A Bibliometric Review on Outcome-Based Learning for Graduate Employability: Mapping the Research Front

Raihan, Mohammad Zahir; Azad, Md. Abul Kalam

doi:10.1177/00220574211016444

Cited by 10 publications

(6 citation statements)

References 62 publications

(107 reference statements)

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“…This method has been used widely in social sciences in recent years (Pham et al, 2021). Many studies related to employability issues have been published, including outcome-based learning for graduate employability (Raihan and Azad, 2021) and the development of employability skills based on extracurricular activities (Aliu and Aigbavboa, 2021). Therefore, a bibliometrics method was adopted in this study.…”

Section: Methodsmentioning

confidence: 99%

“…In addition, Noori and Azmi (2021) carried out a bibliometric review of outcome-based learning for graduate employability in HEIs with the confirmation that “the success factor of higher education among the university and educational institutions is outcome-based learning” (p. 1). In addition, Raihan and Azad (2021) published a review of 59 articles published in 45 peer-reviewed journals from 2008 to 2021 on students’ perceived employability. The review focused on the explanation of students’ perceived employability and publications on perceived employability.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…(Byl et al, 2016, p. 2). Although some scholars have employed bibliometric methods to investigate employability, their focus was on only certain periods of time or specific aspects of employability such as outcome-learning for employability (Noori and Azmi, 2021;Raihan and Azad, 2021;Masduki et al, 2022). Therefore, the aim of the current study was to document and analyze trends in research on employability over the past 38 years using a bibliometrics method, thus providing a better and more profound understanding of employability in the period from 1972 to 2019.…”

Section: Introductionmentioning

confidence: 99%

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A bibliometric review of research on employability: dataset from Scopus between 1972 and 2019

Dinh

Luong

Pham³

2022

HESWBL

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PurposeEmployability has long been a concern of scholars because of its complicated nature and changes in the requirements in labor markets to meet the new requirements of the Industrial Revolution 4.0 and globalization. However, there has not yet been much systematic investigation of the existing literature tracing the trends, changes and developments in employability research. This paper aims to fill this void by analyzing data obtained from the Scopus dataset from 1972 to 2019.Design/methodology/approachA total of 1,703 Scopus-indexed articles were filtered from 7,885 documents. The results reflect a rapidly emerging literature on employability, given the worldwide interest in this topic. Using descriptive statistics and bibliometric analyses, the review identified trends in employability research, whose impact has been sustained for several decades.FindingsWith science mapping, the conceptual structure of scientific disciplines was visualized, highlighting three main schools of thought including employers’ requirements and higher education institutions’ preparation; the antecedents of employability; and the role of work-integrated learning in enhancing employability.Originality/valueThe paper calls for more integrative research focusing on personal agency with the development of career paths inside organizations as well as for a more focus on a multilevel perspective exploring both individuals' and organizations’ perceptions.

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Section: Methodsmentioning

confidence: 99%

Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A bibliometric review of research on employability: dataset from Scopus between 1972 and 2019

Dinh

Luong

Pham³

2022

HESWBL

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“…Significant effort is required for university staff to build relationships with employers and develop WIL placements, industry projects and mentorship programs, and universities need to adequately resource these activities (Tsiligiris & Bowyer, 2021). Governments can encourage and facilitate university-employerprofessional association partnerships, including reviewing and renewing curriculum to include the knowledge and skills required across industries in relevant disciplines (Osmani et al, 2015;Raihan & Azad, 2023;Senan & Sulphey, 2022). Partnerships may also assist in the development of common language around graduate outcome statements, generic competencies, capacities and capabilities, and how these can be evidenced on transcripts or through digital badges (Chan & Chen, 2022).…”

Section: Implications For Administrators and Policymentioning

confidence: 99%

Employability Learning and Teaching Research: A Twenty Year Structured Narrative Review

Choi-Lundberg,

Douglas,

Bird

et al. 2024

JUTLP

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Employability is a set of key personal attributes and transferable and discipline-specific skills considered essential for effective workplace performance; however, there are numerous perspectives about employability and how to develop it in higher education. Definitions and measurements of employability are influenced by factors such as government policy, requirements of employers, discipline norms and structural barriers. In the context of the Special Issue: 20-year JUTLP Review, this structured narrative review aimed to explore and understand employability to inform higher education learning and teaching practice. Forty-six articles published in the Journal of University Teaching & Learning Practice were included, set in the context of 45 review articles on employability sourced from Scopus and ERIC databases and other selected literature. Several definitions of employability drew on existing employability frameworks and researchers’ evolving conceptions of employability within their disciplinary contexts. We propose a composite definition of employability based on the findings from this review: Employability is lifelong, evolving and complex, requiring adaptability and capabilities including knowledge, skills and attributes to obtain sustainable employment and resolve work ambiguities in challenging globalised, sociocultural and economic contexts. Higher education teaching practices, curriculum and assessment develop employability by developing discipline-specific alongside transferable knowledge, skills, attitudes, literacies, competencies, capacities and capabilities relevant to potential workplaces and aligned with employability attributes. Student-centred experiential learning models such as work-integrated learning, internships, industry experience, problem-based learning and reflection promote employability. Higher education also should promote career development competencies to enable students to showcase their skills, experiences, and attributes to employers through e-portfolios.

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“…Our review identified a number of employability development models from the literature that HE institutions could use to promote CDL among their students. Although fewer studies have confirmed the successful application of certain models in the HE environment [14], it is established that there is a potential mismatch in what expectations universities have and how they wish to achieve those [15], [16]. Lack of cohesion in students" available careers support and their employability learning is due to the research gap between the literature on (i) graduate employability (which is explored across social and educational systems and policies, institutional strategies, and individual GE) and (ii) career development (how people make career decisions, navigate career paths, approach career issues) [17].…”

Section: Career Development Learning and Employabilitymentioning

confidence: 99%

Graduate Employability Learning Through Self-Determined Learning Model of Instruction (Sdlmi) Driven Digital App

Abbas¹,

Iqbal²,

Boyle³

et al. 2022

INTED2022 Proceedings

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Teaching graduate employability skills (GES) is a complex task that needs to be considered from the higher education (HE), employer, policy, and student perspectives. This 4-European countries partnership research has developed a digital application (the GES-App) to assist higher education students in thinking more actively about their employability skills, and supporting them to be better prepared for employers. The app allows the students to plan, record and evidence the acquisition and development of graduate employability skills (GES) throughout their university journey. As "digital natives" who have been brought up with digital technology and embrace universal smartphone use, an app-based approach to GES development is highly favourable. Drawing upon the elements of the selfdetermined learning model of instruction (SDLMI), the GES-App uses motivational, interactive exercises and achievable goal-based tasks, to induce a sense of fun in users and develop selfactualization patterns that will help to raise awareness of employability issues.

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A Bibliometric Review on Outcome-Based Learning for Graduate Employability: Mapping the Research Front

Cited by 10 publications

References 62 publications

A bibliometric review of research on employability: dataset from Scopus between 1972 and 2019

A bibliometric review of research on employability: dataset from Scopus between 1972 and 2019

Employability Learning and Teaching Research: A Twenty Year Structured Narrative Review

Graduate Employability Learning Through Self-Determined Learning Model of Instruction (Sdlmi) Driven Digital App

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