scholarly journals Enhancing graduate employability skills and student engagement through group video assessment

2021 ◽  
pp. 1-14
Author(s):  
Panagiotis Arsenis ◽  
Miguel Flores ◽  
Dimitra Petropoulou
Keyword(s):  
Student Engagement ◽  
Employability Skills ◽  
Video Assessment ◽  
Graduate Employability

STUDENT, EDUCATOR, AND EMPLOYER PERSPECTIVES ON THE DEVELOPMENT OF A GRADUATE EMPLOYABILITY SKILLS APP

2021 ◽  
Author(s):  
Graham Scott ◽  
Liz Boyle ◽  
Ewa Topolewska-Siedzik ◽  
Athanassios Jimoyiannis ◽  
Sobah Abbas-Petersen
Keyword(s):  
Employability Skills ◽  
Graduate Employability

scholarly journals Graduates employability: An exploratory Literature Review

2021 ◽  
Vol 119 ◽  
pp. 05010
Author(s):  
Aniss Moumen ◽  
Nezha Mejjad
Keyword(s):  
Literature Review ◽  
Education And Training ◽  
Experimental Methodology ◽  
Development Model ◽  
Employability Skills ◽  
Career Management ◽  
Conceptual Frameworks ◽  
Graduate Attributes ◽  
Graduate Employability ◽  
And Training

This paper aims to present an exploratory literature review from the “Education and Training” journal indexed in Scopus, which has published 99 articles about “Graduate Employability” from 2005 to 2021. After cleaning, classifying and reading these articles with NVIVO; As a result, we have found that authors utilize: quantitative, qualitative, mixed and experimental methodology to address problems related to graduate attributes, graduate employability skills and constructs, enhance employability, self-employability perception and employers perceptions. Also, we have identified three famous conceptual frameworks to measure graduate employability: the Graduate Employability Development model [1], the CareerEDGE model [2] and the Career Management Employability model [3].

scholarly journals Employer perspectives of the current and future value of STEM graduate skills and attributes: An Australian study

2015 ◽  
Vol 6 (1) ◽  
pp. 100-115 ◽  
Author(s):  
Gerry Rayner ◽  
Theo Papakonstantinou
Keyword(s):  
Real Life ◽  
Government Funding ◽  
Employability Skills ◽  
Australian Study ◽  
Generic Skills ◽  
Self Confidence ◽  
University Courses ◽  
Graduate Employability ◽  
Future Value ◽  
Development Evaluation

Graduate employability has become increasingly contentious as employers call for greater development, evaluation and benchmarking of student skills and capabilities in university courses. However, the increasing range of graduate attributes and competencies demanded by industry is further pressuring an Australian higher education sector already stretched by greater student numbers and declines in government funding. Given these circumstances, there is a need to better understand employer perspectives of the current and future value of vocational, interpersonal and generic attributes of STEM graduates. A survey of STEM graduate employers showed that vocational skills, such as graduates' abilities to contextually apply and develop knowledge, together with generic skills such as critical thinking and problem solving, were valued most highly. Conversely, self-confidence and independence, along with numeracy and related skills, were valued least by the employers. However, attributes such as flexibility / adaptability, self-confidence, personal planning and organisation and developing knowledge relevant to the position were all predicted to become significantly more valuable in a decade's time. The results of this study suggest that Australian undergraduate STEM curricula, which commonly focus on knowledge acquisition, be redesigned and restructured to provide students with opportunities to apply such knowledge more often, and in real life, industry-based contexts, such as WIL and IBL programs. Through such initiatives, together with greater dialogue and collaboration between academics and employers, employability skills and attributes can be better inculcated in undergraduates, to the benefit of graduates and society as a whole.

scholarly journals Graduates’ employability skills in East Africa

2021 ◽  
Vol 12 (2) ◽  
pp. 169-184
Author(s):  
Lourdes Guàrdia ◽  
Federica Mancini ◽  
Pedro Jacobetty ◽  
Marcelo Maina
Keyword(s):  
Focus Groups ◽  
East Africa ◽  
Academic Community ◽  
Employability Skills ◽  
Skills Gap ◽  
East African ◽  
Skill Sets ◽  
Graduate Employability ◽  
Components Analysis ◽  
Sub Saharan

This paper reports a study about the perceptions of the academic community, employers and civil servants regarding graduates’ employability skills in East Africa. Specifically, it focuses on the mismatch between skills acquired in Higher Education (HE) and those in demand by employers, and explores factors influencing the situation. A mixed method approach was implemented including a survey and a set of focus groups. The questionnaire on employability skills was distributed among regional stakeholders attending the Open Day events organised by three East African HE Institutions. A Principal Components Analysis was applied for the categorisation of the most in-demand skills and the identification of four major workplace skill sets. To gain further insights into the stakeholders’ perceptions of the graduate employability skills gap, 11 focus groups were organised at the same universities. The general results showed that employability skills were mostly perceived as insufficiently developed during the students’ progress in their programs. The final results enabled a better understanding of the nuanced relationship between labour market valuation and graduates’ acquisition of each skill set. It also allowed us to identify problems and barriers, and suggest possible solutions to overcome the shortcomings experienced by the sub-Saharan HE system.

scholarly journals Enhancing PASS leaders' employability skills through reflection

2015 ◽  
Author(s):  
Amanda Zacharopoulou ◽  
Melanie Giles ◽  
Joan Condell
Keyword(s):  
Research Evidence ◽  
Employability Skills ◽  
Graduate Employability ◽  
Building Activities ◽  
The Impact ◽  
Skill Building ◽  
Senior Students ◽  
Further Development ◽  
Quantitative And Qualitative Methods

Whilst the benefits for students attending Peer Assisted Study Sessions (PASS) have been widely acknowledged, the benefits for its leaders have not been as clearly evaluated. This paper will explore how the more senior students who take on the role of PASS leader can develop employability skills through a programme of activity that formally rewards students for their participation and assists them in articulating their competencies. The paper presents the findings of a project undertaken by a cross-disciplinary team at Ulster University which focused on the benefits for PASS leaders and, more explicitly, on graduate employability skills such as communication, teamwork and leadership. Students were required to reflect on the PASS process and plan for subsequent sessions whilst also engaging in a series of skill-building activities (games and various practical exercises) which focused on those facets of employability that are of direct relevance to the PASS experience. Quantitative and qualitative methods were employed to evaluate the impact of the PASS programme: initial findings suggest that the programme served to enhance students' perceived competence in respect of some employability skills (e.g. spoken communication) but, more generally, served to raise their awareness and highlight their limitations in some areas. This paper suggests that the process of reflection has helped them to better articulate these skills and identify the steps needed to further develop them. As such, this project has provided research evidence to support the effectiveness of the PASS process and a collection of materials to support the further development of its leaders.

Graduate employability

2019 ◽  
Vol 9 (4) ◽  
pp. 620-636 ◽  
Author(s):  
Ugochukwu Chinonso Okolie ◽  
Hyginus Emeka Nwosu ◽  
Sunday Mlanga
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Design Methodology ◽  
Employability Skills ◽  
University Professors ◽  
Teaching Resources ◽  
Content Type ◽  
Know How ◽  
Graduate Employability ◽  
Executive Officers

Purpose Following the outcry of several employers that many higher education (HE) graduates do not possess employability skills and therefore are not employable, the purpose of this paper, therefore, is to examine what the labour market (LM) actually demands from the higher education institutions (HEIs) and how the demands of the LM can be met by the HEIs in Nigeria. Design/methodology/approach The study is based on interviews and focus group with 28 university professors, executives of the students’ industrial work scheme (SIWES), industry executives, executive officers of the Directorate of Employment and the HE course/programme leaders that revealed substantial information about what the LM actually requires from the HE, and how the HE can meet the demands of the LM in terms of supply of quality graduates. Findings The key findings reveal that with adequate teaching resources and competent teachers, graduate employability skills (technical and soft), which the LM demands from the HEIs, can be imparted to the students. Concerning LM and HEIs partnerships, it is found that understanding the demands of the LM by the HEIs can enhance the graduates’ outcomes and their prospects in the LM. Research limitations/implications The study argues that the graduate employability is still relevant to the existing practice, but further engagement and research surrounding how the HEIs in the developing countries, especially Nigeria, can meet the actual demands of the LM in terms of competent graduates are needed to examine this range of HE. Originality/value The study provides significant suggestions on the improvement needs of the HE teachers to inspire and motivate students to increase the knowledge (know-how), skills (how to do), self-efficacy (effectiveness) and qualities (technical and creative knowledge) required by the LM.

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