Main Content
Session Information
22 SES 02 D, Graduate Employability and Competences
Paper Session
Contribution
Graduate employability is a growing concern for higher education in many advanced Western economies, driven largely by policy approaches which align higher education with economic prosperity and measure success with out-dated graduate metrics. The policy rationale is that higher-level knowledge and skills will enable graduates to manage the skilled roles that fuel economic growth; as more people participate in higher education, economic value is further enhanced.
At the same time, the language of employability used by governments, employers and the media tends to emphasise skill deficits and the future skill requirements of industry, conflating employability with employment outcomes. Thus, the discourse around graduate employability is dominated by the development of economically useful skills and technical knowledge with little attention paid to societal benefit.
The economic perspective of employability is reductive and it is heavily contested by educational researchers. Multiple scholars emphasise that graduate employability is a career-long and metacognitive concern and that its development relies on strengths-based approaches in which students engage with society and industry. However, engaging students and faculty in what is often seen as “vocational” or ”skills-based” development remains a significant challenge.
At a time of radical labour market change, reduced higher education funding and growing policy challenges, educational researchers find themselves looking not only within higher education—at agile pedagogies, innovative curricula and learner engagement—but at pathways into, through and beyond students’ higher education studies. This demands an understanding employability and its development from the unique perspectives of student, educator, policy maker and industry practitioner. It also demands that we pay attention to the changing student demographic, the academic workforce, access and inclusion, and the experience of graduates over several years as they seek, often multiple times, to become established. Finally, it demands multiple disciplinary and theoretical lenses.
Method
This paper reports on a growing portfolio of educational research which is seeking to identify and operationalise the type and extent of change needed to prepare graduates for their transition to professional life. The researchers are undertaking theoretically informed, evidence-based interventions and longitudinal studies of student development from the first year of study through to professional life. Grounded in social-cognitive theory, the research incorporates a social constructivist or social ecology view of identity development. Participants include undergraduate students (6,500 cases as of January 2019) who respond to annual parallel surveys through which they create personalised employability profiles using a validated measure of employability thinking. National and institutional datasets together with empirical evidence from graduates will eventually enable the researchers to understand graduate pathways for up to seven years post-graduation.
Expected Outcomes
The research is beginning to create a unique understanding of student development including from individual, cohort and discipline perspectives and in line with demographic variables such as equity cohort and gender. The presenter will share findings of the first 10,000 student responses alongside the findings of research modules in STEM, business and cumulative disadvantage.
References
Bibliography Bennett, D. (Forthcoming). Embedding employABILITY thinking across higher education. Canberra: Australian Government Department of Education and Training. Submitted July, 2018. Smith, M., Bennett, D., Bell, K., & McAlpine, A. (2018). Employability in a global context: Evolving policy and practice in employability, work integrated learning, and career development learning. Melbourne: Graduate careers Australia. Bennett, D., Richardson, S., & MacKinnon, P. (2016, March). Enacting strategies for graduate employability: How universities can best support students to develop generic skills. Sydney: Australian Government Office for Learning and Teaching. Bennett, D. (2019, in press). Meeting society’s expectations of graduates: Education for the public good. In J. Higgs, G. Crisp, & W. Letts (Eds.), Education for employability I: The employability agenda. Bennett, D., Knight, E., Kuchel, L., Divan, A., Horn, J., van Reyk, D., & Burke da Silva, K. (2017). How do research-intensive research universities portray employability strategies? A review of their websites. Australian Journal of Career Development, 26(2), 52-61. Bennett, D., Macarthur, S., Hope C., Goh, T., & Hennekam, S. (2018). Creating a career as a woman composer: Implications for higher education. British Journal of Music Education. Published online first June 14 2018. Bennett, D., & Male, S. (2017). An Australian study of possible selves perceived by undergraduate engineering students. European Journal of Engineering Education, 42(6), 603-617. Bennett, D., Power, A., Thomson, C., Mason, B., & Bartleet, B-L. (2016). Reflection for learning, learning for reflection: Developing Indigenous competencies in higher education. Journal of University Teaching and Learning Practice, 13(2), n. p. Bennett, D., Roberts, L., & Creagh, C. (2016). Exploring possible selves in a first-year physics education class: Engaging students by establishing relevance. Physical Review Physics Education Research, 12. Bennett, D., Reid, A., & Rowley, J. (2017). Student musicians’ experiences of reflexivity during internships: Personal narratives and complex modalities. International Journal of Music Education, 35(3), 460-475. Bennett, D., & Robertson, R. (2016). ePortfolios and the development of student career identity within a Community of Practice: Academics as facilitators and guides. In Rowley, J. (Ed.). ePortfolios in Australian universities (pp. 65-82). New York: Springer. Kelly, A., Bennett, D., Giridharan, B., & Rosenwax, L. (2018). Study experiences and the post-study intentions of female international undergraduate students. Asia Pacific Journal of Education, 38(2), 202-213. Pitman, T., Roberts, L., Bennett, D., & Richardson, S. (2019). An Australian study of graduate outcomes for disadvantaged students. Journal of Further and Higher Education, 43(1), 45-57.
Programme by Networks, ECER 2021
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
The programme is updated regularly (each day in the morning)
Marginal Content
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.