An Evidence-Based Approach to Employability Curricula and Transferable Skill Development: A Mixed Methods Study

Autor/inn/en	Gouda-Vossos, Amany; Sarkar, Mahbub; Thompson, Christopher; Overton, Tina; Ziebell, Angela
Titel	An Evidence-Based Approach to Employability Curricula and Transferable Skill Development: A Mixed Methods Study
Quelle	In: Journal of University Teaching and Learning Practice, 20 (2023) 5, Artikel 4 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Evidence Based Practice; Student Attitudes; STEM Education; Employment Potential; Futures (of Society); Capstone Experiences; Gender Differences; Career Development; Academic Persistence; Education Work Relationship; Outcomes of Education; Undergraduate Students; Transfer of Training; Self Efficacy; Employment Opportunities; Intervention; Elective Courses + Suchen Sie Ihr Suchwort? Schülerverhalten; STEM; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Future; Society; Zukunft; Geschlechterkonflikt; Berufsentwicklung; Lernleistung; Schulerfolg; Training; Transfer; Ausbildung; Self-efficacy; Selbstwirksamkeit; Berufschance; Beschäftigungschance; Elective course; Wahlkurs
Abstract	Within Science, Technology, Engineering and Mathematics (STEM), there is cross cultural evidence of gaps in transferrable skills between new graduates' capabilities and employers' expectations. These gaps hinder graduates' ability to obtain employment. Herein we report the impact of an evidence-based approach to closing skills gaps in senior STEM students based on their self-perceived employability. A capstone-style, for-credit elective module was developed for STEM students based on the skills gaps found in prior research. The impact of this intervention was measured utilising a mixed-method design. Students' self-perceived employability pre- and post- module completion were measured, along with postmodule reflections collected via a series of open-ended questions. Overall, the module had a positive impact on student self-perceived employability, with the greatest impact in the areas of 'awareness of opportunity', 'perceptions of future success', and 'confidence in skills'. A post hoc analysis indicated significant increases in post-module completion 'confidence in skills' for women, an important insight given the gender-based issues in career progress and retention in STEM. The qualitative analysis suggested that students highly valued the opportunity to develop job application and transferable skills. The results are discussed in the light of the importance of evidence-based, curriculum-embedded interventions in guiding students to employment. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: https://ro.uow.edu.au/jutlp/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01