Employability through the curriculum

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

“…Brown, Hesketh and Wiliams (2003) elaborated on this, stressing that employability was both relative and absolute, as any individuals possessing a particular set of skills and experience (absolute) would not determine employment in an unstable and unpredictable (relative) jobs market. At the beginning of the 21st century researchers into employability skills became more concerned with the notion of graduates doing graduate level jobs; the ability to do a job rather than the skills and tactics needed to get a job (Harvey, 2001;van der Heijden, 2001;Yorke, 2001;Knight and Yorke, 2002). This shift in perspective required a more complex description and understanding of the skills, attributes and competencies; one which focused as much on generic skills as subject specific knowledge.…”

“…While Knight and Yorke (2002) distinguish between the ability to get a job and maintain successful employment, Yorke (2006) emphasises skills and knowledge rather than achievements. It is clear both definitions recognise the importance skills and personal attributes, but the subjectivity involved in what these may be invites further discussion.…”

“…In addition, the success of any government policy to promote employability might be measured in terms of the numbers of graduates in graduate level jobs, thus equating employability with employment (Wilton, 2008). The definitions chosen for evaluation by the participants of this study (Knight & Yorke, 2002;Yorke, 2006) were focused on the ability to attain and maintain graduate level jobs, but did not consider the changing structure of labour markets. When shown the two definitions some participants did not always find them to be clear, or even useful, as illustrated by one perceptive lecturer comment: Achievements?…”

“…Not only did the scheme enhance students' perceived competence in areas of employability, but also raised awareness of limitations in other areas. Knight and Yorke's (2002) USEM model of employability also stresses the role of metacognition and reflection to help students articulate their achievements. The benefits of experiential learning are well reported (Kolb 1984).…”

“…This is not to say that students do not see the connection between class activities and employability, it is more that they see coursework as a means to an end; achieving the grades necessary for a good degree classification. Knight and Yorke (2002) advocate an approach to teaching and assessment that is directed towards students becoming aware of their achievements, and documenting them in a formalised fashion. Doing this will perhaps better equip students with the tools needed to demonstrate their employability skills to employers, something that students of this study would benefit from.…”