Fit or Unfit? Perspectives of Employers and University Instructors of Graduates’ Generic Skills

Singh, Parmjit; Thambusamy, Roslind Xaviour; Ramly, Mohd Adlan

doi:10.1016/j.sbspro.2014.01.1429

Cited by 46 publications

(28 citation statements)

References 10 publications

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“…What was considered as important employability skills or work related skills in the 80's has transformed over the centuries to more high skill demands in the advanced world (O'Neil & O'Neil, 2014). Although it is reported that an estimated number of 100,000 graduates leave Higher Education Institutions (HEIs) every year (Singh, Thambusamy & Ramly, 2014), yet the alarming rate of unemployed graduates leaves many to question the employability and work readiness preparedness of the said graduates. The Department of Statistics, Malaysia (2017) indicates the rate of unemployment at 3.3% which means that graduates may not obtain immediate career placement upon graduation.…”

Section: Introductionmentioning

confidence: 99%

Stakeholders Perspective on Communicative Competence in Industry 4.0: Walk the Talk of Informative Technologists

Bhattacharyya¹

2018

SHS Web Conf.

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In facing the challenges of era 4.0, graduates are undoubtedly faced with language and communicative competency struggle to ensure that there is ease of transition from that of the academia to the workplace. This transition would entail innovative insight in language learning to equip graduates with apt technical and non-technical competencies for purposes of employability and work readiness. Graduates will need to familiarize themselves with the professional environment and be familiar with the language of the community of practice. To be considered a legitimate member of a community, the situated learning theory postulates that continued participation and engagement over a period of time with a community, provides one the ability to be considered as member of a community. For this purpose, a mixed method research was conducted in a private university to obtain the views of graduates and employers involved in student internship programs at an Information Technology (IT) company. Respondents were required to provide their feedback on communicative competence expected of interns for employability and work readiness. The study aims to share the communicative competencies and struggles as well as pedagogical implications expected of IT graduates in Industry 4.0. to be deemed employable and work ready.

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Section: Introductionmentioning

confidence: 99%

Stakeholders Perspective on Communicative Competence in Industry 4.0: Walk the Talk of Informative Technologists

Bhattacharyya¹

2018

SHS Web Conf.

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“…Crebert et al 2004;Kember 2009;Smith and Bath 2006), that a single method of teaching or pedagogical practice is not adequate and hence, cannot guarantee the learning of generic skills required by the labour market. A major challenge as pointed out by some of the participants is that there is a dissonance between the skills required by the labour market and what the HEIs offer the students in Nigerian HE; The participants' views corroborate the findings of Singh, Hambusamy, and Ramly (2014;332) that 'the students are losing out as the important skills are being side-tracked in favour of those skills that are more geared to teaching and assessment. It is indeed a startling revelation and one that should be taken seriously by the higher education policymakers.'…”

Section: View On the Problems Of Teaching Generic Skillsmentioning

confidence: 69%

Enhancing graduate employability: Why do higher education institutions have problems with teaching generic skills?

Okolie

Igwe

Nwosu³

et al. 2019

Policy Futures in Education

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One debate among business owners and policymakers' centre on whether higher education institutions (HEIs) are failing to transform the young generation by reorienting education to develop higher competencies, skills, values and behaviours. While previous studies have considered the importance of skills development and its assessment in many contexts, there appears to have been limited scholarly research on employability issues within the Higher education system (HES) in Nigeria. In seeking to address this, it is vital to understand how HEIs in Nigeria conceptualize generic skills and why HEIs have problems with teaching generic skills in its graduate programmes. By adopting a qualitative approach, based on interviews with senior academics, industry executives and final year undergraduates, this study finds that many of HEIs do not facilitate the teaching of high-level generic skills in their programmes. Some of the factors attributed to this include poor learning environment, lack of staff with industry experience and over-dependence on 'theoretical content' teaching. The findings are significant for re-orienting HE curriculum to align with the needs of the industry and society. Regarding, implications for policy, we recommend that enterprise education be mandatory in the curriculum for primary, secondary and tertiary education in Nigeria. Finally, we advocate more inclusive and interpretive research for greater understanding of the issues to offer useful data for policymaking and decision-making on the perspectives of preparing graduates for work.

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“…It was slightly higher in 2011 and 2012 (25.6% and 25%, respectively), dropping in 2015 to 24.9% and most recently declining yet again to 22.7% in 2016 (MOE, 2017). Even with the employability issues being targeted by university and ministerial policies, and notwithstanding the extensive debates and discussion on this issue, the trend of unemployment is still prevalent, where the cause can be traced back to the incompatibility between the graduate competencies expected by the employers and the HEIs (Singh et al, 2014). All countries are now facing the same primary problem; how can education and training assist in developing global skills among students that could be transferred and translated from any country to any host country?…”

Section: Employability Competencymentioning

confidence: 99%

The effect of curriculum design on the employability competency of Malaysian graduates

Misni¹,

Mahmood²,

Jamil³

2020

10.5267/j.msl

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For a country to support the transition of all economic sectors to a knowledge-driven one, attract foreign investment, and drive labor productivity, it is necessary to have access to skilled workforce. However, there is currently an insufficient talent supply and the workforce demand does not match the talent supply because of low graduate employability stemming from the low quality of higher education in Malaysia. To address this issue, this study proposed a conceptual framework to illustrate the perception of graduates towards the impact of curriculum design, the curriculum vision, the operationalization of the curriculum vision, the curriculum delivery, and curriculum evaluation, on employability competency. A sample of 299 employed graduates participated in this research. Smart Partial Least-Squares (SmartPLS) version 3 software was used to evaluate the hypotheses of the survey. The findings of this study reveal that curriculum design positively and significantly influenced employability competency. Hence, this study contributes important insights into the implementation of effective curriculum design, striking a balance between practical and theoretical bases, in private and public Higher Education Institutions (HEIs).

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Fit or Unfit? Perspectives of Employers and University Instructors of Graduates’ Generic Skills

Cited by 46 publications

References 10 publications

Stakeholders Perspective on Communicative Competence in Industry 4.0: Walk the Talk of Informative Technologists

Stakeholders Perspective on Communicative Competence in Industry 4.0: Walk the Talk of Informative Technologists

Enhancing graduate employability: Why do higher education institutions have problems with teaching generic skills?

The effect of curriculum design on the employability competency of Malaysian graduates

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