Embedding and integrating employability

Harvey, Lee

doi:10.1002/ir.160

Cited by 130 publications

(120 citation statements)

References 14 publications

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“…Graduates would welcome more industry experience during their courses, but work placements for large cohorts are unrealistic-in many contexts, students would outnumber placement opportunities. The literature suggests that, attractive as they may appear, work placements are not the key to enhanced employability-reflection on what has been learned during the placement is what makes the difference (Harvey, 2005). In the case of Accounting, work integrated learning experiences for most students are more likely to be simulated than live: if staff can have increased access to industry experience, and build their experiences into authentic assessment tasks, this may go some way towards increased graduate awareness that their degree program contributed to their development of the capabilities that count.…”

Section: Discussionmentioning

confidence: 99%

Accounting graduates and the capabilities that count: Perceptions of graduates, employers and Accounting academics in four Australian universities

Oliver

Whelan

Hunt

et al. 2011

JTLGE

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The higher education sector in Australia is moving rapidly towards greater accountability in regard to graduate employability outcomes. Currently, data on new graduates' selfreported generic skills and employment status provide the evidence base for universities to make judgements about the effectiveness of curricula in preparing students for employment. This paper discusses alternative sources of evidence, namely the Graduate Employability Indicators (GEI) -a suite of three online surveys designed to supplement current indicators. They are designed to gather and report graduate, employer and course (teaching) team perceptions of the achievement and importance of graduate capabilities within specific degree programs. In 2009 and 2010, the surveys were administered to stakeholder groups associated with Accounting degrees in four Australian universities. In total, 316 graduates, 99 employers and 51 members of the course teaching teams responded to the surveys. This report presents the aggregated results from the trial. These suggest that the fourteen capabilities at the heart of the GEI are considered important, and that both quantitative and qualitative items facilitate the reporting of essential information. Both Accounting employers and teaching staff consider that important capabilities need to be better demonstrated by new graduates. The graduates themselves identified ways in which their courses can be improved to enhance their early professional success. An importance-performance analysis suggests prioritising particular capabilities for immediate attention in particular, work related knowledge and skills, writing clearly and effectively, thinking critically and analytically, solving complex, real-world problems and developing general industry awareness. This paper suggests that an enhanced industry focus might be effected through authentic assessment tasks, and clear identification of the capabilities developed through the curriculum.

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Section: Discussionmentioning

confidence: 99%

Accounting graduates and the capabilities that count: Perceptions of graduates, employers and Accounting academics in four Australian universities

Oliver

Whelan

Hunt

et al. 2011

JTLGE

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show abstract

“…Notably, most of the existing research on graduate attributes targets academics and/or employers (e.g. Andrews & Higson, 2008;Barrie, 2006;Harvey, 2005;Hernández-March et al, 2009), with the listed graduate attributes being expectations of academics and employers. However, little has been written on intercultural competence from the graduates' perspectives.…”

Section: Graduate Attributesmentioning

confidence: 99%

The ‘person-in-between’ role of young graduates at INGOs in Vietnam

Lan

2017

JTLGE

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In Vietnam today one of the consequences of globalisation has been a proliferation of international non-government organisations (INGOs). These are intercultural work environments where individuals must seek to understand the culture of others and try to share and find common ground as they strive to fulfil the goals of the organisations. These individuals need high levels of intercultural competence, particularly cultural mediation, important for the role of cultural intermediaries. Drawing on theories of cultural mediation and cultural intermediaries, this research explores the intersection of different cultural worlds in the context of development projects at INGOs in Vietnam. The new graduates in the study reflected on their resources and skills to adapt development models to the local context, thus demonstrating important employability skills. This was particularly challenging given that in organisations such as universities, where the culture was described as rigidly hierarchical, skill training was restricted to following procedures to execute a particular task. However, in organisations like INGOs with high degrees of employee autonomy, decision making is left to the discretion of staff who are required to demonstrate their own means of developing the skills. Based on the findings of the qualitative research into young Vietnamese graduates' experiences of working at INGOs, this paper argues that young graduates play a significant role in disseminating information, and at the same time promoting mutual understanding, forming culturally relativistic attitudes, and demonstrating cross-cultural empathy. They were not just gaining employment, but adding value to an enterprise. Given increasing globalisation, this research makes an interesting argument for the inclusion of cultural literacy as a necessary employability skill for successful engagement in today's world of work.

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“…Various alternative perspectives have also been proposed in response to such questions. One influential line of thought, developed -largely under the influence of John Dewey -by British educational philosophers (who have been especially exercised by the particularly sharp version of this distinction evident in local theorizing and policy making), proposes to 'close the gap' by recognizing the educational value of the practical and vocational and the instrumental or utilitarian value of the educational (Harvey, 2000) (Carr, 2006;Harvey, 2005). However, one trouble with this Deweyan remedy is that it seems more apparent than real -not least in so far as the 'solution' would appear to presuppose rather than dissolve the offending distinctions.…”

Section: Literature Reviewmentioning

confidence: 99%

Employability, Curriculum of Higher Vocational Education and Human Resource Practice in Tourism and Hospitality

Tsai¹

2013

JSR

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This study focuses on the question: which aspects of career employability of students of higher vocational education satisfy to tourism and hospitality sector in Taiwan, aimed at exploring current school curriculums provided as requested, correspond with the development of career employability among students of higher vocational education in Taiwan. The basis should accord with the expectation of the school's operational strategies, foster the strengths for the students, and improve employability for the students

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Embedding and integrating employability

Abstract: Who bears the responsibility for ensuring that graduates are prepared to enter the job market? This chapter explores the issues surrounding the employability of graduates.

Cited by 130 publications

References 14 publications

Accounting graduates and the capabilities that count: Perceptions of graduates, employers and Accounting academics in four Australian universities

Accounting graduates and the capabilities that count: Perceptions of graduates, employers and Accounting academics in four Australian universities

The ‘person-in-between’ role of young graduates at INGOs in Vietnam

Employability, Curriculum of Higher Vocational Education and Human Resource Practice in Tourism and Hospitality

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