how to improve employability of graduates
Employability of graduates is an increasing issue in society. How can graduates and employers both improve the future employability for the benefit of both society and businesses in general?
Employability is the behaviours, skills and attributes applied to create, cope with and enjoy change and innovations leading to personal fulfilment and organisational effectiveness (Crayford and Fearon et al., 2012, pp. 187--193). Employability encompasses personal initiative, functional flexibility and career mobility (Crayford and Fearon et al., 2012, pp. 187--193). In the current global economic climate, employability has become an increasing pressure for the higher education system with high unemployment, skills shortage, employer demand and government policy as key issues (Huq and GILBERT, 2013, pp. 4--4). Higher education institutions have been charged with developing the necessary behaviours, skills and knowledge for the contemporary workplace (Crayford and Fearon et al., 2012, pp. 187--193). In recent times, there have been shifts in attitudes towards employment and career progression due to the turbulent economic times. This has supported the need for continual personal and professional development. The current employment market has seen less permanent employment and more concept “portfolio” and “intelligent” career paths (Crayford and Fearon et al., 2012, pp. 187--193). The jobs market is under going structural change resulting in changing working patterns and therefore changing recruiting patterns.
Research has shown that organisations expect that the education system, including schools, the VET sector and universities, are the key to building employability skills of graduates (Gibb, 2004). When employers test for employability of new workers, many large and small to medium indicated that interviews were one of the measures at the point of application for a job (Gibb, 2004). In this regard, it has been noted that there has been a gap that the higher education
Employability is the behaviours, skills and attributes applied to create, cope with and enjoy change and innovations leading to personal fulfilment and organisational effectiveness (Crayford and Fearon et al., 2012, pp. 187--193). Employability encompasses personal initiative, functional flexibility and career mobility (Crayford and Fearon et al., 2012, pp. 187--193). In the current global economic climate, employability has become an increasing pressure for the higher education system with high unemployment, skills shortage, employer demand and government policy as key issues (Huq and GILBERT, 2013, pp. 4--4). Higher education institutions have been charged with developing the necessary behaviours, skills and knowledge for the contemporary workplace (Crayford and Fearon et al., 2012, pp. 187--193). In recent times, there have been shifts in attitudes towards employment and career progression due to the turbulent economic times. This has supported the need for continual personal and professional development. The current employment market has seen less permanent employment and more concept “portfolio” and “intelligent” career paths (Crayford and Fearon et al., 2012, pp. 187--193). The jobs market is under going structural change resulting in changing working patterns and therefore changing recruiting patterns.
Research has shown that organisations expect that the education system, including schools, the VET sector and universities, are the key to building employability skills of graduates (Gibb, 2004). When employers test for employability of new workers, many large and small to medium indicated that interviews were one of the measures at the point of application for a job (Gibb, 2004). In this regard, it has been noted that there has been a gap that the higher education