Conceptualizing Learning and Employability “Learning and Employability Framework”

Sumanasiri, Erabaddage Gishan Tharanga; Yajid, Mohd Shukri Ab; Khatibi, Ali

doi:10.5539/jel.v4n2p53

Cited by 33 publications

(39 citation statements)

References 25 publications

(60 reference statements)

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“…Similarly, Garwe (2014) supported the notion that a relevant curriculum has the greatest impact on enhancing employability. However, Sumanasiri et al (2015) argue that the focus of employability on external factors, such as career development courses, internships, work experience courses, soft-skills development courses, and even university admission criteria that influence employability, divert attention from the core function of HE, 'learning'. Maher (2006) states that, to make graduates more employable, new employability skills may be required in the evolving graduate employment market.…”

Section: Chamorromentioning

confidence: 99%

“…Smith et al (2014) argue that employability should begin with conceptualisation, as constructs grow by accretion. Employability has been subjected to various studies during the last five decades and yet still appears difficult to define and lacks generalisability (Sumanasiri et al 2015;Wickramasinghe and Perera, 2010). The politicisation of the concept by policymakers, HE and industry makes it even more difficult to reach a consensus, thereby allowing stakeholders to define the concept in their own context (Sumanasiri et al 2015;Smith et al 2014).…”

Section: A Critical Evaluation Of the Selected Modelsmentioning

confidence: 99%

“…(El Mansour and Dean 2016; Sumanasiri et al 2015;Finch et al 2013;Pool and Sewell 2007;Cuyper et al 2008;Wickramasighe and Perera 2010;Smith et al 2015; McQuaid and Lindsay 2005; Knight and Yorke 2004). The few quantitative and empirical studies on employability have failed to provide conclusive evidence, adding to the complexity of establishing a universal definition of this phenomenon (Pool and Sewell 2007).…”

mentioning

confidence: 99%

“…Harvey (2010) states that HE provides a variety of employability development prospects for students, such as life-long learning, self-presentation and many others. Sumanasiri et al (2015) see some developments in HE courses as implicit and that these should be embedded in degree courses, while others should be add-on modules made clearly visible in the curriculum. They argue that embedding employability in any 38 subject curriculum is possible without compromising academic freedom or the expectations of HEIs, employers and others regarding the current academic values.…”

mentioning

confidence: 99%

“…Given its importance in the labour market discourse by employers policymakers and other elements of civil society, the idea of employability remains prominent among HEIs (Wharton and Horrocks 2015). Sumanasiri et al (2015) indicate that a clear relationship exists between the employability of HEI graduates and the actual learning activities that they engage in while undertaking their university degree courses. McQuaid and Lindsay (2005) presented a broader framework of employability to include individual factors, personal circumstances and external factors which acknowledge the vitality of the supply and demand factors, as indicated earlier.…”

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confidence: 99%

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Emerging trends and influences in Ghanaian hospitality industry education and employability

Sadik¹

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Whilst the scale of the employability needs of hospitality graduates is well known in developed countries, very little is known about this with regard to Ghana. There is concern in Ghana that the educational system is failing to produce employable graduates. This problem is more acute in hospitality education, where the curriculum structures may not support the effective preparation of the graduates for employment in the hospitality industry. In order to fill this gap, this research investigated the factors that influence the education and employability of hospitality graduates in Ghana, by examining the effectiveness of hospitality education in meeting the hospitality industry skills requirements and proposing a framework that will help to equip hospitality graduates with the employability skills and competencies required by the hospitality industry. To achieve this aim, a thorough literature review was carried out, which gave rise to the following research questions: 1) What is the current understanding of the concept of employability in Ghana, what employability skills and competencies does the hospitality industry need as a prerequisite for employable hospitality graduate, and how can hospitality education in Ghana meet these requirements? 2) Taking into consideration research question 1, how can the findings elucidate the problem of hospitality graduate employability in Ghana, and subsequently develop a framework to address the essential employer skills and competency requirements? Three of the existing employability models, USEM, DOTS and CareerEdge, were considered based on an extensive review of the literature on graduate employability. These models tend to be oriented towards developed countries and so may be not entirely suitable for studying a developing country like Ghana. However, the models informed the development of a Ghanaian Hospitality Employability Enhancement Framework (GHEEF) based on the findings of this research. The study provides evidence from the Ghanaian context of a lack of research focusing on the use and application of employability models for enhancing hospitality graduate employability, especially using the GHEEF to improve hospitality education. To answer the questions outlined above (and refine the GHEEF), the research was carried out using a mixed-methods approach to the data analysis which combines qualitative insights from the lived experiences of students, lecturers and employers regarding Ghanaian hospitality graduates' employability, with a questionnaire-based empirical measurement of the extent of the employability problem. An initial discussion with supervisors to achieve content validity in designing the research instruments was conducted. This was reinforced by a focus group study of hospitality lecturers, questionnaire surveys of lecturers and graduates, and a semi-structured interview of employers. The data analysis triangulated the research findings across these stakeholder groups. The main findings of the research include an acute lack of understanding of ...

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Section: Chamorromentioning

confidence: 99%

Section: A Critical Evaluation Of the Selected Modelsmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Emerging trends and influences in Ghanaian hospitality industry education and employability

Sadik¹

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Future Skills

Ehlers¹

2020

Zukunft Der Hochschulbildung - Future Higher Education

146

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The Chemistry Clinic: Authentic Assessment in a Student Led Environment

Willison

2024

J. Chem. Educ.

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For many years, a key focus in Universities has been on ensuring that students develop employability skills as well as developing discipline specific skills during their studies. This has often resulted in the provision of work-integrated learning opportunities or embedding employability skills training within degree programmes. The Chemistry Clinic at the University of Strathclyde is an activity that seeks to incorporate industry driven, inquiry-based authentic assessment with the development of the key skills sought by employers. It also provides the opportunity for students to contribute to the Higher Education Knowledge Exchange agenda in positive ways. Evidence suggests that involvement in the Chemistry Clinic has a positive effect on encouraging students to progress to research postgraduate study in Chemistry or aligned areas. Additionally, student feedback indicates that the Chemistry Clinic has had a positive effect on students' learning outcomes related to employability. Finally, the extent of industry involvement and the feedback from industry partners illustrate that the chemical industry believes that Chemistry Clinic students provide a sustainable and efficient source of expertise. The development and implementation of the Chemistry Clinic are described in detail and have implications for practice. Other chemistry departments and a wider range of disciplines may wish to consider introducing this approach into their degree portfolios.

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Conceptualizing Learning and Employability “Learning and Employability Framework”

Cited by 33 publications

References 25 publications

Emerging trends and influences in Ghanaian hospitality industry education and employability

Emerging trends and influences in Ghanaian hospitality industry education and employability

Future Skills

The Chemistry Clinic: Authentic Assessment in a Student Led Environment

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