PurposeThis paper aims to find out what conditions are needed to enhance higher education curricula towards employability from the perspective of different stakeholders in the graduate labour market.Design/methodology/approachAn empirical study was developed, using a qualitative approach, based on semi-structured interviews with higher education institutions (HEIs) and labour market players, in the north region of Portugal. The data were analysed through content and descrip\tive analysis with NVivo.FindingsThe results show a set of constraints that hinder the match of higher education curricula with employability, namely, (1) the weak connection between HEIs and employers and (2) the curricular structure, which is characterised by a heavy theoretical component and a weak approach to the soft skills required by the current labour market. Possible solutions, with implications for educational policy, are given throughout the study.Research limitations/implicationsThe geographical scope and the nature of the study suggest that some precautions are required when generalising results. However, the literature on other areas in Portugal strengthens the findings and compensates for the sample's limitations.Originality/valueThis study combines the perspectives of the different individual stakeholders involved which, when taken as a whole, provide some recommendations for tailored curricula towards employability. Other studies in Portugal address each of these issues individually, without a connection between all the different perspectives.

Interest in higher education institutions (HEIs) as instruments for development has increased in recent years. The main objective of this chapter is to address the main challenges HEIs face in the 21st century as key actors for regional development, emphasising their entrepreneurial dimension. The pressures exerted on HEIs to become more effective, efficient, and autonomous require a reflection regarding the present and future of higher education. Through a detailed analysis and discussion of the relevant literature, this chapter contributes to a better understanding of the role of HEIs, especially given its relationship with society and the need for a more effective contribution to socioeconomic development.

PurposeThe purpose of this paper is to analyse whether there is an adjustment between the Portuguese higher education supply and the needs of the labour market.Design/methodology/approachAn empirical study is performed, using a quantitative approach, relating the job offers for graduates registered at the employment centres and the number of graduates by higher education institutions (HEIs) in Portugal, at an aggregate level and NUT II regions, by areas of education and training, over the 2003–2018 period. To understand how job offers and graduates are correlated, bilateral Spearman's rank correlation coefficients were calculated.FindingsThe results show that, in large groups of educational areas, exists a match between the higher education supply and the labour market needs, with an emphasis on the fields of “social sciences, business and law”, “engineering, manufacturing and construction” and “health and welfare”. However, at a more disaggregated level, a mismatch in the sub-areas of “teacher training and education science” and “computing” was found since labour market needs are much greater than graduates by HEIs and the two variables are moving in opposite directions.Practical implicationsThe study has revealed important aspects that the educational policy should take into account in order to create the conditions for a gradual adjustment to the labour market needs. Also, the results demonstrate that some measures should be taken in short/medium term to avoid problems in the medium/long term.Originality/valueOne implication of this empirical study was the elaboration of a correspondence table to standardise the data analysis units from two different sources. As this correspondence did not exist prior to this study, this output is a relevant contribution to the research field. Another important contribution is the demonstration of a mismatch in some educational sub-areas that deserves special attention from educational policymakers.