Architecture graduate work readiness: The gap between learning and employability.

Abstract

The study investigates and compares the experience and expectation of employers and graduates on architecture graduate work readiness in relation to employability skills using a quantitative method. A total of 141 graduates and 85 employers completed a set of survey measuring the same variables but from different perspectives. The collected data was analyzed using SPSS v 25. Study findings show that perception of employers and graduates are similar on the architectural course and how it trains the graduates for practice. However there is a small gap in the perception graduates work readiness; architectural course curriculum, and graduates’ practical skills. The results revealed that the graduates confidence level in their work readiness is moderate (M = 3.42., SD = 0.843), concurring with the employers who reported that graduate are not entirely ready (M = 3.62., SD = 0.648). However, the employers’ score employability skills is lower than the graduates’ score, especially in areas such as knowledge of Uniform Building By-Law (UBBL) requirements and sustainable approaches (RK) (M=3.29, SD=0.881) and CTS (M = 3.41, SD=0.837). Thus, the study suggests opportunities in current learning in architectural course to be transformed using “work based learning” to enhance the graduates employability skills.

Academic-faculty environment and graduate employability: variation of work-readiness perceptions

“…In alignment with the result of this study, Mari et al (2019) maintained that graduate employability is mostly the university's responsibility compared to employers and students. Future graduates anticipate everything they have studied at school to be applied to their actual careers (Mari et al, 2019). As it has been stated, "an excellent and effective study environment is what makes the most remarkable difference in the learner's scholastic achievement" (Chigbu and Nekhwevha (2021a,b), p. 1).…”

“…How higher education institutions arrange themselves determines their learners' quality of learning, readiness, skills, confidence, and career attitude. Completing graduates assume that the HEIs would have the requisite preparation to equip them with invaluable employability skills and knowledge compulsory for the workplace (Mari et al, 2019). While some prospective graduates highly rated their faculty support in influencing their perceived graduate level of employability, a good number of graduates were not academically impacted by their teaching and learning members.…”

“…As the findings indicate, university learners' perceived employability aligns with the university's role in equipping students to engage in the work environment. Scholars across the globe (Harvey, 2000;Archer and Chetty, 2013;Bennett, 2019;Mari et al, 2019;Ndebele and Ndlovu, 2019;Ohei et al, 2019;Okolie et al, 2020) are all in agreement that HEIs have a decisive function to perform in the development of academic graduates with practical abilities, qualities, consistent expertise, and practice in the work environment. In alignment with the result of this study, Mari et al (2019) maintained that graduate employability is mostly the university's responsibility compared to employers and students.…”

“…Scholars across the globe (Harvey, 2000;Archer and Chetty, 2013;Bennett, 2019;Mari et al, 2019;Ndebele and Ndlovu, 2019;Ohei et al, 2019;Okolie et al, 2020) are all in agreement that HEIs have a decisive function to perform in the development of academic graduates with practical abilities, qualities, consistent expertise, and practice in the work environment. In alignment with the result of this study, Mari et al (2019) maintained that graduate employability is mostly the university's responsibility compared to employers and students. Future graduates anticipate everything they have studied at school to be applied to their actual careers (Mari et al, 2019).…”

The importance of part-time work to UK university students

“…In addition to the uncertainty created by Brexit and Covid-19, a constant challenge faced by graduates is that UK employers remain unconvinced about graduates' work-readiness credentials (Baska, 2019). While not all employers are adept at assessing the work readiness of graduates (Caballero and Walker, 2010), and employers and graduates may have differing perceptions as to what is meant by work readiness (Ayoubi et al, 2019;Mari et al, 2019), employers generally feel that graduates are not work ready (Chavan and Carter, 2018). It is the possession of what are known as 'employability skills' (see for example, Boden and Nedeva, 2010) which indicate the ability of individuals to do a job successfully that are sought by employers.…”