Science students’ conceptions of factors that will differentiate them in the graduate employment market

Abstract

To gain employment and a fulfilling career, students need to understand the skills and knowledge that are important and how to articulate and evidence their employability. Here we report on research investigating science students’ priorities related to immediate employment vs. long-term employability and the factors that students perceive as important to these. We interviewed 138 science students from four Australian universities and found that they were most focused on immediate employment. Students were keen to participate in opportunities to ‘value add’ to their degree, especially those that might help them to gain relevant work experience and professional networks. However, students’ understanding of the relative importance of experiences and skills that would enhance their employability was variable, as was their understanding of the career pathways that they might pursue. Our analysis highlights the importance of explicitly designing curriculum to help students understand the career opportunities available; the skills and abilities needed for diverse careers; and the experiences through which they might develop and evidence these. Furthermore, to engage students, we need to help them to address their greatest and most immediate concerns about gaining employment at graduation, while also setting them up for successful and fulfilling careers.

Employer requirements and employability mindsets influencing graduate workers’ self-confidence in gaining employment

“…The literature highlights networking, entrepreneurial orientation and marketability as important mindsets for sustained employability (Bates et al, 2019;Bridgstock, Grant-Iramu, & MsAlpine, 2019;Jorre De St Jorre, Elliott, Johnson, & Bisset, 2019). In similar vein, we argue that the mindset of marketability alludes to beliefs about having a competitive advantage as a graduate because of the credibility and quality of one's degree and the personal qualities, skills and experience one obtained through one's higher education studies.…”

Deakin Launch Network: an employability network that improves engagement, graduate outcomes and wellbeing by connecting and leveraging the expertise of diverse students and alumni

“…Research has consistently shown that students value opportunities to enhance their employability, and want to engage in activities that improve their employment prospects -regardless of their discipline or year level (Glover, Sue, & Youngman, 2002;Jorre de St Jorre, Elliott, Johnson, & Bisset, 2019;Jorre de St Jorre & Oliver, 2018;Tomlinson, 2008;Tymon, 2013). Their understanding of experiences that are relevant is variable (Doyle, 2011;Jorre de St Jorre et al, 2019;Jorre de St Jorre & Oliver, 2018), but most recognise the value of gaining networks relevant to their career ambitions (Jorre de St Jorre et al, 2019;Kinash, Crane, Judd, & Knight, 2016). Thus, we were able to engage and connect students by leveraging their common interest in employability and emphasising opportunities to expand their networks.…”

“…The majority of students enrol in higher education for job related reasons (Norton & Cakitaki, 2016) and share concerns about graduate competition and the declining value of degrees (Tomlinson, 2008;Tymon, 2013). Research has consistently shown that students value opportunities to enhance their employability, and want to engage in activities that improve their employment prospects -regardless of their discipline or year level (Glover, Sue, & Youngman, 2002;Jorre de St Jorre, Elliott, Johnson, & Bisset, 2019;Jorre de St Jorre & Oliver, 2018;Tomlinson, 2008;Tymon, 2013). Their understanding of experiences that are relevant is variable (Doyle, 2011;Jorre de St Jorre et al, 2019;Jorre de St Jorre & Oliver, 2018), but most recognise the value of gaining networks relevant to their career ambitions (Jorre de St Jorre et al, 2019;Kinash, Crane, Judd, & Knight, 2016).…”

From we ask to iASK: a self-reflection strategy that enables students to connect assessment and employability

“…Student-focussed research has shown that finding a suitable job after graduation is a key concern shared by many university students, globally and across disciplines (Jorre de St Jorre Pigden & Jegede, 2020;Tomlinson, 2008;Tymon, 2013). However, students' understanding of factors of importance to employment are more variable, and students who need opportunities to develop knowledge and skills relevant to careers often do not pursue those opportunities until late in their degree, if at all (Doyle, 2011;Jorre de St Jorre et al, 2019;Tymon, 2013). For this reason, universities have sought to embed skills and knowledge of importance to employability into the formal curriculum, where all students can benefit (Clarke, 2018;.…”

“…For this reason, universities have sought to embed skills and knowledge of importance to employability into the formal curriculum, where all students can benefit (Clarke, 2018;. However, research examining student perceptions of such curricula (e.g., curricula specifically designed to develop graduate attributes), suggests that where capabilities are embedded, they also need to be explicitly communicated or assessed, otherwise it is common for students to remain unaware of the skills they have demonstrated or the relevance of their achievements (Hill et al, 2020;Hill et al, 2019;Jorre de St Jorre et al, 2019;Lock & Kelly, 2022.…”