A systematic review of Australian higher education students’ and graduates’ work readiness

Orr, Poppy; Forsyth, Loch; Caballero, Catherine; Rosenberg, Caroline; Walker, Arlene

doi:10.1080/07294360.2023.2192465

Cited by 9 publications

(5 citation statements)

References 45 publications

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“…Yet, Laasch et al (2023) argue that the signature pedagogies of business schools (lectures, case studies and basic group work) centre on "knowing" and "thinking" whilst ignoring domains of "acting" and "being". Here WIL is offered as the remedy by involving students in meaningful industry and/or community engagement (Orr et al, 2023) and purposefully integrating theory with practices of work (Lester and Crawford-Lee, 2023). Acknowledging students' difficulty in adjusting to the physical and social aspects of the work environment, Fettes et al (2020) recommend using authentic materials to replicate demands of the workplace.…”

Section: Competency Development In Higher Educationmentioning

confidence: 99%

“…Competencies are integrated capabilities comprising knowledge, skills and abilities. The necessity to re-evaluate how competencies are developed occurs at a time when graduate stress, burnout and attrition are rife (Orr et al, 2023). Competency gaps are recognized in numerous business contexts, including preparedness for transitioning to work (Garc ıa-Cabrera et al, 2023) and human resource competencies (Bogd any et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

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Synergistic competencies of business graduates for the digital age: directions for higher education

Butcher,

Sung,

Cheah

2024

IJEM

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PurposeFor business and management higher education (HE) to transition graduates to digital workplaces and careers, it’s crucial they develop competencies (digital and traditional, soft and technical, new and old) that are relevant and applicable.Design/methodology/approachInsights are obtained from 60 comprehensive interviews with HE business students, educators and industry practitioners.FindingsSix synergistic competencies are described that leverage synergies of (often) divergent competencies in the digital age of business, integrating them with a recently emerged multi-disciplinary competency framework. Each synergy states its target application, purpose and is aligned with specific HE practices.Originality/valueScholarship of competencies is re-oriented away from clusters and towards synergies, with a new inter-disciplinary competency framework validated to business in the digital age, with directions provided for HE.

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Section: Competency Development In Higher Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Synergistic competencies of business graduates for the digital age: directions for higher education

Butcher,

Sung,

Cheah

2024

IJEM

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“…In this vein, Llinares et al (2013) point to establishing close links between academia and business to promote employability among undergraduates. In addition, the demand for new graduate employees and employers' expectations that graduates possess general and specific skills highlight the importance of methodological initiatives that link educational institutions with businesses to achieve better job-ready graduates (Orr et al, 2023).…”

Section: Entrepreneurship and Sustainability Issuesmentioning

confidence: 99%

Training higher education students for employability skills: Is it worth it?

Rubio‐Andrés¹,

Ramos-González²,

Molina-López³

et al. 2023

JESI

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This paper reflects on the importance of employability skills for higher education students in the present and future working environment to determine the impact these skills may have on student competitiveness and satisfaction. The study focused on university students in the Madrid region during their final academic year who participated in a teaching activity that launched real business challenges. We created a model that analyzed the impact of employability skills on student competitiveness and satisfaction and the mediating role of competitiveness in two different moments (before and during the COVID-19 pandemic). Empirical findings suggest that students' improved employability skills increased their competitiveness and satisfaction, with competitiveness as a mediating factor. Thus, academic authorities must focus on students acquiring employability skills, which are among the most valuable in the labour market and positively impact student competitiveness and satisfaction. This way, future graduates can work successfully in a changing and demanding world and find positions aligned with their training. In contrast to some studies that place the teacher as the research target, ours focused on the student and the impact these skills have on the variables mentioned.

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“…A learning environment prioritising graduate employability allows students to develop work-readiness skills from experiential learning activities (Orr et al, 2023). WIL potentially improves employability, thus leading to the development of employable graduates (Palmer et al, 2018).…”

Section: The Significance Of Wil In Mining Engineering Programmesmentioning

confidence: 99%

“…In response, universities continue to engage in initiatives that improve graduate attributes and employability skills and that address policy and market pressures (Healy, 2023), thus becoming responsive to the needs of the employment system (Cai, 2013). Due to the heightened focus on employability and the successful transition of graduates to the labour market, universities play a crucial role in developing work-ready graduates (Orr et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Employers’ perspectives on employability skills and attributes of mining engineering undergraduates in South Africa

2023

SJEE

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There is an increasing demand for universities to produce work-ready graduates in the mining sector. Universities and industry therefore acknowledge the need to support graduate employability through various strategies that focus on theory-practice integration. Mining engineering undergraduate programmes offered in South Africa furnish students with knowledge and skills that enable them to effectively transition to the workplace. This signifies the valuable employability skills and attributes which are highly sought after in the workplace. This article presents data based on interviews with employers in the mining industry. The paper draws from Kolb's experiential learning theory which provided an analytical lens for the study. The article presents findings on the following themes: development of reflective learning experiences; enhancing workplace experience through work-integrated learning (WIL); development of employability skills; and university and mining company partnerships. In conclusion, this qualitative study on employers' perceptions regarding the attributes of mining engineering undergraduates may play a significant role in understanding the mining sector's contribution to fostering employability among students.

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A systematic review of Australian higher education students’ and graduates’ work readiness

Cited by 9 publications

References 45 publications

Synergistic competencies of business graduates for the digital age: directions for higher education

Synergistic competencies of business graduates for the digital age: directions for higher education

Training higher education students for employability skills: Is it worth it?

Employers’ perspectives on employability skills and attributes of mining engineering undergraduates in South Africa

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