Graduates' Experiences Of, and Attitudes Towards, the Inclusion of Employability-Related Support in Undergraduate Degree Programmes; Trends and Variations by Subject Discipline and Gender

Autor/in	O'Leary, Simon
Titel	Graduates' Experiences Of, and Attitudes Towards, the Inclusion of Employability-Related Support in Undergraduate Degree Programmes; Trends and Variations by Subject Discipline and Gender
Quelle	In: Journal of Education and Work, 30 (2017) 1, S.84-105 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (O'Leary, Simon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2015.1122181
Schlagwörter	Foreign Countries; College Graduates; Student Attitudes; Employment Potential; Undergraduate Study; Academic Degrees; Educational Trends; Intellectual Disciplines; Gender Differences; Physical Sciences; Engineering; Humanities; Social Sciences; Correlation; Job Skills; Student Characteristics; Competence; Surveys; Workshops; Generational Differences; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Hochschulabsolvent; Hochschulabsolventin; Schülerverhalten; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Grundstudium; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Bildungsentwicklung; Geisteswissenschaften; Geschlechterkonflikt; Natural sciences; Naturwissenschaften; Naturwissenschaft; Maschinenbau; Humanwissenschaften; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Korrelation; Produktive Fertigkeit; Kompetenz; Survey; Umfrage; Befragung; Lernwerkstatt; Schulung; Großbritannien
Abstract	Enhancing graduate employability is a priority for many stakeholders in higher education and this research explores graduates' experiences of, and attitudes towards, the inclusion of employability-related support in undergraduate degree programmes. A literature review is supplemented by primary research on a targeted sample of 104 graduates from humanities, sciences, engineering and social sciences, who span several generations and have over 2250 years of employment experience. The findings are triangulated to a workshop with 23 graduate careers advisory professionals. The results signal some important trends in experiences and attitudes, as well as variations by discipline and gender. While one in 10 graduates prefer a disciplinary focus with just indirect attention to employability, nine in 10 want employability to have greater emphasis, albeit those preferences vary between optional and integrated approaches. Experiences of employability-related support signal a significant shift over recent decades in how that support is provided, with professional service groups such as careers taking a much more active role and the overall level of provision rising. A cautionary note however is that the link with the discipline remains critical and the right balance needs to be struck between the provision of such support and embedding it into the curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01