Student-community engagement and graduate employability

Abstract

Abstract:This article is about the effects of student-community engagement on the employment prospects of graduates. Its aims are to critically examine the reasons for the belief that student-community engagement enhances graduate employability and to assess the strength of the case for that belief. The article seeks to contribute to the development of a theory of how student-community engagement affects graduate employability. It offers a 'knowledge, skills and attitudes' framework for student-community engagement that can be related to graduate employability. It concludes with lessons to ensure that studentcommunity engagement contributes to the employment progression of students when they graduate.

Developing career management competencies among undergraduates and the role of work-integrated learning

“…Similarly, Hooley The focus of WIL is the development of those competencies that facilitate lifelong learning, rather than disciplinary knowledge and skills (Usher 2012), the enhancement of workreadiness through developing non-technical attributes such as self-efficacy and effective team-working (see McIlveen et al 2011;Smith and Worsfold 2013). WIL also acts to enhance students' understanding of the expected skills and task performance in their chosen profession (see Jackson 2014), empowers effective career decision-making and facilitates successful networking in one's chosen field (Bourner and Millican 2011).…”

Factors influencing job attainment in recent Bachelor graduates: evidence from Australia

“…One would expect employment outcomes to constitute a reliable and valid indicator of graduate employability yet there is considerable noise influencing the recruitment and selection of graduates beyond the employability criteria which employers so audibly assert (Glover et al 2002). Employment outcomes are often a poor indicator of employability (see Bourner and Millican 2011), the proxy measures not accounting for labour market characteristics such as competitiveness and the incidence of casual and part-time positions (Bridgstock, 2009;Smith, McKnight and Naylor 2000).…”

“…WIL, combining formal on-campus learning with internship and placement opportunities, is widely acknowledged as an important avenue for securing future employment (Jensen 2009) although Wilton (2012) asserts evidence of improved job attainment is lacking. Given the difficulties in establishing a national measure for WIL (Bourner and Millican 2011), as evidenced by its absence in the AGS, an alternative measure is employment during studies. The relevance of work experience is, however, important and age and social status may act as moderators with younger and advantaged students securing greater benefits (Brennan and Shah 2003).…”

“…The relevance of work experience is, however, important and age and social status may act as moderators with younger and advantaged students securing greater benefits (Brennan and Shah 2003). Further, volunteering (Bourner and Millican 2011) and service learning (Prentice and Robinson 2010) positively impact on employment outcomes.…”

“…As Lauder, Brown, Dillabough and Halsey (2006) declare, students are now demanding their rights as customers in a labour market which requires advanced credentials, seeing a shift from 'inquisitive' to 'acquisitive' learners. Favourable employment outcomes are vital for higher education providers to attract potential students which significantly fund their operations (Bourner and Millican 2011). Further, sufficient student enrolments are needed to sustain graduates' instrumental role in enhancing organisational effectiveness, national productivity and global competitiveness (Glover, Law and Youngman 2002).…”