Strategic institutional approaches to graduate employability: navigating meanings, measurements and what really matters

Abstract

Despite ongoing efforts by universities, challenges and tensions continue to exist in academic discourse, policy and practice around graduate employability. These factors can militate against the sector's capacity to prepare learners for life and the world of work, because they promote unclear, and sometimes counterproductive and competing, courses of action. This article suggests that higher education institutions' approaches to graduate employability reflect at least three concurrent aims. The aims relate to: (i) short-term graduate outcomes; (ii) professional readiness; and (iii) living and working productively and meaningfully across the lifespan. The commitment to each of these aims is often tacit and ill-defined, and varies within as well as between institutions, and over time. This article attempts to navigate a productive path through the multiple aims and agendas in graduate employability, along with the definitional and measurement challenges, to identify pragmatic, workable approaches for universities. It suggests some actionable principles to enhance employability that address the tensions and challenges between the three employability aims.

Requirements For The Supra-Professional Competencies Of Graduates In Remote Employment

“…High importance is noted by employers regarding the ability to distinguish and filter information by importance, as well as understand how to maximize cognitive functioning using various tools and methods and information management (4.68 points). This result confirms the conclusions made by scientists in previous studies on the importance of not only digital competencies, but also competencies related to interaction with people (Bakhshi et al, 2017;Bridgstock & Jackson, 2019;Cinque, 2015). As for the seemingly most demanded and necessary competencies for working in a remote format -digital competencies, the respondents do not overestimate their importance for their companies, noting that for non-IT professionals it is enough to have digital competencies at the level of "confident user", capable of formulate a request and process information to solve problems from the professional field (4.04 points assessment of competence "technical literacy").…”

“…So, according to a study by Shahverdyan (2020), it is noted that in the list of the 20 most sought-after skills of the 21st century, 9 are associated with technical competencies, including data storage, web design, application development and others. But, for success and competitiveness in the field of distance employment, only digital competencies and competencies related to interaction with information technologies may be insufficient (Bakhshi et al, 2017;Bridgstock & Jackson, 2019;Cinque, 2015;Sahin, 2019).…”

“…Modern employers are focused on the reception of employees who are ready for new technological, economic, and socio-psychological challenges, having competencies that provide adaptability and mobility in solving current problems and working in uncertain and rapidly changing conditions. At the same time, there is a slight gap between the expectations of employers regarding the development of professional and supra-professional competencies of graduates and students of higher educational institutions and the actual level of training at universities (Bridgstock & Jackson, 2019;Pereira, 2013;Pesha, 2020;Suleman, 2018). New digital technologies affect intellectual development, the development of emotional intelligence, the formation of values and lifestyles, educational needs and labour motivation of students.…”

“…The requirements of employers to the competencies of employees are changing. To narrow the gap between employers' expectations and the actual level of development of the supraprofessional competencies of university graduates (Bridgstock & Jackson, 2019;Pereira, 2013;Pesha, 2020) requires the transformation of university education programs. The programs of academic disciplines should be balanced and oriented not only to the development of professional competencies of students, but also to the development of their flexibility, adaptability, labour motivation, relationships and abilities that allow them to be effective for themselves, organization and society in a digital economy, including in terms of distance employment.…”

Responsibility of the University in Employability: Development and validation of a measurement scale across five studies

“…It has a potential impact on employability (Finch, Hamilton, Baldwin, & Zehner, 2013;Okay-Somerville & Scholarios, 2015;Pitan & Muller, 2019;Qenani et al, 2014;Rothwell et al, 2008Rothwell et al, , 2009. Reputable universities are appreciated by employers (Pitan & Muller, 2019;Qenani et al, 2014) and, in the context of increasing graduate oversupply, reputation may influence the recruitment process (Bridgstock & Jackson, 2019; Okay-Somerville & Scholarios, 2014). Students understand that university reputation can increase their chances of obtaining a job by enhancing their knowledge, skills, their confidence, and their attractiveness to potential employers (Donald et al, 2018).…”