This paper introduces a straightforward, practical model of employability that will allow the concept to be explained easily and that can be used as a framework for working with students to develop their employability. PurposeThe model was developed from existing research into employability issues and the experience of the authors. The various elements of employability included in the model are discussed and their inclusion justified on the basis of existing research. Design/methodology/approachThe relationships between and the interaction of the elements within the model remain theoretical. Further research to test the model is planned and will be reported on at a later date. Research limitationsThe model can be used to explain the concept of employability to those new to the subject, and particularly to students and their parents. It will be a useful tool for lecturers, personal tutors, careers advisors and any other practitioners involved in Practical implications employability activities. It will also be used to develop a measurement tool for employability.This paper seeks to fill the gap between in depth, scholarly and complex articles or books about employability and very simple descriptive articles. It sets out for the first time exactly what is meant by employability, in clear and simple terms, and the model suggests directions for interaction between the various elements. It will be of value to anybody with an interest in employability issues.Originality/value

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Purpose -There has been little empirical research conducted in relation to graduate employability and diagnostic tools available in this area are very limited. The purpose of this paper is to introduce and explore the factor structure of a new measure of employability development, the CareerEDGE Employability Development Profile (EDP). Design/methodology/approach -The EDP was completed by 807 undergraduate students, providing data for exploratory and confirmatory factor analyses. Findings -The analyses suggest that the EDP is multidimensional and maps clearly onto the CareerEDGE model of graduate employability. Research limitations/implications -These findings are discussed and interpreted as offering support for the use of the EDP with students as a developmental tool and as a measurement tool for use in the design, implementation and evaluation of employability interventions or other research purposes. Originality/value -The provision of a practical employability development tool that is suitable for use with students of any Higher Education institution. The findings also add to the limited literature on graduate employability.

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Purpose -The purpose of this paper is to discuss how the terms "employability", "enterprise" and "entrepreneurship" are currently being used, often interchangeably, within higher education, and to propose how to clarify this issue with the terminology. Design/methodology/approach -The approach taken is to discuss the three terms and some of their current conceptualisations and suggest ways to clarify the terminology. Possible methods of operationalising the three concepts within higher education are also suggested. Findings -Employability, enterprise and entrepreneurship are high on the agendas of many higher education institutions. There is a crucial need for agreement on definitions particularly when strategies are being implemented. It is suggested that currently the terminology is often used carelessly and interchangeably, resulting in confusion for HE staff, students and employers. Originality/value -The paper offers a clear way of defining the concepts and will be of value to anybody with an interest in employability, enterprise or entrepreneurship within higher education.

Emotional self-efficacy (ESE) is an important aspect of emotional functioning, with current measures for children and adolescents focused on the measurement of self-beliefs in relation to the management of emotions. In the present study, we report the psychometric properties of the first adaptation of the Emotional Self-Efficacy Scale for youth (Youth-ESES) that measures additional aspects of ESE, such as perceiving and understanding emotions and helping others modulate their emotions. Participants were 192 young adolescents aged 11 to 13 years from a U.K. state school. They completed the Youth-ESES and measures of ability emotional intelligence (EI) and cognitive ability. Results support the same four-factor structure that has been previously documented using the adult version of the ESES, with the four subscales being largely independent from cognitive ability and only moderately related to ability EI. However, the four subscales were less differentiated in the present study compared with adult data previously published, suggesting that there is a strong general factor underlying young adolescents' ESE scores. Overall, the results suggest that the adapted Youth-ESES can be reliably used with youth, and that confidence in how a young person feels about his or her emotional functioning remains distinct from emotional skill.

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