The key to employability: developing a practical model of graduate employability

Abstract

This paper introduces a straightforward, practical model of employability that will allow the concept to be explained easily and that can be used as a framework for working with students to develop their employability. PurposeThe model was developed from existing research into employability issues and the experience of the authors. The various elements of employability included in the model are discussed and their inclusion justified on the basis of existing research. Design/methodology/approachThe relationships between and the interaction of the elements within the model remain theoretical. Further research to test the model is planned and will be reported on at a later date. Research limitationsThe model can be used to explain the concept of employability to those new to the subject, and particularly to students and their parents. It will be a useful tool for lecturers, personal tutors, careers advisors and any other practitioners involved in Practical implications employability activities. It will also be used to develop a measurement tool for employability.This paper seeks to fill the gap between in depth, scholarly and complex articles or books about employability and very simple descriptive articles. It sets out for the first time exactly what is meant by employability, in clear and simple terms, and the model suggests directions for interaction between the various elements. It will be of value to anybody with an interest in employability issues.Originality/value

A systematic review of current understandings of employability

“…Harvey, Locke, and Morey (2002) highlight the opportunities HE and extra-curricular experience offer for developing employability. This is brought forward and broadened by Dacre-Pool and Sewell (2007) who refer to the impact of both work and life experience on student employability development.…”

“…In addition to references around adaptability, self-efficacy (Knight & Yorke, 2003;Dacre-Pool & Sewell, 2007) openness (Bridgstock, 2009), and ambition (Hogan, Chamorro-Premuzic, and Kaiser, 2013) have also been discussed in relation to conceptualisations of employability. In more recent work Bridgstock (2009) notes the role of 'underpinning traits and dispositions' and Hogan, Chamorro-Premuzic and Kaiser (2013) discuss candidate's profiles, which includes a consideration of ambition, work ethic, and drive.…”

“…Cultural capital provides a link to a fuller understanding of the role of components such as the value of a degree and other experience (Harvey et al, 2002;Dacre-Pool & Sewell, 2007) as well as current labour market positions (Forrier & Sels, 2003) on employability. These components represent investments of time and/or money which introduce new levels of cultural capital.…”

“…For example, Knight and Yorke (2003) include a 'skills' component alongside reference to 'understanding';Dacre-Pool and Sewell (2007) include 'degree subject knowledge, understanding and skills' and 'Generic skills'; Van Der Heijde and Van Der Heijden (2006) include 'occupational expertise' which the authors stated was growing in importance as a result of 'the intensification of knowledge ' (p.454): and within Hogan, Chamorro-Premuzic, and Kaiser (2013) human capital is present as 'abilities, expertise and know-how which employers perceive as the candidates ability to 'do the job ' (p.12).…”

Analysis of two degree levels in terms of post-university employability

“…It involves developing a portfolio of experiences, not being something distinct from learning and pedagogy, but rather growing out of good learning. This all underlines the significance of an integrated approaches to employability, possibly studying the employability process and using a conceptual model that offers a framework for identifying the main factors that may influence labour market transitions for individuals (Forrier and Sels, 2003;Dacre Pool and Sewell, 2007b).…”