scholarly journals The Assessment of Interior Design Graduate Employability Skills of From Malaysia Employer Perspective

IARJSET ◽  
2019 ◽  
Vol 6 (4) ◽  
pp. 55-60
Author(s):  
Ahmad Alzabadani Alrifa ◽  
Valliappan Raju
Keyword(s):  
Interior Design ◽  
Employability Skills ◽  
Graduate Employability ◽  
Employer Perspective

STUDENT, EDUCATOR, AND EMPLOYER PERSPECTIVES ON THE DEVELOPMENT OF A GRADUATE EMPLOYABILITY SKILLS APP

2021 ◽  
Author(s):  
Graham Scott ◽  
Liz Boyle ◽  
Ewa Topolewska-Siedzik ◽  
Athanassios Jimoyiannis ◽  
Sobah Abbas-Petersen
Keyword(s):  
Employability Skills ◽  
Graduate Employability

scholarly journals Graduates employability: An exploratory Literature Review

2021 ◽  
Vol 119 ◽  
pp. 05010
Author(s):  
Aniss Moumen ◽  
Nezha Mejjad
Keyword(s):  
Literature Review ◽  
Education And Training ◽  
Experimental Methodology ◽  
Development Model ◽  
Employability Skills ◽  
Career Management ◽  
Conceptual Frameworks ◽  
Graduate Attributes ◽  
Graduate Employability ◽  
And Training

This paper aims to present an exploratory literature review from the “Education and Training” journal indexed in Scopus, which has published 99 articles about “Graduate Employability” from 2005 to 2021. After cleaning, classifying and reading these articles with NVIVO; As a result, we have found that authors utilize: quantitative, qualitative, mixed and experimental methodology to address problems related to graduate attributes, graduate employability skills and constructs, enhance employability, self-employability perception and employers perceptions. Also, we have identified three famous conceptual frameworks to measure graduate employability: the Graduate Employability Development model [1], the CareerEDGE model [2] and the Career Management Employability model [3].

scholarly journals Employer perspectives of the current and future value of STEM graduate skills and attributes: An Australian study

2015 ◽  
Vol 6 (1) ◽  
pp. 100-115 ◽  
Author(s):  
Gerry Rayner ◽  
Theo Papakonstantinou
Keyword(s):  
Real Life ◽  
Government Funding ◽  
Employability Skills ◽  
Australian Study ◽  
Generic Skills ◽  
Self Confidence ◽  
University Courses ◽  
Graduate Employability ◽  
Future Value ◽  
Development Evaluation

Graduate employability has become increasingly contentious as employers call for greater development, evaluation and benchmarking of student skills and capabilities in university courses. However, the increasing range of graduate attributes and competencies demanded by industry is further pressuring an Australian higher education sector already stretched by greater student numbers and declines in government funding. Given these circumstances, there is a need to better understand employer perspectives of the current and future value of vocational, interpersonal and generic attributes of STEM graduates. A survey of STEM graduate employers showed that vocational skills, such as graduates' abilities to contextually apply and develop knowledge, together with generic skills such as critical thinking and problem solving, were valued most highly. Conversely, self-confidence and independence, along with numeracy and related skills, were valued least by the employers. However, attributes such as flexibility / adaptability, self-confidence, personal planning and organisation and developing knowledge relevant to the position were all predicted to become significantly more valuable in a decade's time. The results of this study suggest that Australian undergraduate STEM curricula, which commonly focus on knowledge acquisition, be redesigned and restructured to provide students with opportunities to apply such knowledge more often, and in real life, industry-based contexts, such as WIL and IBL programs. Through such initiatives, together with greater dialogue and collaboration between academics and employers, employability skills and attributes can be better inculcated in undergraduates, to the benefit of graduates and society as a whole.

scholarly journals Graduates’ employability skills in East Africa

2021 ◽  
Vol 12 (2) ◽  
pp. 169-184
Author(s):  
Lourdes Guàrdia ◽  
Federica Mancini ◽  
Pedro Jacobetty ◽  
Marcelo Maina
Keyword(s):  
Focus Groups ◽  
East Africa ◽  
Academic Community ◽  
Employability Skills ◽  
Skills Gap ◽  
East African ◽  
Skill Sets ◽  
Graduate Employability ◽  
Components Analysis ◽  
Sub Saharan

This paper reports a study about the perceptions of the academic community, employers and civil servants regarding graduates’ employability skills in East Africa. Specifically, it focuses on the mismatch between skills acquired in Higher Education (HE) and those in demand by employers, and explores factors influencing the situation. A mixed method approach was implemented including a survey and a set of focus groups. The questionnaire on employability skills was distributed among regional stakeholders attending the Open Day events organised by three East African HE Institutions. A Principal Components Analysis was applied for the categorisation of the most in-demand skills and the identification of four major workplace skill sets. To gain further insights into the stakeholders’ perceptions of the graduate employability skills gap, 11 focus groups were organised at the same universities. The general results showed that employability skills were mostly perceived as insufficiently developed during the students’ progress in their programs. The final results enabled a better understanding of the nuanced relationship between labour market valuation and graduates’ acquisition of each skill set. It also allowed us to identify problems and barriers, and suggest possible solutions to overcome the shortcomings experienced by the sub-Saharan HE system.

Sign in / Sign up

Export Citation Format

Share Document