‘Because Sometimes Your Failures Can Also Teach You Certain Skills’: Lecturer and Student Perceptions of Employability Skills at a Transnational University

Paterson, Richard

doi:10.17583/qre.2017.2583

Cited by 18 publications

(17 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Furthermore, employer and graduate said differently on employability skill (Mohamed and Noor, 2013;Erni, 2018). However, students and lecturers share similar perspectives on the importance of employability (Paterson, 2017). Employability skills required by employers are interpersonal relations, coping with emotions, self-awareness, and empathy (Al-Alawneh, 2014).…”

Section: Employability Skillsmentioning

confidence: 99%

The Employability Skills Performance of Business Graduates in Malaysia: Do Employers, Graduates and Academicians Speak the Same Language?

Tanius

Johari

Yulia

et al. 2019

International Journal of Asian Social Science

View full text Add to dashboard Cite

Employability skills may implicate and reflect the employment opportunity especially among the new graduates. This study aims to compare the performance of employability skills among new business graduates in Malaysia base on stakeholder perceptions; they are the employer, academician and new graduate. Besides, is to identify if there is any significant difference between their opinions. Three sets of questionnaires were established to evaluate employability skills; they are basic, applied, interpersonal and 21st-century skills. The result revealed that stakeholders rated the performance of new graduate high and interpersonal skill is the most performed. The result also revealed that they speak in a different language in which specific skills is the most important than the others. Accordingly, recommendations and limitations highlighted in this study. Contribution/ Originality:This study contributes to the existing literature that provides practical evidence on the role of employers, academicians, and graduates in the employment opportunity. Besides, to offer the stakeholders some clear picture on current employability skills gap that links directly to the performance and sustainability of organization and country as the whole.

show abstract

Section: Employability Skillsmentioning

confidence: 99%

The Employability Skills Performance of Business Graduates in Malaysia: Do Employers, Graduates and Academicians Speak the Same Language?

Tanius

Johari

Yulia

et al. 2019

International Journal of Asian Social Science

View full text Add to dashboard Cite

show abstract

“…Employability therefore does not depend on the acquisition of a single skill and/or knowledge set, but is rather a multilayered concept influenced by a variety of stakeholders, including the individual candidate and prospective employers, as well as the educational content, context and opportunities. Employability is multifaceted in that it may be internal (it involves the academic performance, ambitions and confidence of students) (Hooley, 2017;Harry, Chinyamurindi & Mjoli, 2018) and/or external (it involves institutional reputation, credibility and the demand in a field of study) (Paterson, 2017).…”

mentioning

confidence: 99%

Factors that influence the employability of National Certificate (Vocational) graduates: The case of a rural TVET college in the Eastern Cape province, South Africa

Mabunda¹,

Frick²

2020

JOVACET

View full text Add to dashboard Cite

Enhancing the employability of National Certificate (Vocational) NC(V) graduates in South Africa is important. If NC(V) graduates are not employable, this has a negative impact on both the local economy and the future prospects of these young adults. Yet, national data show high youth unemployment rates which includes those with NC(V) qualifications. The factors that influence the employability of these graduates – particularly in the rural areas of South Africa – are not well documented. This study therefore explored the factors that influence NC(V) graduates’ employability by means of a case study at a rural TVET college in the Eastern Cape province of South Africa. The case focused on recent NC(V) graduates’ perceptions of their own employability and also on input from lecturers in selected NC(V) programmes and potential employers in the study area. Semi-structured interviews were conducted. The findings indicate that negative stakeholder perceptions exist about the employability of NC(V) graduates in the study context, which was a major factor in determining these graduates’ employment prospects. Furthermore, there have been no attempts to strengthen relations between the particular vocational institution and the local employment industry included in the study. The TVET college was hampered by poor planning, while prospective employers had limited awareness of the NC(V) curriculum and its objectives. These factors underscore the dissatisfaction among rural stakeholders with the employability of NC(V) graduates in the study context.

show abstract

“…Of these, the latter can only really be acquired in genuine work situations, while the generic skills can be developed through established pedagogies such as collaborative project work, case study analysis or a variety of assessment tasks. The role of HEIs is to not only ensure that graduates make the most of their formal learning environment, but also help students to develop the ability to describe the skills and achievements they have acquired (Paterson, 2017). This is best facilitated if teaching staff are aware of the importance that learning environments have in skills development, and if the staff have the necessary pedagogic skills themselves to effectively support the learning process.…”

Section: Employability and Evidenced Based Pedagogymentioning

confidence: 99%

“…Training national labour forces for the demands of industry, essentially a top-down implementation of HE curricula, has drawn a variety of responses from other stakeholders, but again, these studies have been mostly limited to Anglo-Saxon countries, as detailed in the previous sections. Studies that explore stakeholder perceptions of employability in globalsouth contexts are rare; research in a transnational Central Asian setting indicated that students were lacking in their ability to describe their own employability narratives, possibly impinging on their ability to move from education to work environments (Paterson, 2017). Koloba (2017), in a quantitative study of South African university students, maintains that while there is a strong link between perceived employability and the employability skills of students, enhanced employability is also largely determined by the state of the local labour market.…”

Section: The Limited Context Of Pedagogy For Employability Researchmentioning

confidence: 99%

From Employment to Employability: Uzbekistan and the Higher Education Skills Agenda

Paterson

2019

Silk Road: A Journal of Eurasian Development

Self Cite

View full text Add to dashboard Cite

This article outlines the origins of employability as a concept related to higher education, and its impact on Uzbek higher education policy. By arguing that the recognition of employability arose out of changes in global employment demands, and is aligned to global theories of human capital, it can be asserted that the topdown Uzbek government driven changes in higher education policy have reinforced the employability agenda. Although it is debatable whether a top-down enforced employability agenda is beneficial in terms of pedagogy, many universities are incorporating pedagogy to develop employability in their programmes. It is argued that ideas of pedagogy for employability can be best exploited if linked to the ideas of pre-professional and graduate identity, and even more so if both lecturers and students understand how learning environments can be used to best effect. Also highlighted is the fact that debates surrounding employability have taken place over recent years in primarily Anglo-Saxon contexts, and that there is a need for research in a more diverse range of higher education institutions, particularly in Central Asia.

show abstract

‘Because Sometimes Your Failures Can Also Teach You Certain Skills’: Lecturer and Student Perceptions of Employability Skills at a Transnational University

Abstract: To cite this article: Paterson, R. (2017). 'Because sometimes your failures can also teach you certain skills': Lecturer and student perceptions of employability skills at a transnational university.

Cited by 18 publications

References 35 publications

The Employability Skills Performance of Business Graduates in Malaysia: Do Employers, Graduates and Academicians Speak the Same Language?

The Employability Skills Performance of Business Graduates in Malaysia: Do Employers, Graduates and Academicians Speak the Same Language?

Factors that influence the employability of National Certificate (Vocational) graduates: The case of a rural TVET college in the Eastern Cape province, South Africa

From Employment to Employability: Uzbekistan and the Higher Education Skills Agenda

Contact Info

Product

Resources

About