Can students be taught to articulate employability skills?

Abstract

Purpose The purpose of this paper is to report on research findings from a teaching and learning intervention that explored whether undergraduate university students can be taught to articulate their employability skills effectively to prospective employers and to retain this ability post-course. Design/methodology/approach The study included 3,400 students in 44 courses at a large Canadian university. Stage 1 involved a course-level teaching and learning intervention with the experimental student group, which received employability skills articulation instruction. Stage 2 involved an online survey administered six months post-course to the experimental group and the control group. Both groups responded to two randomly generated questions using the Situation/Task, Actions, Result (STAR) format, a format that employers commonly rely on to assess job candidates’ employability skills. The researchers compared the survey responses from the experimental and control groups. Findings Survey results demonstrate that previous exposure to the STAR format was the only significant factor affecting students’ skills articulation ability. Year of study and program (co-operative or non-co-operative) did not influence articulation. Practical implications The findings suggest that universities should integrate institution-wide, course-level employability skills articulation assignments for students in all years of study and programs (co-op and non-co-op). Originality/value This research is novel because its study design combines practical, instructional design with empirical research of significant scope (institution-wide) and participant size (3,400 students), contributing quantitative evidence to the employability skills articulation discussion. By surveying students six months post-course, the study captures whether articulation instruction can be recalled, an ability of particular relevance for career preparedness.

Connecting experiences to employability through a meaning-making approach to learning

“…It has been argued that universities should bear some responsibility for assisting students to identify and articulate their employability (Tomasson Goodwin et al, 2019), to bridge what Joy, Shea and Youden-Walsh (2013) describe as the 'articulation of skills' gap. Identifying and articulating employability involves making meaning from learning experiences, including those that sit outside formal settings, for ongoing personal growth (Reid, 2020).…”

The relationship between employability skills and career adaptability: a case of undergraduate students of the United Arab Emirates

“…In recent reports, the top five employability skills for undergraduates, as identified by employers, include complex problem-solving, critical thinking, creativity, people management and coordinating with others (Brewer, 2013;Leopold et al, 2016). Research studies suggest that employability skills are highly valued; moreover, many employers rank employability skills above university degrees and reputation (Goodwin et al, 2019).…”

“…They note the skills gap between graduates' employability skills and the requirements of potential jobs (Griffin and Coelhoso, 2019;Rhodes et al, 2018). Other studies argue that university graduates may possess the desired employability skills but may not be aware they have them (Goodwin et al, 2019;Teng et al, 2019). Yet others note that, given the stiff labor market conditions, university graduates are more prone to go for what is available than to selectively choose jobs (Hossain et al, 2020).…”

“…Moreover, the term is often used to describe the training or foundation skills on which a person must develop job-specific skills. Other studies explain employability skills as those essential skills necessary for acquiring, keeping and performing well on a job (Goodwin et al, 2019;Griffin and Coelhoso, 2019). Employability skills are also known as key skills, core skills, life skills, essential skills, key competencies, generic skills, 21st-century skills, necessary skills and transferable skills.…”

Developing an industry job simulation program for graduate and postdoctoral trainees in life sciences

“…Life science trainees may encounter 'skills gaps' when pursuing industry careers. Even though they have advanced knowledge and skills, trainees may be unaware of career paths available to them or how to connect the soft skills they have with those sought out by employers (Archer-Kuhn & Rancourt, 2019;Council of Canadian Acadmies, 2021;Craig & Markowitz, 2017;Edge & Munro, 2015;Tomasson Goodwin et al, 2019). In addition, some trainees may need more opportunities to develop the soft skills sought out by employers (BioTalentCanada, 2020;Council of Canadian Acadmies, 2021;Edge & Munro, 2015).…”