Graduate employability as a professional proto-jurisdiction in higher education

2021 ◽  
Author(s):  
Michael Healy ◽  
Jason L. Brown ◽  
Candy Ho
Keyword(s):  
Higher Education ◽  
Graduate Employability

Addressing employability challenges of business graduates in Bangladesh: Evidence from an emerging economy perspective

2021 ◽  
Vol 30 (2) ◽  
pp. 83-94
Author(s):  
Mahi Uddin
Keyword(s):  
Higher Education ◽  
Emerging Economy ◽  
Education Sector ◽  
Quality Education ◽  
System Quality ◽  
Structured Interviews ◽  
Quality Teachers ◽  
Business Graduates ◽  
Graduate Employability ◽  
Skill Gaps

This study aimed to explore and address the employability challenges of business graduates in the higher education sector in Bangladesh. Data were collected through semi-structured interviews and analysed applying thematic analysis (N = 35, 77% male, mean age = 34 years). Findings revealed that skill gaps, lack of quality education system, quality teachers, industry-university collaboration, backdated course curriculum, and corruption are important challenges for graduate employability in Bangladesh. The study suggests improving communication skills, updating course curriculum, curbing institutional corruption, limiting student-teacher politics, hiring and promoting quality teachers, and industry-university collaboration as strategies to improve graduate employability. The findings may help employers, managers, graduates, academics, and policymakers in the higher education sector to identify and address graduate employability challenges in an emerging economy such as Bangladesh.

scholarly journals Revisiting the CareerEDGE model of graduate employability

2020 ◽  
Vol 44 (1) ◽  
pp. 51-56
Author(s):  
Lorraine Dacre Pool
Keyword(s):  
Higher Education ◽  
Global Impact ◽  
Graduate Employment ◽  
Graduate Employability

It has been thirteen years since the publication of the article that introduced the CareerEDGE model of graduate employability. During this time, there have been many changes in Higher Education and the graduate employment market, which raises the question, is the CareerEDGE model still relevant in 2020? This article looks back at the development of the model and the complementary questionnaire, the Employability Development Profile and evaluates their global impact. It also considers any criticisms and explores some other employability-related concepts for inclusion in a model of graduate employability development.

Integration of Work-Based Learning Into Higher Education for Economic Development in Nigeria

2019 ◽  
pp. 162-190
Author(s):  
Ifeoma C. Iyioke ◽  
Ike V. Iyioke ◽  
Joseph C. Ezemma
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
Quality Assurance ◽  
Continuing Education ◽  
Federal Government ◽  
Work Experience ◽  
Skill Development ◽  
School To Work ◽  
Work Program ◽  
Graduate Employability

Work-based learning (WBL) has a long history in higher education in Nigeria. The current WBL programs are the Students' Industrial Work Experience Scheme (SIWES) and the Graduate Internship (GI). They are sponsored by the federal government with the aim to improve employment outcomes. However, there is still a gross mismatch between the skills of graduates and the demands of employers. This chapter analyzes why the WBL programs in Nigeria have yet not been successful, and suggests alternatives. The analysis reveals a dysfunctional job placement process as a primary barrier and suggests consolidating the SIWES and GI into one school-to-work program, based upon the Graduate Employability Skill Development (GESD) model, along with strategies to improve the development, management, and quality assurance of placement. The chapter concludes by underscoring the integration and effective management of WBL at all levels of education, including continuing education as an important and realistic approach that Nigeria should strive for to attain economic development.

Learning to Work, Working to Learn

2016 ◽  
pp. 239-262 ◽  
Author(s):  
David Starr-Glass
Keyword(s):  
Higher Education ◽  
Economic Value ◽  
Best Interests ◽  
College Degree ◽  
Education Students ◽  
New Graduates ◽  
The Great Recession ◽  
Graduate Employability ◽  
Work World ◽  
Tuition Costs

The Great Recession of 2008 focused minds on many issues of the economy and of society generally. It also focused considerable attention on the workings and results of higher education. Students were faced with spiraling tuition costs, while graduates were looking at burgeoning debt and the diminishing life-long financial returns on their degree investment. These prompted a reconsideration of the economic value of the college degree and of graduate employability. This chapter examines graduate employability from a perspective of what has been called new vocationalism. The challenges and potential of new vocationalism are explored against the framework of students who wish to enter employment and who believe that it is their best interests, and in the best interests of future employers and of society at large, if they are better prepared for transition to the workplace. The chapter argues for a reconsideration of vocationalism and suggests ways in which a closer and more authentic connection can be made between what is learned and what is needed to empower new graduates in the work-world.

scholarly journals Work Integrated Learning at Tertiary Level to Enhance Graduate Employability in Bangladesh

2020 ◽  
Vol 9 (4) ◽  
pp. 61
Author(s):  
Faieza Chowdhury
Keyword(s):  
Higher Education ◽  
Education Quality ◽  
Integrated Learning ◽  
Developed Country ◽  
Secondary Sources ◽  
Graduate Employability ◽  
Higher Education Quality ◽  
The Status ◽  
The Government ◽  
Work Integrated Learning

In the last few years, higher education institutions (HEIs) in Bangladesh have been under severe pressure to transform the way they operate. The present Government of Bangladesh requires all universities to improve their quality of education and has implemented various projects such as Higher Education Quality Enhancement Project (HEQEP) in collaboration with the World Bank. As Bangladesh has set a target to transition out of the status of Least Developed Country (LDC) to Developing country by 2024, graduate employability and education quality are pivotal interests for the Government of Bangladesh. This paper investigates the concept of work integrated learning (WIL) and generic skills vital to enhance the employability of the current graduates in Bangladesh. We explore different types of WIL that can be applied at higher academic institutions in Bangladesh and what are the various benefits of this type of learning to the key stakeholders, namely; students, universities and employers. Finally, we conclude by pointing out the prerequisites that need to be considered in order to successfully implement WIL in Bangladesh. This is a descriptive study and we have collected data from different secondary sources such as documents available from government agencies, research organizations, archives and library. Moreover, we have also used interviews from sources such as newspapers and magazines documenting views of well-respected academicians and personalities in Bangladesh. Our findings indicate that in order to successfully integrate WIL, there are some prerequisites such as modifying the current curriculum, designing and offering work oriented courses, building strong connections with potential employers and creating awareness about WIL among faculty members and students.

Integrating Employability into Degree Programmes Using Consultancy Projects as a Form of Enterprise

2015 ◽  
Vol 29 (6) ◽  
pp. 459-468 ◽  
Author(s):  
Simon O'Leary
Keyword(s):  
Higher Education ◽  
Recent Literature ◽  
Higher Education Institutions ◽  
Student Experience ◽  
Postgraduate Students ◽  
Team Working ◽  
Graduate Employability ◽  
Client Needs

This paper reports on an assessment of how enterprise initiatives develop graduate employability attributes, exploring the use of client consultancy projects as a platform for such enterprise provision in higher education. The study was based on reviews of recent literature and an appraisal of an institutional initiative using live projects as an alternative to the more traditional final dissertation. Enterprise initiatives exist in many forms and the final semester postgraduate students in this research are shown to enhance their understanding of client needs, their individual confidence and their team-working abilities. After five years of the programme, and with 60% of students choosing the consultancy project option, the study is offered as a platform for other higher education institutions to use as a basis for enhancing graduate employability and the student experience. It is argued that enterprise activities, in addition to enhancing the student experience, are also of substantial value to higher education institutions themselves and their associated funding bodies.

Undergraduate perceptions of social media proficiency and graduate employability

2017 ◽  
Vol 7 (3) ◽  
pp. 261-274 ◽  
Author(s):  
Karen Sutherland ◽  
Susie Ho
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Student Attitudes ◽  
Perceived Benefits ◽  
Content Type ◽  
Media Pedagogy ◽  
Graduate Employability ◽  
Higher Education Pedagogy

Purpose The purpose of this paper is to explore undergraduate student attitudes towards the inclusion of social media training within higher education pedagogy, student perceptions of social media proficiency as professional expertise and its impact on graduate employability. Design/methodology/approach In all, 81 undergraduate students studying medicine, law, science and arts volunteered to complete an online survey. Questions examined student attitudes towards the delivery of social media pedagogy at university and the perceived benefits of social media proficiency. Findings Participants stated that social media skills should be taught in optional classes (85 per cent) covering generic competencies (56 per cent). The majority (91 per cent) of respondents reported that social media skills and training were valuable for employability. Research limitations/implications This was a pilot study and was therefore limited by the self-selection of participants, sample size and geographic location. Practical implications This study identifies that undergraduates across a range of disciplines are receptive to developing professionally relevant social media skills within higher education pedagogy and identify a link between social media proficiency and graduate employability. Originality/value Despite the increasing necessity for social media skills in professional environments, few studies have examined the teaching of social media skills as a core competency in higher education. Instead, social media is largely examined in relation to curriculum delivery and student engagement. This study explores attitudes towards the delivery of social media pedagogy at university and the perceived benefits of social media proficiency exclusively from the viewpoint of undergraduate students, to provide an alternative insight rarely explored in the literature.

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