The employability skills of higher education graduates: insights into conceptual frameworks and methodological options

Suleman, Fátima

doi:10.1007/s10734-017-0207-0

Cited by 219 publications

(153 citation statements)

References 63 publications

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“…Yet this has proliferated to the point where vast taxonomies of codified skills frameworks, often formally written into programme specifications, have come to dominate pedagogic pursuits. However, the specific relationship between such practices and the outcomes of graduates is problematic on numerous grounds, but not least because the perspectives of employers on skills are sometimes contradictory (Suleman, 2018).…”

Section: Demand Responsiveness and The Quest For Institutional Valuementioning

confidence: 99%

When masses meet markets: credentialism and commodification in twenty-first century Higher Education

Tomlinson

Watermeyer

2020

Discourse: Studies in the Cultural Politics of Education

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The institutional form and conception of Higher Education have changed through the growth of mass higher education, which in many national systems now operates on market logics. Drawing on theories of credentialism, this article provides a critical analysis of the interrelationship between massification and marketization and examines a range of consequences this has for institutional relations and dynamics. A central feature of credential inflation in mass systems has been the growing competition for scarce status goods and the reproduction of structural inequalities in accessing sought-after occupational outcomes. The policy context of marketization has concurrently reinforced the pressures on institutions to fulfil the promise held by governments, employers and graduates of enhancing human capital and Higher Education institutions' economic value. Accompanying New Public Management policy levers have further established institutional conditions based on competitive accountability and performative evaluation. We show how these pressures are manifested in new forms of instrumental rationality that valorize the commodification of academic credentials, and relatedly, studentship and academic scholarship. We finally consider the possible ways forward in appraising the goals of HE beyond credential inflation.

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Section: Demand Responsiveness and The Quest For Institutional Valuementioning

confidence: 99%

When masses meet markets: credentialism and commodification in twenty-first century Higher Education

Tomlinson

Watermeyer

2020

Discourse: Studies in the Cultural Politics of Education

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“…En los últimos años, el debate político acerca de la relación entre educación superior y mercado laboral se ha centrado en el imperativo de fomentar la empleabilidad de los graduados, convirtiéndose en una misión institucional de la educación superior (Suleman, 2018). En diversos estudios realizados sobre el mercado de trabajo, se observa que los empleadores exigen competencias a los profesionales que les permitan enfrentarse a los nuevos requerimientos laborales, concretamente el trabajo en equipo, adaptación a los cambios, resolución de problemas, responsabilidad en el trabajo, creatividad, autonomía, o pensamiento crítico (Palmer, Montaño y Palou, 2009;Paul, Teichler y Van der Velden, 2000;Teijeiro, Rungo y Freire, 2013).…”

Section: La Relevancia De Las Competencias En El Espacio Europeo De Eunclassified

Diseño y validación de una Escala de Competencias Específicas para Graduados en Pedagogía (ECEG-P)//Design and validation of the specific competences for graduates in Pedagogy scale (ECEG-P)

Álvarez

Moledo²,

Rodríguez³

2019

REOP

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RESUMENLa introducción del enfoque de aprendizaje por competencias, consecuencia del proceso de convergencia europea, ha supuesto para el titulado en Pedagogía una mayor profesionalización de su formación. No obstante, dicho planteamiento requiere de procesos de revisión y evaluación que garanticen un vínculo efectivo entre la oferta educativa y el mundo laboral. En este contexto, el objetivo del presente trabajo es abordar el diseño y validación de la Escala de Competencias Específicas para Graduados en Pedagogía (ECEG-P). En el estudio participaron 275 egresados del Título de Grado en Pedagogía de la Universidade de Santiago de Compostela. Se analizaron las propiedades psicométricas de la ECEG-P por medio de análisis factoriales, análisis de correlaciones, y fiabilidad a través del alfa de Cronbach. Los resultados obtenidos informan de una estructura compuesta por dos factores, con un valor de alfa de Cronbach superior a .96 en ambos casos. Las correlaciones entre las competencias específicas y el nivel de ajuste de la formación a las necesidades del mercado laboral son significativas, apoyando la validez de constructo de la escala. Se obtuvieron valores alfa de Cronbach de .98, evidenciando la consistencia interna del instrumento. En conclusión, los resultados aconsejan la utilización de la ECEG-P en el estudio de las competencias específicas del graduado en Pedagogía. ABSTRACT The introduction of the competency-based learning approach as a consequence of the European convergence process, has meant for the graduate in Pedagogy a greater professionalization of their training. However, this approach requires processes of review and assessment that guarantee an effective link between the educational provision and the world of work. In this context, the aim of this paper is to design and validate the Specific Competences for Graduates in Pedagogy Scale (ECEG-P). The study involved 275 graduates in Pedagogy from the University of Santiago de Compostela. The psychometric properties of the ECEG-P were examined through factor analysis, correlation analysis, and reliability (Cronbach's alpha). The results report a two-factor structure, with a value of Cronbach’s Alpha above .96 in both cases. The correlations between the specific competences and the level of adjustment of the training to employment are significant, supporting construct validity of the scale. Cronbach's alpha values of .98 were obtained, highlighting the internal consistency of the instrument. In conclusion, the results suggest the use of the ECEG-P in the study of the specific competences of the graduate in Pedagogy.

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“…It therefore requires a holistic approach to integrating discipline-related theoretical concepts and industry experience to produce employable graduates (Wolff and Booth 2018). World-over, there is a clarion call for institutions, nations and regions to position employability strategically for student lifelong socio-economic success (Divan and McBurney 2016;Kinash et al 2016;Suleman 2018). In response, governments and institutions have "moved work-integrated learning (WIL) from the periphery to the centre of their curricula" (Nguyen 2019) so as to make graduates work-ready (Artess, Mellors-Bourne and Hooley 2017;Clarke 2017;Cooper, Orrell and Bowden 2010;Jackson 2013;Wilton 2012).…”

Section: Introductionmentioning

confidence: 99%

Does the timing of work integrated learning affect graduate employability outcomes?

Garwe¹

2020

SAJHE

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Employability is a critical quality measure of student lifelong success that goes beyond grade achievement and often guides students' choice of university and profession. Whilst studies highlighting the importance of work-integrated learning (WIL) in improving employability abound, there is a dearth of knowledge on the efficacy of timing of WIL as a variable in improving employability. The longitudinal study, carried out in a 3-year annual questionnaire-based survey, examines the effect of timing of WIL on employability status when student performance is held constant. Graduates possessing the same performance level (academic degree class 2.1) showed different levels of economic-engagement achievements depending on whether they engaged in WIL prior to their studies (Group A), throughout the learning period (Group B) or for nine months during the third year (Group C) of their studies. Although the findings revealed differences between timing of WIL and the nature of work engagement, all the graduates endorsed the critical role of WIL in building work-related competencies and thus improving employability. The findings are useful in promoting the necessary diversity in WIL curriculum design to facilitate quality and inclusive higher education.

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The employability skills of higher education graduates: insights into conceptual frameworks and methodological options

Cited by 219 publications

References 63 publications

When masses meet markets: credentialism and commodification in twenty-first century Higher Education

When masses meet markets: credentialism and commodification in twenty-first century Higher Education

Diseño y validación de una Escala de Competencias Específicas para Graduados en Pedagogía (ECEG-P)//Design and validation of the specific competences for graduates in Pedagogy scale (ECEG-P)

Does the timing of work integrated learning affect graduate employability outcomes?

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