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
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.
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.
PurposeThe purpose of this paper is to present research into approaches to employability and entrepreneurship education at two universities: one British (The University of Central Lancashire “UCLan”) and one Chinese (Shanghai Institute of Foreign Trade “SIFT”). It explores the similarities and differences in an approach to employability and entrepreneurship education and illustrates best practice.Design/methodology/approachA combination of questionnaires, observations and statistical comparisons are taken from a PMI2 exchange project (Second Prime Minister's Initiative for International Education) funded by the British Council.FindingsFundamentally different philosophies in the two countries lead to different models and approaches. Examples of best practices in employability and entrepreneurship education in a global context are highlighted. Models of employability are discussed and the challenges, opportunities and possibilities of future work are also presented.Practical implicationsThe paper will be of value to teachers and researchers forging links between universities in the UK and China, in particular those that wish to support and encourage employability and entrepreneurship within their curricula.Originality/valueThe paper helps to clarify the similarities and differences in approach to employability and entrepreneurship education in the UK and China and offers suggestions for enhancing the success of such collaborations.
During the COVID-19 pandemic, health professionals, including non-medical prescribers, needed to assess and treat patients whilst minimising personal contact. This required the rapid implementation of remote consultations. Simultaneously, in health education, virtual learning was fast-tracked to reduce transmission of the virus. A non-medical prescribing academic team and their learners (students) embarked upon a transitional journey to integrate remote consultations into the curriculum. This article will share the experiences of the academic team and learners during this transition and address the practical aspects of conducting remote consultations whilst maintaining patient safety, professional regulations and governance.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.