Journal of Teaching and Learning for Graduate Employability

Higher education institutions (HEIs) in Australia have responded to their environment – driven by government and industry - and cultivated a skills focus when it comes to employability of its graduates. However, this has led to criticisms of a ‘job factory’ with minimal thought given to longer-term …

This paper examines the dataset of work placement supervisors’ feedback from 2014 to 2017 on the skillset of Master in Research Psychology students during their first and second placement periods. A total of 47 placement feedback reports were analysed. The analysis included frequency counts and qual…

In this paper, the researchers use data from the tracer study to characterize the graduate's employment profile, assess the perceived contribution of the program to their personal and professional growth, evaluate the perceived effectiveness of the delivery of the graduate program, and explore signi…

In the 21st century, the need to develop skills has gained significance. Most education systems equip graduates with the cognitive skills needed to enter the labour market. However, it is soft skills that enable young graduates to become potential employees. Hungarian higher education is characteris…

This study examined the extent to which experiential learning and career guidance activities, as strategies for equipping students with transferable skills, are used by Higher Education (HE) in two African countries, Nigeria and South Africa to prepare students for the volatile labour market. The co…

Research has shown that employers and industry are key partners in work-based learning and can hinder or enhance access to vocational education training (VET). Our capabilities approach focus concerns increasing employer understanding of what is involved in engaging in the work-based component of sc…

This paper investigates how the explicit integration of employability skills into vocational education and training (VET) affects students' perceived skills. While perceived or selfevaluated skills often represent inaccurate perceptions of real skills, they nonetheless play a profound role in gradua…

[No abstract available]

Australian mathematics and science students have low participation in WIL, posing implications for student employability. To better understand this problem, an examination of the industry-placement and coursework-incorporated WIL offered across the Faculty of Science at a large research-intensive un…

This paper describes the current situation for Aboriginal and Torres Strait Islander graduates entering the workforce and compares this with personal reflections from current Indigenous students engaged in the tertiary setting. The purpose is twofold: First, to promote Aboriginal and Torres Strait I…

The first year of university, also known as the first year experience (FYE), is a crucial time for students as they learn a range of new practices that enable them to study and pursue a discipline or profession of interest. The function of this transitionary time however in relation to providing bot…

Although the Government of Ghana gives considerable attention to technical education to accelerate national development, some graduates remain unemployed for years after graduation. In this study, employability of mechanical engineering graduates from Sunyani Technical University of Ghana is present…

University education is a significant factor in the socio-economic development of a nation and as such is expected to improve the employability capacity of the graduates. Achieving this goal, however, depends on various factors. The present study investigated the factors affecting the employability …

Globally internships are utilized to enhance the university learning experience and improve graduate employment. The expanding application of internships in the graduate recruitment and selection process has traditionally received less attention in the literature, and whilst this trend has crossed n…