Are employability and entrepreneurial measures for higher education relevant? Introducing AGILE reflection

Abstract

<jats:p> This article considers the relevance of current measures of employability and entrepreneurial (E&amp;E) outcomes for evaluating the longer term value of a course of higher education (HE) study. HE stakeholders continue to discuss whether exit performance metrics engender positive or negative responses, with educators arguing that E&amp;E outcomes should not focus heavily on hard skills, but should take into account a broader range of behavioural, attitudinal and mindset changes, claiming that these provide greater longitudinal value for graduates. Through a critical review of literature and models, the article explores the effectiveness of HE first-destination metrics in capturing E&amp;E outcomes; whether explicit links exist between the metrics and outcomes; and what role students have in developing a narrative of their own E&amp;E outcomes. The discussion examines ‘atheoretical’ perspectives in E&amp;E education and issues of generalizability due to contextual variability, but identifies common key mindset dimensions that are incorporated into a proposed ‘AGILE’ learning tool so that students can reflect and develop a narrative of their E&amp;E-related development against: adaptable, gatherer, identity awareness, life-long learning and enterprising capabilities. Thus, it sets out an approach that HE stakeholders may wish to consider embedding in their own curricula, which places the onus on students to reflect, self-evaluate and record personalized ‘small wins’. </jats:p>

Covid-19 and entrepreneurship education: Implications for advancing research and practice

“…In higher education there is a tendency to evaluate employability in the form of hard skills rather than soft skills ( Clinkard, 2018 ). Entrepreneurship education tries to include both hard and soft skills in order to contribute to lifelong learning.…”

Unintentional teaching of entrepreneurial competences

“…In addition, various competences, such as collaboration, creativity, critical thinking, problem-solving and acting independently, have been emphasized in discussions of both entrepreneurial and working life competences (McComas, 2014;Rychen and Salganik, 2001;Tynjälä et al, 2006;Voogt and Roblin, 2012). These elaborations suggest that entrepreneurial competences overlap with general working life competences (Clinkard, 2018;Jääskelä et al, 2018), which highlights the relevance of entrepreneurial competences in the context of higher education and its role in supporting students' employability.…”

“…Logically, it has been debated whether it is possible to learn entrepreneurial competences (Heinonen and Poikkijoki, 2006) and, if it is, what kinds of teaching methods are suitable (Fayolle and Gailly, 2008; Joensuu-Salo et al, 2020; Pittaway and Cope, 2007). When examined in closer detail, a broad range of behavioral, attitudinal and mindset abilities and skills are needed to initiate and organize an entrepreneurial process (Clinkard, 2018; Moroz and Hindle, 2012). Accordingly, entrepreneurial competences range from the ability to recognize new business opportunities to abilities needed to cope with uncertainty and to learn from experience (Bacigalupo et al, 2016; Reis et al, 2020).…”

How Does the Diffusion of Kampus Merdeka Innovation Work at the University?

“…Thus, universities are asked to change their business process in providing education which gives students the right to study with various models such as cross-study program learning, off-campus learning, and other learning activities outside of campus including internships in the industrial sector, community service, individual projects, etc. It is expected that students will have the more relevant capacity and skills to the needs of society and the job market [20]. This policy provides leeway for universities to adopt and interpret it to the study program level.…”