed using descriptive statistics and inductive coding. “Passion for the profession”, “trainability and a willingness to learn” and “communication skills” were the top-ranked attributes. Clear differences were found in the expectations from SA graduates compared with United States graduates. “Creativity”, “ability to work with groups” and “conflict management” were added for the SA context. These results clarified what is expected of graduates entering recreation careers in SA, and it is therefore crucial that institutions preparing recreation students focus on these attributes in their programmes to enhance graduate employability.

An institutional framework to guide the comparison of work-integrated learning

Work-based placements, site visits, field trips and embedded industry-informed curriculum are employability strategies frequently applied by universities, and clustered under the umbrella term – work-integrated learning (WIL). Referring to each of these strategies as WIL can complicate comparisons (e.g. long-term placements vs. field trips) and can lead WIL related research to diverge in multiple directions. To support comparison and help guide institutional decision-making relating to WIL, the positioning of this article aligns with a recent stream of literature that attempts to outline, contrast and differentiate between various activities aimed at enhancing graduate employability. Four distinct WIL case studies from three Australian universities are described in this article: (a) students working in teams with industry partners (n=23), (b) students co-creating learning resources (n=7), (c) a student-staff partnership (n=2), and (d) students acting as peer-learning advisors (n=5). The cases were considered across five key factors: 1) ease of implementation, 2) barriers, 3) scalability, 4) authenticity, and 5) proximity. Using empirical data, the findings within the article contribute an institutional framework that highlights the benefits and drawbacks associated with differences across WIL types, intended to support good WIL practice among administrators, teachers and staff.

Factors Influencing Employability of Chinese Graduates in Malaysia upon Returning to China

This study indicates important factors in related to Chinese international students who graduated from Malaysia have better ‘employability’ upon returning to China employment market. Total survey of 160 samples collected from the target group, the Chinese graduates who study in Malaysia and now working in China. The direct model result found that educational and learning activities (H1) and soft skills (H2) have a significant impact on graduate’s employability. Moreover, the findings also found the mediation role of graduate’s English proficiency scored at 0.1595 (H3) and 0.1293 (H4) between educational and learning activities, soft skills and employability. The findings enable education service providers and policy-makers identify more competitive variables in enhancing graduate employability in China market. Additionally, the result of this study also justified the important of English proficiency toward the employability of Chinese graduates in China.

Soft skills to enhance graduate employability: comparing students and employers’ perceptions

ABSTRACT The aim of this article is to show the increased relevance of soft skills in a continuously changing environment. A research was carried out to examine and compare students’ and employers’ perceptions regarding the importance of soft skills in different European countries. Results show that 86% of respondents indicate an increased emphasis on soft skills over the last 5–10 years and that companies consider soft skills more important than students/graduates. Furthermore, major differences have also been identified in the ranking of the 20 soft skills listed in this paper, indicating different levels of priorities. This paper suggests that companies and Higher Education Institutions (HEIs) need to work together not only to increase students’ awareness of the importance of soft skills but also to guide them in taking individual responsibility to acquire and develop these essential skills in order to continuously adapt to the changing labour market and improve their employability.

The perceived value of work placements and part-time work and its diminution with time

ABSTRACT This paper explores the perceptions of degree students at two UK universities regarding their work placement and part-time working activities, to assess if the two activities converge. The research comprises three stages: interviews for preliminary exploration of students’ perceptions towards work placement and part-time work; interviews to examine how placement opportunities link with career aspirations; a survey of students who had completed a placement, and those currently on placement. Students acknowledged part-time working helped their placement activity, providing transferable skills beneficial to both study and career aspirations. A significant finding was with respect to time: the closer to the placement activity the data was collected, the stronger the impact of appreciating the value of placement. The paper therefore highlights the value of timing in the assessment of work placement. It also offers value for universities’ by providing insight into students’ perceptions regarding embedded external work activities that can enhance graduate employability and career prospects.

Assessing employer satisfaction: An attempt to enhance graduate employability at an institution of higher learning

This article discusses the concept employability or graduateness within the context of the South African higher education environment. It reflects on a satisfaction survey that was conducted at a university of technology in order to evaluate the perspective and satisfaction of the graduates’ employers. This aligns with the institution’s quality management philosophy that is underpinned by the notion of customer satisfaction. The survey measured the employers’ satisfaction as well as their perspectives on the importance of attributes that are required from graduates in the workplace. The article argues that institutions should develop strategies to embed key skills in the curricula and recommends continuous reviews to evaluate the successful implementation of these strategies to enhance employability.

Good WIL hunting: Building capacity for curriculum re-design

In response to government, industry, student and central University calls for initiatives to enhance graduate employability as a means for improved employment outcomes, a faculty within an Australian university formulated a five-year Work Integrated Learning (WIL) strategy (2015-2019). The Faculty goal was to re-new, develop, implement and evaluate scalable and sustainable intentional WIL-focused authentic curricula across every undergraduate Science, Technology, Engineering and Mathematics (STEM) course by the end of 2019. A ‘WIL Leadership Framework’ underpinned the whole-of-course team approach. This paper reports on the change-management processes and behaviours necessary to effect change from the bottom-up. Fostering academic staff capacity to build course-appropriate WIL curriculum has been slow and subtle and yet significant refinements to intentional and embedded WIL curriculum have occurred through a series of grounded research studies and curriculum renewal projects. WIL champions (the innovators), earmarked as change agents for enabling scalable curriculum transformation and renewal, were ‘hunted-out’ and nurtured. Their role was to influence teachers to enact context-specific and discipline-based WIL experiences into the curriculum. The main research findings to date reveal that STEM-specific WIL frameworks, concepts and assessment examples, presented as scholarly curriculum choices by WIL experts, and then actively and collegially discussed amongst the WIL champions and WIL early adopters, has been the most effective process to date for developing a WIL centred curriculum. The paper concludes by addressing the current operational goals predicated to have an impact on graduate employment for the Faculty.

Designing of Curriculum Aspects of Pharmacy Undergraduate Course in Respect of Graduate Employability

Abstract: Objectives: Objective of the present research work was to enhance graduate employability based on the needs of pharmaceutical industries, to evaluate present undergraduate curriculum and to redefine it by conducting survey of industrial, academic professionals other than pharmacy and clinical professionals. Materials and Methods: Questionnaire survey design of 15 multiple choice questions, was prepared to generate opinions of four types of professionals, industrial, academic, clinical and professionals other than pharmacy working in the pharmaceutical industry. Sampling was performed directly by face to face interviews with industrial, academic staffs, pharmacy post graduates and indirectly by electronic mail service. Results and Discussion: The total seventy eight samples from human subjects of four categories were tabulated category wise and alphabet (a), (b), (c) and (d) preferences from multiple choice questions. The results were statistically analysed for Standard deviation (S.D.), Standard Error Mean (SEM), (S.D.)2 i.e. Variance (V) and F calculated value as a ratio of Variances. Conclusion: It is emphacized that there is a need to change existing curriculum, to affiliate pharmacy curriculum to health Science University, to confer degree as B. Pharm. (Pharmaceutical Industry) and B. Pharm. (Clinical Industry) and adequate industrial exposure to teacher to train students and their participation in the teacher training course to train students on current industrial and technological development to bridge their gap between college laboratory to the industrial practice. Key words: Graduate employability, Questionnaire survey design, Samples from human subjects, F-statistics.

Embedding graduate employability attributes in management sciences curricula: A case of two Namibian universities

Recognising implicit employability attributes within discipline-specific program modules is a critical part of the process of developing new employability modules in the management sciences curricula. The notion of graduate employability has gained acceptance in the higher education sector across the world and furthermore higher education and industry appear to have reached consensus on the importance of enhancing graduate attributes through the curricula at university. This paper offers a qualitative analysis of curricula documents to determine strategies that are effective in enhancing graduate employability. Using content analysis to assess six bachelor degree programs in management sciences from selected universities in Namibia, the study established that, in addition to work-integrated learning modules, there is evidence of graduate employability attributes being implicitly embedded in core curricula and discipline-specific modules. The researchers argue that universities should develop a stand-alone core module specifically to cultivate employability attributes. This should be supported by multiple work-integrated learning experiences for students to practise technical or discipline specific skills and generic employability attributes.

Enhancing Graduate Employability in Cameroonian Universities Through Professionalization in the Context of the ‘Licence–Master–Doctorat’ Reform

The adoption of Bologna Process ideas through the ‘licence–master–doctorat’ system has set in motion reforms in the Cameroon higher education (HE), including the issue of graduate employability. Based on text documents and interviews, this article examines the employability agenda with a focus on its conceptualization, its operational strategies, and its consequences for universities in Cameroon. The findings show that graduate employability is enhanced in Cameroonian universities through a combination of strategies under the catchword ‘professionalization’ — that is, preparing students with skills and competences for specific professions. Conceptualizing professionalization, this article shows that the adoption of BP ideas did not bring in completely new elements in the employability agenda; it merely inspired local reforms and solutions which led to the reinforcement and diversification of the existing professionalization agenda that has been one of the missions of HE in Cameroon. This article focuses on the creation of professional degree programmes as an operational strategy for enhancing graduate employability. As a consequence of the conceptualization and operationalization strategies adopted, we identified mismatches between policy objectives and policy outcomes.

Extracurricular Partnerships as a Tool for Enhancing Graduate Employability

The world of work is changing rapidly, with an increasing global demand for employees with higher-level skills. Employees need to have the right attitudes and aptitudes for work, possess work-relevant skills, and have relevant experience. Whilst universities are embedding employability into their curricula, partnerships outside of the taught curriculum provide additional, largely untapped, opportunities for students to develop these key skills and gain valuable work experience. Two extracurricular partnership opportunities were created for Bioscience undergraduates at the University of Leeds, UK: an educational research internships scheme, where students work in partnership with fellow students and academic staff on on-going educational projects, and Pop-Up Science, a unique, student-led public engagement volunteer scheme. Both schemes generate substantial benefits for all. They enhance student’s skills and employability, facilitate and enhance staff-student education practices and research, and engage the public with research in the Biosciences. Collectively, they demonstrate the extraordinary value and benefits accrued from developing extracurricular partnerships between students, staff, and the community.

Networking behaviour, graduate employability: a social capital perspective

PurposeDrawing on the overarching framework of social capital theory, the purpose of this paper is to develop and empirically examine networking behaviour and employability within the higher education context.Design/methodology/approachIn a sample of 376 full-time business students the authors measured perceived employability, networking behaviour, access to information and resources and job-search learning goal orientation (JSLGO).FindingsThe authors found networking is related to increased internal and external perceived employability by boosting access to information and resources. The results also demonstrate that networking is positively related to access to information and resources for low and high JSLGO, the relationship being stronger for those with higher levels.Research limitations/implicationsThe results provide an enriched view of individual networking behaviour by offering an indirect model of networking outcomes and to the graduate employability and social capital literatures.Practical implicationsThe findings may provide focus for individuals concerned with enhancing their employability and those involved in supporting career guidance.Originality/valueObvious beneficiaries are students, for whom employment is a key concern, and universities who face increasing pressure to enhance graduate employability whilst resources to do so are diminishing. To this end the authors highlight activities that may develop networking behaviours and JSLGO.

Perspectives on graduate employability attributes for management sciences graduates

Higher education institutions need to take stock of the present scenario of graduate employability from both the employer and graduates’ perspectives, if they are to respond effectively to the needs of the labour market. Graduate employability is a concept that has gained popularity in the higher education sector in the world. The underlying assumption is that graduates need other attributes in addition to those skills needed in the subject-specific discipline. This paper provides an assessment of employers, graduates, and lecturers’ perceptions on graduate employability attributes for management sciences graduates in Namibia. Using a survey method of which questionnaires were administered to the three types of stakeholders, namely employers, lecturers and graduates. The study found a mismatch in responses between employers, lectures, and graduates regarding attributes that are important for the job market; those that are emphasized in curricula; and those that graduates need more training on. The argument presented by the paper is that mapping out the perceptions of stakeholders will enable higher education institutions to enhance graduate employability attributes needed by the labour market.

Graduate employability capacities, self-esteem and career adaptability among South African young adults

Orientation: Employers expect young graduates to have a well-rounded sense of self, to display a range of graduate employability capacities and to adapt to constant changes they are faced with in order to obtain and maintain employment.Research purpose: The goals of this study are (1) to investigate whether a significant relationship exists between graduate employability capacities, self-esteem and career adaptability, (2) to ascertain if a set of graduate employability capacities, when combined with self-esteem, has a significant relationship with a set of career adaptability capacities and (3) to identify the major variables that contribute to this relationship.Motivation for the study: The potential for career adaptability, graduate employability capacities and self-esteem of young adults promotes employability among graduates, thereby addressing and possibly reducing youth unemployment in South Africa.Research approach, design and method: A quantitative, cross-sectional research design approach was utilised in which descriptive statistics, Pearson product-moment correlations and canonical correlation analysis were employed to accomplish the objectives of this study. Respondents (N = 332) were enrolled at further education and training (FET) colleges and were predominantly black (98.5%) and female (62%) students between the ages of 18 and 29.Main findings: The results displayed positive multivariate relationships between the variables and furthermore showed that graduate employability capacities contributed the most in terms of clarifying the respondents’ career adaptability as compared to their self-esteem.Practical and managerial implications: This study proposes that young adults’ career adaptability can be enhanced through the development of their self-esteem and particularly their graduate employability capacities, thus making them more employable.Contributions: Theoretically, this study proves useful because of the significant interactions found between graduate employability capacities, self-esteem and career adaptability. Empirical evidence is provided that confirms the need to enhance graduate employability and self-esteem capacities in order to improve the career adaptability of young adults. This will then assist them in dealing with the instability of the 21st-century world of work. Practically, the findings imply that young adults differ with regard to their career adaptability and that graduate employability capacities and self-esteem influence their career adaptability. Therefore, in focusing on the enhancement of young adults’ graduate employability capacities and self-esteem, an industrial psychologist and career counsellor can enhance young adults’ career adaptability, thus making them employable and adaptable to the changes in the 21st-century world of work.

Vocational education training and graduate employability in South Africa: an interlinkage in need of exploration

This paper provides a conceptual analysis of how vocational education training (VET) impacts on graduate employability in South Africa. The evolution of attitudes towards developing labour market structures has grown tremendously since 1994. Furthermore, the main focus in the workplace has shifted away from the primary sectors of agriculture and mining towards knowledge-based sectors. This paradigm shift has led to the adoption of demand driven policies by the government that have sought to stimulate employment through training and development. From the analysis two main distinct themes of VET and graduate employability are identified. The first theme highlights how the labour market shapes the different constructs of VET. The second theme identifies the essential graduate attributes that are deemed to be essential for enhancing graduate employability. Specific and concrete recommendations are proposed on how effectively implemented VET enhances graduate employability.

Vocational education training and graduate employability in South Africa: an interlinkage in need of exploration

This paper provides a conceptual analysis of how vocational education training (VET) impacts on graduate employability in South Africa. The evolution of attitudes towards developing labour market structures has grown tremendously since 1994. Furthermore, the main focus in the workplace has shifted away from the primary sectors of agriculture and mining towards knowledge-based sectors. This paradigm shift has led to the adoption of demand driven policies by the government that have sought to stimulate employment through training and development. From the analysis two main distinct themes of VET and graduate employability are identified. The first theme highlights how the labour market shapes the different constructs of VET. The second theme identifies the essential graduate attributes that are deemed to be essential for enhancing graduate employability. Specific and concrete recommendations are proposed on how effectively implemented VET enhances graduate employability.

Journalism capstone units based on agreed principles and standards

The concept of capstone units is gaining currency within the Australian Higher Education system, with a growing focus on enhancing graduate employability and assuring graduate outcomes. The aim of this paper is to report on an 18-month study of undergraduate journalism capstone units in Australian universities. Just over half of the universities in Australia that teach journalism (16 out of 30), embed capstone units in their programmes, and the study, which began in September 2015, is part of part of an Australian Learning and Teaching Fellowship. It is divided into three stages. The first stage involved face-to-face interviews with journalism academics at 16 universities in five States, to discover what type of capstone unit they use, the principles they employ and the skills students need to demonstrate and apply. This data then underwent a validation process. Stage three of the study will develop resources to support journalism educators in the design or redesign of capstone units, especially in the area of agreed principles, standards and best practice.

Enhancing graduate employability and the need for university-enterprise collaboration

Over the last few decades there has been strong debate over the central mission of higher education and resistance to the employability agenda seemed strong. However, with the changing context of both higher education and the labour market, together with neoliberal pressure, enhancing graduate employability has become one of the central focuses in many universities worldwide.This article provides an overview of the relevant literature to resonate with why graduate employability has been more popularly presented in many university practices. The notion of graduate employability is examined and it is argued that without input from and collaboration with industry, universities are hardly able to achieve their vocational mission of equipping their students for the labour market.

Graduate Employability: A Gap between Perspectives - the Case of Croatia

Awareness of the importance of higher education (HE) in the transition to a knowledge-based society is growing in Croatia and universities are increasingly required to produce employable graduates who have attributes, capabilities, knowledge and skills to work successfully, and are able to respond to the changing and complex needs of the labor market. This paper seeks to investigate and compare the importance of skills and attributes which enhance graduate employability, as well as their reception through higher education, from the perspective of employers, university teachers and senior students. The research has shown that students, university teachers and employers have a significantly different view regarding knowledge, skills and attributes important for employment, and the contribution of university teaching to the development of these skills, knowledge and attributes. In April 2015 a total of 340 surveys were collected (230 from senior students, 30 teachers at the Faculty of Economics in Osijek, and 80 employers from the region filled in the questionnaire). In analyzing data descriptive statistics and hypotheses testing are given. Mann-Whitney test is used to test the difference between two distributions, and Kruskal-Wallis ANOVA between three distributions.