Employability is a key concern for students and it is of increasing importance to universities with the inclusion of employability outcomes affecting performance in league tables and in the Teaching 3 Excellence Framework. Universities typically teach employability either by embedding it within a 4 course curriculum (embedded approach) or via the career services (parallel approach). This article 5 explores the ratio of United Kingdom (UK) Psychology departments adopting an embedded approach vs a parallel approach to employability and investigates how Psychology students within a parallel department engage with their careers service. A survey of 258 undergraduate psychology students finds low levels of engagement with career service events, typically less than 50% attendance, despite increases in attendance over the course of student's degree. These findings highlight how many students, in a parallel department are simply not attending events designed to help them explore their career options or assist them navigating the application process.

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When a cue reliably predicts an outcome, the associability of that cue will change. Associative theories of learning propose this change will persist even when the same cue is paired with a different outcome. These theories, however, do not extend the same privilege to an outcome; an outcome's learning history is deemed to have no bearing on subsequent new learning involving that outcome. Two experiments were conducted which sought to investigate this assumption inherent in these theories using a serial letter-prediction task. In both experiments, participants were exposed, in Stage 1, to a predictable outcome ('X') and an unpredictable outcome ('Z'). In Stage 2, participants were exposed to the same outcomes preceded by novel cues which were equally predictive of both outcomes. Both experiments revealed that participants' learning towards the previously predictable outcome was more rapid in Stage 2 than the previously unpredicted outcome. The implications of these results for theories of associative learning are discussed.

Falling at the first hurdle: Undergraduate students' readiness to navigate the graduate recruitment process.

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