Learning, Curriculum and Employability in Higher Education

Knight, Peter; Yorke, Mantz

doi:10.4324/9780203465271

Cited by 320 publications

(373 citation statements)

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“…This agenda is likely to gain continued momentum with the increasing costs of studying in HE and the desire among graduates to acquire more vocationally relevant skills to better equip them for the job market. However, while notions of graduate 'skills', 'competencies' and 'attributes' are used inter-changeably, they often convey different things to different people and definitions are not always likely to be shared among employers, university teachers and graduates themselves (Knight and Yorke, 2004;Barrie, 2006).…”

Section: He and The Labour Market: A Gradual Decouplingmentioning

confidence: 99%

Graduate Employability: A Review of Conceptual and Empirical Themes

2012

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The purpose of this paper is to provide an overview of some of the dominant empirical and conceptual themes in the area of graduate employment and employability over the past decade. The paper considers the wider context of higher education (HE) and labour market change, and the policy thinking towards graduate employability. It draws upon various studies to highlight the different labour market perceptions, experiences and outcomes of graduates in the United Kingdom and other national contexts. It further draws upon research that has explored the ways in which students and graduates construct their employability and begin to manage the transition from HE to work. The paper explores some of the conceptual notions that have informed understandings of graduate employability, and argues for a broader understanding of employability than that offered by policymakers.

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Section: He and The Labour Market: A Gradual Decouplingmentioning

confidence: 99%

Graduate Employability: A Review of Conceptual and Empirical Themes

2012

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“…The scenario is one in which universities, based mainly on the way academics see the profession, adopt an education model focused on knowledge transmission instead of focusing on the development of competences. Hence, Higher Education institutions have been constantly criticized for not preparing graduates for the demands of professional practice (Knight & Yorke, 2004). Furthermore, the young engineers hired by business organizations, although highly knowledgeable, might present a lack of professional competences.…”

Section: Introductionmentioning

confidence: 99%

Defining the Industrial and Engineering Management Professional Profile: a longitudinal study based on job advertisements

Lima

Mesquita

Rocha

et al. 2017

Prod.

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The engineering professional profiles have been discussed by several branches of the engineering field. On the one hand, this discussion helps to understand the professional practice and contributes to the specification of the competences that are suitable for each function and company culture. On the other hand, it is an essential starting point for the definition of curricula in engineering schools. Thus, this study aims to characterize, in an innovative way based on job advertisements, the demand for competences and areas of practice for Industrial Engineering and Management contributing for the definition of a professional profile. This characterization is based on the analysis of 1391 job advertisements, collected during seven years from a Portuguese newspaper. The data analysis takes into account the job description in which two categories were considered: areas of professional practice (e.g. project management) and transversal competences (e.g. teamwork). Considering the total number of job advertisements, it was possible to identify 1,962 cumulative references for 11 professional practice areas and 5,261 cumulative references for transversal competences. The contribution of this study lies on the identification of the main areas of practice and the main transversal competences demanded by employers.

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“…At a deeper level, feedforward can also refer to implied functions of feedback (Price et al 2010), such as the developing of slowly learnt literacies and employability skills (Knight and Yorke 2004). When tutors talk about feedforward, however, it appears to be in a much more limited sense which I describe by borrowing a phrase from engineering -"corrective feedforward", meaning very precise instructions which a tutor expects a student to fully implement.…”

Section: Introductionmentioning

confidence: 99%

Limitations of Corrective Feedforward: A Call for Resubmission Practices to become Learning-oriented

Carver

2017

JOAW

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As part of well-planned formative assessment, feedback can help students to understand the demands of a summative assessment task, evaluate their current level of performance, and then find ways to close the gap. As students take a more active role in this process, their feedback can be thought of as becoming 'feedforward' since it serves a specific purpose and drives student action. As the value of formative assessment design is becoming emphasised in higher education, summative assessment practices need to be re-evaluated in terms of how well they support learning as opposed to just supporting valid judgements of student performance. However, despite significant discussion of Assessment for Learning and Learning-Oriented Assessment, resubmission practices are largely overlooked even though resubmission can be a key event in whether students are retained.As part of a learning support department's effort to provide effective feedback on academic writing, students referred for support were offered two types of feedback: one was simple correction, the other was in-depth dialogic feedback which followed "feedback for learning" guidance (Askew and Lodge 2000). Student engagement with the two types of feedback was analysed by looking at the changes students made to their work and feedback from their subject tutor (including the resubmission grade). The tutor's feedback was also analysed to see if any intentions for the resubmission task could be inferred.Results suggest that corrective feedback is highly efficient in enabling students to pass resubmissions and that more in-depth feedback is much less efficient. This paper highlights some of the ways in which resubmission practices can unknowingly encourage surface approaches, and suggests some ideas for how learning support can better align with subject tutors to enable resubmission to become more learning-oriented.

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Learning, Curriculum and Employability in Higher Education

Cited by 320 publications

References 0 publications

Graduate Employability: A Review of Conceptual and Empirical Themes

Graduate Employability: A Review of Conceptual and Empirical Themes

Defining the Industrial and Engineering Management Professional Profile: a longitudinal study based on job advertisements

Limitations of Corrective Feedforward: A Call for Resubmission Practices to become Learning-oriented

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