Conceptualizing Learning and Employability “Learning and Employability Framework”

Abstract

Extensive studies have been done on employability and the factors that lead to employability. Previous studies have focused on career development programs, internships, work experience programs, soft-skill development programs, and even university admission criteria which can be considered external factors to university student learning experience. Focus on these external factors and their influence on employability appears to have taken attention away from the core function of university education, "learning". Learning done in universities has been the focus of many studies but it's difficult to find consensus due to different learning models and approaches considered. Learning and employability are clearly supportive constructs but this relationship appears to be under represented and lacks clarity. Present study overcomes this issue by introducing a framework that clearly represents learning and employability in a manner that is both easy to understand while providing necessary theoretical support. The "Learning and employability framework" is at attempt to overcome the limitations of popular employability models which either lacks operational clarity or simplicity. The model has identified new dimensions of employability which were not considered in previous studies and links learning process, learning environment and learning outcomes to employability. Extensive review of literature on employability and learning revealed two new factors, namely; university reputation and learning outcomes and their influence on graduate employability. While learning outcomes appear to mediate the relationship between lower-tier employability skills and employability, university reputation appear to moderate learning outcome and employability. The "learning and employability framework" can be considered as a timely and relevant study since its simple enough to be understood by students, parents, employers and faculty while providing the required operational clarity and theoretical support for research community. The framework provides direction to those looking to design curricula and pedagogic approach to maximize employability.

Emerging trends and influences in Ghanaian hospitality industry education and employability

“…Similarly, Garwe (2014) supported the notion that a relevant curriculum has the greatest impact on enhancing employability. However, Sumanasiri et al (2015) argue that the focus of employability on external factors, such as career development courses, internships, work experience courses, soft-skills development courses, and even university admission criteria that influence employability, divert attention from the core function of HE, 'learning'. Maher (2006) states that, to make graduates more employable, new employability skills may be required in the evolving graduate employment market.…”

“…Smith et al (2014) argue that employability should begin with conceptualisation, as constructs grow by accretion. Employability has been subjected to various studies during the last five decades and yet still appears difficult to define and lacks generalisability (Sumanasiri et al 2015;Wickramasinghe and Perera, 2010). The politicisation of the concept by policymakers, HE and industry makes it even more difficult to reach a consensus, thereby allowing stakeholders to define the concept in their own context (Sumanasiri et al 2015;Smith et al 2014).…”

“…(El Mansour and Dean 2016; Sumanasiri et al 2015;Finch et al 2013;Pool and Sewell 2007;Cuyper et al 2008;Wickramasighe and Perera 2010;Smith et al 2015; McQuaid and Lindsay 2005; Knight and Yorke 2004). The few quantitative and empirical studies on employability have failed to provide conclusive evidence, adding to the complexity of establishing a universal definition of this phenomenon (Pool and Sewell 2007).…”

“…Harvey (2010) states that HE provides a variety of employability development prospects for students, such as life-long learning, self-presentation and many others. Sumanasiri et al (2015) see some developments in HE courses as implicit and that these should be embedded in degree courses, while others should be add-on modules made clearly visible in the curriculum. They argue that embedding employability in any 38 subject curriculum is possible without compromising academic freedom or the expectations of HEIs, employers and others regarding the current academic values.…”

“…Given its importance in the labour market discourse by employers policymakers and other elements of civil society, the idea of employability remains prominent among HEIs (Wharton and Horrocks 2015). Sumanasiri et al (2015) indicate that a clear relationship exists between the employability of HEI graduates and the actual learning activities that they engage in while undertaking their university degree courses. McQuaid and Lindsay (2005) presented a broader framework of employability to include individual factors, personal circumstances and external factors which acknowledge the vitality of the supply and demand factors, as indicated earlier.…”