Reconciling Diverse Student and Employer Voices on Employability Skills and Work-Based Learning

Zajacova, Katarina; Hepper, Erica G.; Grandison, Alexandra

doi:10.1007/978-3-030-20824-0_13

Cited by 2 publications

(4 citation statements)

References 18 publications

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“…The results of this study demonstrate that when a student is engaged with their learning on one level they are likely to engage on the other levels as well. Furthermore, students who are highly engaged with their studies tend to better understand employability, an essential graduate attribute (Davey and Tucker, 2010; Zajacova et al, 2019) and to regard it more positively. To this end, university teaching staff have a responsibility to deliver the curriculum in a manner that positions students for success in achieving the required learning outcomes.…”

Section: Discussionmentioning

confidence: 99%

“…According to Artess et al (2017), a focus on employability may even be conceptualised as a moral duty for HEIs, given that students invest in a university degree with the expectation that it will result in better career opportunities and their overall success. Thus, in addition to discipline-specific knowledge (Glover et al, 2002; Harris-Reeves and Mahoney, 2017), HEIs now prioritise cultivating key transferable skills in their students and developing work-based experience opportunities for them to engage in (Senior et al, 2014; Zajacova et al, 2019). Accordingly, employability is embedded in their approaches to curricula, teaching and assessment.…”

Section: Employabilitymentioning

confidence: 99%

“…As participation in higher education has increased, so too have employers' expectations of graduates (Zajacova et al, 2019). Employers (Tymon, 2013) and students (Donald et al, 2018) recognise that, for a graduate seeking employment, a degree no longer serves to differentiate or elevate one's application.…”

Section: Employabilitymentioning

confidence: 99%

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Dark Triad traits, engagement with learning, and perceptions of employability in undergraduate students

Mooney

2022

Industry and Higher Education

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Whilst student engagement with learning has been consistently linked to positive academic outcomes, there has been an increasing focus among higher education institutions on the importance of producing employable graduates. This study investigated whether individual differences in socially aversive personality traits predict different types of student engagement, students’ understanding of employability or their attitudes towards this construct. Ninety-four undergraduate students completed the Short Dark Triad and questionnaires measuring engagement, understanding of employability and attitudes towards employability. Regression analyses revealed that narcissism positively predicts general and emotional engagement, whilst psychopathy negatively predicts general engagement. Narcissism positively predicts, and Machiavellianism negatively predicts, attitudes towards employability. Although no Dark Triad traits predicted understanding of employability, students who were highly engaged tended to better understand the concept. These findings can aid university educators by informing more individualised approaches to encouraging engagement and fostering employable skills and attributes in university students. The results are also discussed in the context of employability in higher education, with recommendations for improving student engagement and graduate employability outcomes.

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Section: Discussionmentioning

confidence: 99%

Section: Employabilitymentioning

confidence: 99%

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Dark Triad traits, engagement with learning, and perceptions of employability in undergraduate students

Mooney

2022

Industry and Higher Education

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“…Universities are often pushed towards a consideration of learning that is framed by instructional discourses (such as that surrounding employability, e.g. O'Leary, 2017;Zajacova et al, 2019) that are driven by a metrics-led, managerial focus rather than through consideration of the more messy assemblage created by the discourses of teaching and classroom practice (e.g.…”

Section: Introductionmentioning

confidence: 99%

Considering the concept of recipience in student learning from a modified Bernsteinian perspective

Kinchin

Winstone

Medland

2020

Studies in Higher Education

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The concept of recipience is emerging within the literature as a useful idea to inform our understanding of student engagement with feedback. In this paper the applicability of the concept of recipience is broadened from its origins in the literature on student feedback to consider its role in developing student knowledge structures that are more receptive to development. This will promote cumulative/meaningful learning that is required to construct professional knowledge. By drawing on Legitimation Code Theory, and visualising the morphology of target knowledge structures in relation to their position on the semantic plane (of semantic gravity vs. semantic density), a fresh perspective is offered to inform student learning that can suggest ways of enhancing the quality of student learning. This is achieved by explicitly enabling the construction of a more coherent perspective of the knowledge terrain generated by complex curricula.

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Reconciling Diverse Student and Employer Voices on Employability Skills and Work-Based Learning

Cited by 2 publications

References 18 publications

Dark Triad traits, engagement with learning, and perceptions of employability in undergraduate students

Dark Triad traits, engagement with learning, and perceptions of employability in undergraduate students

Considering the concept of recipience in student learning from a modified Bernsteinian perspective

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