Guides and information…
Why not take a look at our one-page guides relating to relating students’ capabilities to the workplace. We also recommend the employability resources and articles below.
Check out our handy one-page guides for employers, students, teachers as well as institutions and programme designers.
Guidance for teaching staff
The guidance for teaching staff introduces the literature, the employability challenge and the pedagogical model. It advises teaching staff on how to avoid and handle student push back.
Guide for students
This guidance introduces students to future ready capabilities. It explains the challenges of transformational learning and the emotional roller coaster that may be involved.
Guide for programme leaders
This guidance introduces the challenge and the model. It provides guidance on means of facilitating others in embedding employability in their teaching and on the need for progressive development and slow, deep and strong learning.
Guidance for employers
The guidance for employers introduces the literature and the model. Its main focus is on the challenges of transfer and the means by which they can maximize the transfer of new graduates learning from universities to the workplace.
The Making the Invisible Visible project investigates professional attributes that are not readily observed in academic transcripts. The project will identify ways to make these attributes more apparent to students, lecturers and employers.
- The Graduate Outcomes project identified key considerations for implementing graduate profile attributes at the institutional, programme and individual course level. It includes toolkits to implement attributes at all three levels.
The FlipCurric programme provides authentic learning and teaching exemplars that are focused on preparing graduates for real-world professional experiences.
Read the following employability articles. You may access open-source articles directly or find them in your local academic databases.
Azevedo, A., Apfelthaler, G., & Hurst, D. (2012). Competency development in business graduates: An industry-driven approach for examining the alignment of undergraduate business education with industry requirements. The International Journal of Management Education, 10(1), 12–28. https://doi.org/10.1016/j.ijme.2012.02.002
Bond, C. H., Spronken-Smith, R., McLean, A., Smith, N., Frielick, S., Jenkins, M., & Marshall, S. (2016). A framework for enabling graduate outcomes in undergraduate programmes. Higher Education Research & Development, 0(0), 1–16. https://doi.org/10.1080/07294360.2016.1170767
Bond, C. H., Spronken-Smith, R., McLean, A., Smith, N., Frielick, S., Jenkins, M., & Marshall, S. (2017). A framework for enabling graduate outcomes in undergraduate programmes. Higher Education Research & Development, 36(1), 43–58.
Bowles, M., Bowes, N., & Wilson, P. (2019). Future-proof human capabilities: Raising the future employability of graduates. International Journal of Business and Social Science, 10(11), 18–29.
Chan, C. K. Y., Fong, E. T. Y., Luk, L. Y. Y., & Ho, R. (2017). A review of literature on challenges in the development and implementation of generic competencies in higher education curriculum. International Journal of Educational Development, 57, 1–10. https://doi.org/10.1016/j.ijedudev.2017.08.010
Chhinzer, N., & Russo, A. M. (2018). An exploration of employer perceptions of graduate student employability. Education+ Training, 60(1), 104–120.
Clark, G., Marsden, R., Whyatt, J. D., Thompson, L., & Walker, M. (2015). ‘It’s everything else you do…’: Alumni views on extracurricular activities and employability. Active Learning in Higher Education, 16(2), 133–147.
Clarke, M. (2018). Rethinking graduate employability: The role of capital, individual attributes and context. Studies in Higher Education, 43(11), 1923–1937.
Cunningham, W., & Villaseñor, P. (2014). Employer voices, employer demands, and implications for public skills development policy. The World Bank.
Easterday, M. W., Rees Lewis, D. G., & Gerber, E. M. (2016). The logic of the theoretical and practical products of design research. Australasian Journal of Educational Technology. https://doi.org/10.14742/ajet.2464
Entwistle, N. (2003). Promoting deep learning through teaching and assessment: Conceptual frameworks and educational contexts.
Geertshuis, S., Wass, R., & Liu, Q. (n.d.). Developing future-ready capabilities for the Fourth Industrial Age: A conceptual analysis and application of learning theories. Higher Educaton Pedagogies, Submitted.
Halteh, J., Arrowsmith, J., Parker, J., Zorn, T. E., & Bentley, T. (2018). The impact of technology on employment: A research agenda for New Zealand and beyond. Labour & Industry: A Journal of the Social and Economic Relations of Work, 28(3), 203–216.
Hirschi, A. (2018). The Fourth Industrial Revolution: Issues and Implications for Career Research and Practice. The Career Development Quarterly, 66(3), 192–204. https://doi.org/10.1002/cdq.12142
Hughes, C., & Barrie, S. (2010). Influences on the assessment of graduate attributes in higher education. Assessment & Evaluation in Higher Education, 35(3), 325–334. https://doi.org/10.1080/02602930903221485
Jackson, D. (2015). Employability skill development in work-integrated learning: Barriers and best practice. Studies in Higher Education, 40(2), 350–367. https://doi.org/10.1080/03075079.2013.842221
Jenkins, K. (2018). Platforms in Aotearoa: Our fast-growing sharing economy. Policy Quarterly, 14(1).
Knight, P. T., & Yorke, M. (2003). Employability and good learning in higher education. Teaching in Higher Education, 8(1), 3–16.
Longley, A., & Kensington-Miller, B. (2019). “Under the radar”: Exploring “invisible” graduate attributes in tertiary dance education. Journal of Applied Research in Higher Education, 11(1), 66–75.
Machado, A., & Silva, F. J. (2007). Toward a richer view of the scientific method: The role of conceptual analysis. American Psychologist, 62(7), 671–681. https://doi.org/10.1037/0003-066X.62.7.671
Mezirow, J. (1991). Transformative dimensions of adult learning. ERIC. http://eric.ed.gov/?id=ED353469
Oliver, B. (2008). Graduate Employability as a Standard of Success in Teaching and Learning. Quality & Standards in Higher Education: Making a Difference, 86.
Oliver, B. (2015). Assuring graduate capabilities: Evidencing levels of achievement for graduate employability. Sydney, Australia: Office for Learning and Teaching.
Penprase, B. E. (2018). The Fourth Industrial Revolution and Higher Education. In N. W. Gleason (Ed.), Higher Education in the Era of the Fourth Industrial Revolution (pp. 207–229). Springer Singapore. https://doi.org/10.1007/978-981-13-0194-0_9
Perkins, D. N., & Salomon, G. (1992). Transfer of learning. International Encyclopedia of Education, 2, 6452–6457.
Pham, T., & Saito, E. (2019). Teaching towards graduate attributes: How much does this approach help Australian graduates with employability. In Innovate Higher education to Enhance Graduate Employability: Rethinking the Possibilities (pp. 109–121). Routledge.
Scott, G. (2016). Transforming graduate capabilities and achievement standards for a sustainable future. Final Report. National Senior Teaching Fellowship, Sydney: Australian Government Office for Learning and Teaching, May.
Stephenson, J., & Yorke, M. (2013). Capability and Quality in Higher Education. Routledge.
Yorke, M., & Knight, P. (2007a). Evidence-informed pedagogy and the enhancement of student employability. Teaching in Higher Education, 12(2), 157–170.
Yorke, M., & Knight, P. (2007b). Evidence-informed pedagogy and the enhancement of student employability. Teaching in Higher Education, 12(2), 157–170.
Young, R. A., & Collin, A. (2004). Introduction: Constructivism and social constructionism in the career field. Journal of Vocational Behavior, 64(3), 373–388. https://doi.org/10.1016/j.jvb.2003.12.005