1 / 10

Enhancing Graduate Employability: Development of the Graduate Employability Indicator

This PhD research project by Saffron Passam, under the supervision of Professors Kate Bullen and John Grattan, focuses on the psychological aspects of graduate employability. Funded by the Mike Baker Doctoral Programme, the study investigates the pressures students face in cultivating employability profiles to navigate a complex labor market. Key questions include: What is employability? How is it developed and measured? Preliminary results from 203 participants reveal insights into cognitive regulation and self-efficacy, providing crucial strategies for improving employability outcomes in graduates.

mariah
Télécharger la présentation

Enhancing Graduate Employability: Development of the Graduate Employability Indicator

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Psychology of Graduate Employability – Development of The Graduate Employability Indicator A PhD research project by Saffron Passam Supervised by Professor Kate Bullen & Professor John Grattan Funded by the Mike Baker Doctoral Programme

  2. The Higher Education Context Employability is : Key educational outcome Measured Comparable Higher Education Statistics Agency (2013)

  3. What are the problems? Students are under pressure to develop sophisticated employability profiles to meet the demands of a complex labour market. • What is it? If anything? • What should we call it? • How do we develop it? • Who is responsible for encouraging it? • Can we measure it?

  4. Graduate Employability Indicator • Is there a relationship between aspects of self-regulated learning and employability development? • Can a screening tool identify students at risk of dis-engagement with employability? • What are the most effective curriculum strategies?

  5. Graduate Employability Indicator Guiding goal-directed activities over time Thinking about our thinking Our world view Thinking we can do something Schraw, Crippen, & Hartley (2006)

  6. Employability Indicator

  7. (Very) Provisional Results 203 students participated (aged 18-21) mixed gender, nationality, HEI, and discipline. Top 5 skills the students rated themselves as having least experience of in comparison to peers • Awareness of profitability • Awareness of quality control processes • Awareness of risk management • Using database software • Being creative about problems

  8. (Very) Provisional Results • Moderate to strong correlation between knowledge of cognition regulation of cognition • Weak to moderate positive correlation between meta-cognition, self-efficacy ,work self-efficacy and GEI simple t(200)=.907,p<0.05.. • No significant difference between typical student work and GEI simple. • Significant difference between graduate-type work experience and GEI simple t(201)=2.5,<0.05.

  9. Can you help? www.graduate-employability.co.uk Email: sfp9@aber.ac.uk

  10. References Rees, C., Forbes, P., & Keble, B. (2006). Student employability profiles. The Higher Education Academy, York. Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1-2), 111-139. Image credits to flickrralph and jenny

More Related