Testing a Model of Undergraduate Competence in Employability Skills and Its Implications for Stakeholders

Autor/in	Jackson, Denise
Titel	Testing a Model of Undergraduate Competence in Employability Skills and Its Implications for Stakeholders
Quelle	In: Journal of Education and Work, 27 (2014) 2, S.220-242 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2012.718750
Schlagwörter	Undergraduate Students; Competence; Employment Potential; Job Skills; Models; Business Administration Education; Online Surveys; Student Surveys; Multiple Regression Analysis; Stakeholders; Skill Development; Education Work Relationship; Predictor Variables; Student Characteristics; Majors (Students); Gender Differences; Work Experience; Foreign Students; Group Membership; Professional Associations; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Kompetenz; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Produktive Fertigkeit; Analogiemodell; Schülerbefragung; Kompetenzentwicklung; Qualifikationsentwicklung; Prädiktor; Geschlechterkonflikt; Employment experience; Job experience; Occupational experience; Berufserfahrung; Gruppenzugehörigkeit; Ausland; Australien
Abstract	Despite the development of employability skills being firmly entrenched in higher education's strategic agenda worldwide; recent graduates' standards in certain skills are not meeting industry expectations. This paper presents and tests a model of undergraduate competence in employability skills. It highlights those factors which impact on competence in employability skills and identifies ways in which stakeholders can adjust curricula and pedagogy to enhance graduate skill outcomes. Data were gathered from an online survey of 1008 business undergraduates who self-rated their competence against a framework of employability skills typically considered essential in graduates. The data were analysed using multiple regression techniques. Results suggest a range of factors influence competence in employability skills. These include geographical origin, sex, work experience, engagement with the skills agenda, stage of degree studies, scope of relationships and activities beyond education and work and the quality of skills development in the learning programme. The implications for stakeholders in undergraduate education are discussed, highlighting their shared responsibility for ensuring undergraduate employability skills are developed to required industry standards. The model provides an important contribution to the multifaceted concept of graduate employability, of which skill development forms an important part. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10