Relevant bibliographies by topics / Employability Skills

Academic literature on the topic 'Employability Skills'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Employability Skills"

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Nugraha, Hari Din, R. A. Vesitara Kencanasari, Reni Nuril Komari, and Kasda Kasda. "Employability Skills in Technical Vocational Education and Training (TVET)." Innovation of Vocational Technology Education 16, no. 1 (March 4, 2020): 1–10. http://dx.doi.org/10.17509/invotec.v16i1.23509.

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Employability skills should be a necessity for every TVET graduate. The need for the employability skills is very important in order to prepare TVET graduates in entering the labor market. The purpose of this study is: (1) to verify indicators of employability skills needed by TVET graduates and, (2) to produce proposals for employability skills frameworks for TVET graduates. This article reviews various relevant literature in order to explore the needs of appropriate employability skills. The results of the literature review show the employabilty skills needed by TVET sorted according to rank, namely; Social Skills, Knowledge in the Field of Engineering, Communication Skills, Information and Technology Skills, Management Skills, Creative and Innovative, Problem Solving and Critical Thinking. The implications of this literature review provide information and recommend a set of frameworks for academics to improve the employability skills of TVET graduates.
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Wahyu Safitri, Dinda Aramitha, and Wahyu Indianti. "PERAN MODERASI SELF-ESTEEM PADA HUBUNGAN EMPLOYABILITY SKILLS DAN ADAPTABILITAS KARIER SISWA SMK." Journal of Psychological Science and Profession 5, no. 2 (August 29, 2021): 115. http://dx.doi.org/10.24198/jpsp.v5i2.32103.

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Berkembangnya teknologi menyebabkan banyak perubahan, terutama pada masa pandemi saat ini di mana berdampak pada dunia industri. Individu yang memiliki adaptabilitas karier diprediksi memiliki kualitas pekerjaan yang baik sehingga dapat menghadapi berbagai tantangan karier. Employability skills dan self-esteem dianggap penting dalam memengaruhi adaptabilitas karier. Penelitian ini bertujuan untuk mengetahui peran self-esteem sebagai moderator hubungan employability skills dan adaptabilitas karier. Subjek penelitian ini terdiri dari 703 siswa SMK (usia 14-23 tahun). Alat ukur yang digunakan adalah Career Adapt-Abilities Scale (α = 0,924), Student Employability Skills Questionnaire (α = 0,939), dan Rosenberg’s Self Esteem Scale (α = 0,791) yang telah diadaptasi ke dalam bahasa indonesia. Hasil penelitian menunjukkan bahwa self-esteem tidak memoderasi hubungan employabilty skill dan adaptabilitas karier. Dengan kata lain, harga diri tidak memperkuat atau memperlemah hubungan keterampilan dasar kerja individu dan adaptabilitas karier. Hal tersebut karena employability skills memiliki pengaruh yang lebih kuat terhadap adaptabilitas karier sehingga tanpa adanya self-esteem tetap akan memberikan pengaruh terhadap adaptabilitas karier siswa.
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K L, Sagayaraj, and Nisha Ashokan. "Analysis of Employability Skills Among Rural Graduates." ECS Transactions 107, no. 1 (April 24, 2022): 5613–23. http://dx.doi.org/10.1149/10701.5613ecst.

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The purpose of education is to bring out the good qualities that are hidden among students. Education enlightens and creates new job avenues for the graduates to hone their employability skills. Employers look for graduates who are acquainted with expected employability skills fit for the job market. Academicians and academic institutes have a vital role in imparting knowledge and shaping the future of graduates. Employability skill creates new hopes and promises to the graduates to secure a promised job. Employability skill is well described as the attributes, knowledge, and skills possessed by graduates during the academic pursuit. As employability skill is becoming more important for the graduates to get good placement, it is the need of the hour to explore new ways of imparting employability skill among the graduates. This article aims at exploring the existing literature on employability skills among graduates. The purpose of this study is to analyze the various dimensions, categories, and frameworks of employability skills among graduate students. This article identifies the gap that is existing between academic institutions and employers. This paper focuses also on the important skills that are expected by employers in the 21st century.
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Jackson, Denise, Ruth Sibson, and Linda Riebe. "Delivering work-ready business graduates - keeping our promises and evaluating our performance." Journal of Teaching and Learning for Graduate Employability 4, no. 1 (June 12, 2013): 2–22. http://dx.doi.org/10.21153/jtlge2013vol4no1art558.

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Business schools globally are responding to calls for graduate work-readiness primarily through the development of employability skills, encompassing career management skills, and work integrated-learning (WIL). There has been considerable attention to clarifying precisely which skills should be developed, and how, but far less on evaluating employability skill provision and its impact on graduate work-readiness. This is increasingly important as industry worldwide continues to lament graduate inadequacies in certain employability skills and the extent to which they are job-ready. This paper outlines a systematic approach for evaluating employability skill outcomes and the effectiveness of learning programs in developing these skills. The approach was developed in a learning program dedicated to developing employability skills in business undergraduates in an Australian university. It may assist other universities in communicating, assessing, mapping and reporting their employability skills outcomes; an integral component of all business undergraduate programs, and now a requirement of all Australian higher education providers (TEQSA, 2011). The approach provides a means of evaluating program effectiveness in skill provision, enabling a more informed review of curricula content, assessment and pedagogical techniques to achieve better alignment with industry requirements.
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Hendrawan, R. F., and D. Daryanto. "Employability skills: Industry perspective and achievement of student of employability skills." Journal of Physics: Conference Series 1402 (December 2019): 022049. http://dx.doi.org/10.1088/1742-6596/1402/2/022049.

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Khuziakhmetov, R. R., and G. F. Romashkina. "Students’ Employability Skills: Development Strategies." Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, no. 3 (March 17, 2022): 69–83. http://dx.doi.org/10.31992/0869-3617-2022-31-3-69-83.

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The fundamental transition from the concept of maintaining employment to personnel mobility and employability, as well as the transformation of the working environment make the case for addressing the development of students’ employability skills. Job seekers are intended to be effective communicators and drive own productivity. It is important to understand how students perceive the employability skills, which are formed during the university period. The article aims to reveal strategies for employability skills development, implemented by master’s and doctoral students. These students have a long learning experience and acquire a higher level of qualifications. They are better prepared for employment, but still can face obstacles.The empirical base of the study consists of 50 interviews with students of Tyumen universities (32 master’s degree students and 18 doctoral students). The data were obtained through semi-structured interviews. The authors focused on 4 employability skills: communication, teamwork, self-management, and self-control. Three strategies of employability skills development are revealed. Active strategy: students identify employability skills as a resource, give average and higher self-assessments of their development, provide detailed examples of their use, analyze mistakes, and see opportunities for future development. Intermediate strategy: students also recognize the importance of employability skills, but there is an imbalance in the development of individual and interpersonal skills. In general, they give average self-assessments of skill development and provide insufficiently detailed descriptions of their use in practice. Their plans for developing employability skills are not precise. Passive strategy: students do not identify employability skills as a resource, and are not proactive in their improvement, limiting themselves to an abstract description of intention. The conclusion is substantiated that only a small part of students of regional universities identify individual and interpersonal skills as a resource and build long-term plans for their improvement.
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Gregory, Emily, and Heather Kanuka. "Employability Skill Development: Faculty Members’ Perspectives in Non-Professional Programs." Canadian Journal of Career Development 21, no. 1 (February 1, 2022): 6–19. http://dx.doi.org/10.53379/cjcd.2022.120.

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The purpose of this study was to explore faculty perspectives about employability and employability skill development through curricular activities in non-professional programs. Using pre and post semi-structured interviews, this study embedded employability skills in three academic courses to gain insight into faculty members’ perspectives on employability skill development. Results reveal that the faculty members involved in the study addressed employability to differing degrees in their courses, yet each recognized the importance for students. The outcomes of this study support the need for the development of employability initiatives in higher education and highlights that faculty members can benefit from support in identifying and assessing the employability skills practiced in academic courses.
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McMahon, John M., Karen E. Wolffe, Judy Wolfe, and Carrie Brooker. "Maine's Employability Skills Program." Journal of Visual Impairment & Blindness 107, no. 6 (November 2013): 515–22. http://dx.doi.org/10.1177/0145482x1310700612.

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Miller, Linda, Andy Biggart, and Becci Newton. "Basic and employability skills." International Journal of Training and Development 17, no. 3 (August 18, 2013): 173–75. http://dx.doi.org/10.1111/ijtd.12007.

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Kiong, Tee Poh, Eaw Hooi Cheng, Oh Siew Pei, and Han Kok Siew. "Factors Influencing Employability of Chinese Graduates in Malaysia upon Returning to China." Asia Proceedings of Social Sciences 4, no. 1 (April 18, 2019): 118–21. http://dx.doi.org/10.31580/apss.v4i1.630.

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This study indicates important factors in related to Chinese international students who graduated from Malaysia have better ‘employability’ upon returning to China employment market. Total survey of 160 samples collected from the target group, the Chinese graduates who study in Malaysia and now working in China. The direct model result found that educational and learning activities (H1) and soft skills (H2) have a significant impact on graduate’s employability. Moreover, the findings also found the mediation role of graduate’s English proficiency scored at 0.1595 (H3) and 0.1293 (H4) between educational and learning activities, soft skills and employability. The findings enable education service providers and policy-makers identify more competitive variables in enhancing graduate employability in China market. Additionally, the result of this study also justified the important of English proficiency toward the employability of Chinese graduates in China.
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Dissertations / Theses on the topic "Employability Skills"

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Williams, Ann-Marie Claudia. "Soft Skills Perceived by Students and Employers as Relevant Employability Skills." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1427.

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Local employers believe the lack of prerequisite soft skills is inhibiting the graduates from a local community college from securing employment. The rationale of this phenomenological study was to investigate the perceptions of students and employers related to the soft skills needed to be successful in future employment. The theoretical framework was based on Mezirow's transformational and Daloz's mentorship theories. Individual face-to-face, semistructured interviews were used to gather data from 12 business and computer students and 7 employers (N=19) who were selected using purposeful random sampling. The typewritten transcripts of participants' responses were imported in MAXQDA 11, then were open coded and analyzed for emergent themes. According to emergent findings among these 19 participants, for entry-level jobs, communication was the most important and the most lacking soft skill. The recommendations informed the creation of a mandatory 3-day professional development training program, which was developed to help students enhance their soft skills before entering their future careers. This study directly affects positive social change by enhancing the quality of soft skills for future employees who enter the local work force.
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Cleveland, Rachel. "Understanding Employability Development Skills through Co-Curricular Activities." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404619/.

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Employability skill development is being increasingly investigated among higher education scholars, corporate hiring managers, and governments around the world. Understanding employability skill development is important because it has implications on educational policy, teaching techniques, curriculum designs, and recruitment practices. This study was conducted at a public research university in a southwestern state of the United States. It was designed to understand the difference in employability skill development among students who participated in a leadership development program compared to those who did not. Additionally, the study investigated what skills were seeing the most change among student participated in the leadership development program, and if a student's major of study played any role in their overall employability development over the course of a year. Eight employability skills were tested in a pre- and post-test model. Results indicated that students in leadership development programs are more likely to see an increase in employability skill development. From the skills tested among participates, those in the leadership program found the most change over time in the area of problem solving skills. Finally, the results also indicate that a student's major does have an impact on their overall employability skill development. Students who major in business had significantly higher employability scores than those in other majors at the university.
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Wright, Barbara Ann Hargis. "Employability skills acquisition for students with challenging behaviors /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115601.

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Hasan, H. "Exploring engineering employability competencies through interpersonal and enterprise skills." Thesis, Coventry University, 2009. http://curve.coventry.ac.uk/open/items/8c6681e5-66c2-9a67-2bac-41533cbb7e50/1.

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Many researchers in engineering education have studied the engineering curriculum, employability, industrial training, generic skills and gender issues. From a wide spectrum of study, there is a gap around issues of interpersonal skills and enterprise skills in engineering education that has not been studied. Previous study has shown that there is unemployment amongst graduate engineers in Malaysia. This study aimed to assess whether the suggested lack of interpersonal and enterprise skills competencies cause unemployment amongst engineering graduates in Malaysia. This study also intended to appraise whether engineering undergraduates have received a quality work placement appropriate to their learning, knowledge and employability skills and also to create awareness about interpersonal and enterprise skills competencies amongst engineering undergraduates, higher education educators and employers in Malaysia. This study intended to create awareness about the importance of interpersonal and enterprise skills amongst engineers. A mixed method of questionnaire survey and interview was used to access data from final year engineering students and employers in Malaysia. Results from the study have provided evidence that interpersonal and enterprise skills are not a major contributor to unemployment of engineering graduates in Malaysia. This study has created new awareness of the subject that will allow the enhancement of the engineering education curriculum. This study has demonstrated that when interviewing companies for the purposes of research into curriculum it is necessary to have full awareness of their culture and ways of working.
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Bennett, Tracy Michelle White Bonnie J. "Defining the importance of employability skills in career/technical education." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Dissertations/BENNETT_TRACY_49.pdf.

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Fiadeiro, Henrique Manuel Ribeiro. "Erasmus experience : the impact on employability and development of skills." Master's thesis, Instituto Superior de Economia e Gestão, 2017. http://hdl.handle.net/10400.5/14804.

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Mestrado em Gestão de Recursos Humanos
O programa Erasmus é um programa de mobilidade entre estudantes de diferentes países que tem aumentado a cada ano. Este programa proporciona aos estudantes intercâmbios em países diferentes que lhes proporcionam uma experiencia diferente tanto ao nível pessoal como profissional. Esta dissertação tem como objetivo analisar algumas das vantagens deste programa, nomeadamente ao nível da aprendizagem e enriquecimento de competências e o impacto que o programa pode ter ao nível da empregabilidade relativamente aos estudantes que o experienciaram. Para a elaboração desta dissertação, foi usado como amostra um grupo de 118 estudantes que tiveram uma experiencia Erasmus em países diversos. Este grupo foi submetido a um questionário que procura analisar as perceções que os mesmos têm ao nível do seu desenvolvimento de determinadas competências e ao nível das perspetivas de empregabilidade antes e apos o intercâmbio. Os Resultados permitem-nos concluir que uma experiência Erasmus provoca nos estudantes um impacto positivo relativamente à perceção no desenvolvimento de competências e perspetiva de empregabilidade no seu futuro, sendo estes os tópicos desenvolvidos em detalhe nesta dissertação.
The Erasmus Programme is a mobility programme between students from different countries that is increasing year by year. This Programme gives the students exchange experiences abroad which allows them to have a different personal and professional experience. This dissertation has the goal of analysing some of the advantages of these exchanges, especially regarding the improvement of competences and the impact on their future employability. Regarding the literature review and the facts already discovered, we used a sample of 118 students who already did Erasmus. This group of students filled a questionnaire which had as its main goal, to analyse the perceptions they have regarding the development of competences and perspectives of employability before and after their exchange. The results allow us to conclude that an Erasmus experience has a positive impact on the students, regarding the perception they have about the development of competences and perspectives of employability in their future, and these are the topics analysed during this dissertation.
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Horbinski, Wendy J. "Employer perceptions of the Wisconsin Employability Skills Certificate Pilot Program." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000horbinskiw.pdf.

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Thake, Anne Marie. "A critical review of graduate employability skills : lessons from the Maltese experience." Thesis, University of Bath, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.720653.

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This study examines how institutional actors interpret, influence and respond to skills availability in the labour market for graduates. It researches and draws lessons from the Maltese experience of managing graduate employability over three decades, focusing on the three fastest-growing economic sectors, namely, Accountancy, Pharmachem and ICT, each of which is the subject of a case study. The study investigates the interaction of governments, firms, higher education institutions and professional associations in identifying skills shortages and gaps, as well as in devising policy frameworks and skills regimes at national, sectoral and corporate levels. Drawing upon theories of employability and employee skills, first, there is development of an analytical framework to examine how these institutional actors affect the labour market, which informs the analysis of the three case studies. The qualitative research involved an interpretative analysis of key policy documents related to graduate employability and seventy in-depth interviews with interlocutors positioned in strategic policy making, senior management, academic, expert and professional leadership roles within government, regulators, major corporations, higher education institutions, training providers and professional associations. The data was thematically analysed. Twelve key themes emerged from the in-depth interviews, which included the following: use of different language; the meaning of employability; the value of credentials; the role of the University; perceptions; expectations; competitiveness; modes of training provision; labour mobility; placements and incentives; collaboration and skills gap. The institutional actors across the three focal sectors, namely, accountancy, pharmachem and ICT tended to emphasise some themes more than others, these having previously been identified in scholarly literature (Appendix 1). Both patterns and inconsistencies emerged from a comparison of the accountancy, pharmachem and ICT sectors. In so far as the labour market is concerned, the study revealed a lack of technical skills and major non-technical graduate skills gaps, specifically, in the aspects of communication, teamwork and problem-solving. A number of professional characteristics or behaviours were also identified as lacking with Accountancy, Pharmachem and ICT graduates, namely, attitude, confidence, drive, professional outlook, independent working, personality fit and a ‘can do’ approach. The study revealed the absence of permanent systemic connections between the formulation of national and sectoral economic strategies on the one hand, and higher education and training policies on the other. Consequently, state higher education institutions have been responding reactively to labour market needs, which could explain the endemic skills gap which the study found. The study concludes by discussing limitations and limits to this research as well as recommending policy initiatives and further research that could contribute to the science and practice of public policy in this field.
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Chandrakumara, D. P. S. "EMPLOYABILITY OF NEW GRADUATES IN SRI LANKA: Implications for Policy Development." 名古屋大学大学院国際開発研究科, 2014. http://hdl.handle.net/2237/19833.

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Ogbeide, Godwin-Charles A. "Employability skills and students' self-perceived competence for careers in hospitality industry." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4403.

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Thesis (Ph. D.) University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 7, 2007) Includes bibliographical references.
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Books on the topic "Employability Skills"

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1972-, Moss Stuart, ed. Employability skills. 2nd ed. Sunderland: Business Education, 2011.

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Bloom, Michael R. Understanding employability skills. Ottawa, Ont: Conference Board of Canada, 1999.

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Martin, Rob. Employability skills explored. London: Learning and Skills Network, 2008.

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National Career Development Association (U.S.). Job seeking and employability skills. Broken Arrow, OK: National Career Development Association, 2014.

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Skills for employability: Moving into employment. Wrexham: Christal, 2012.

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Social competence and employability skills curriculum. Rockville, Md: Aspen Publishers, 1989.

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Leroux, Janice Anne. Employability skills: The demands of the workplace. [S.l.]: J.A. Leroux, S. Lafleur, 1994.

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B, Bolt Sandra, ed. Professionalism: Skills for workplace success. 2nd ed. Upper Saddle River, N.J: Pearson, 2013.

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B, Bolt Sandra, ed. Professionalism: Skills for workplace success. 2nd ed. Upper Saddle River, N.J: Pearson Education/Prentice Hall, 2011.

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McLaughlin, MaryAnn Mather. Employability skills profile: What are employers looking for? Ottawa: Conference Board of Canada, 1992.

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Book chapters on the topic "Employability Skills"

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Pham, Thanh. "Assessing Employability Skills." In Assessment for Inclusion in Higher Education, 153–64. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003293101-17.

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Bassot, Barbara. "Skills for working life." In The Employability Journal, 45–58. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-60382-1_4.

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Buer, Jürgen van, and Gritt Fehring. "Trainability, Vocational Skills and Employability." In From Diagnostics to Learning Success, 25–43. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-191-7_3.

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Khare, Mona. "Disparities in Graduate Employability Skills." In India Higher Education Report 2016: Equity, 331–56. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications, Inc., 2018. http://dx.doi.org/10.4135/9789353280611.n13.

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Kneale, Pauline E. "Careers and employability." In Study Skills for Geography, Earth and Environmental Science Students, 74–88. Fourth Edition. | New York : Routledge, 2019. | “[Third edition published by Hodder Education 2011]”—T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9781351026451-7.

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Cottrell, Stella. "Critical thinking for your future career and employability." In Critical Thinking Skills, 211–28. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-55052-1_13.

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Tran, Ly Thi, Nga Thi Hang Ngo, Hoa Thi Mai Nguyen, and Truc Thi Thanh Le. "Labour Market Needs, Skills Gaps and Employability Development: The Way Forward." In Employability in Context, 217–33. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04144-0_9.

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Sansone, Nadia, Donatella Cesareni, and Ilaria Bortolotti. "Promoting 21st century skills in Higher Education through collaboration and activities." In Employability & Competences, 163–73. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.24.

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The paper presents a model of university teaching where students are involved in concrete activities and collaborate while developing key competences for the academic and working future. 52 students of the Degree Course in Psychology at the Sapienza University of Rome participated to the activity. The method of data collection and analysis combines qualitative and quantitative approach. Results show a general perception of skills enhancement and a good appreciation of the course, especially in comparison with traditional learning modes
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Shekhawat, Sushila. "Enhancing Employability Skills of Engineering Graduates." In Sustainable Production, Life Cycle Engineering and Management, 263–69. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44248-4_26.

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Iavarone, Maria Luisa, and Fausta Sabatano. "Transfer of Non-Academic Skills in Academic Context: towards a Sustainable Employability." In Employability & Competences, 399–409. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.44.

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This essay is an element of dialogue between educational practices acquired in territorial education contexts and the University. In particular, starting from the 10-year long experience consolidated in three educational centres operating in border areas of the Province of Naples, a series of ‘key competences’ have been highlighted that are indispensable to the containment of social risk disadvantage in an inclusion (Bertolini 1977; Freire 2004; Rossi 2014; Sabatano 2015a, 2015b) and well-being project (Iavarone 2007, 2009) from an educational point of view. Such competencies have become subject of a ‘participatory didactic planning’ between expert educators working in these contexts and a university course on ‘Pedagogy of relationships’ within the Department of Motor Science and Well-Being at the University of Naples Parthenope. The participatory planning practice has set the most ambitious goal of achieving a ‘system methodology’ to be used in the curriculum-design of the university courses in order to make the academic education offer a proper link element between the educational demand of young people, the demand for professional skills in the territory and the emerging social needs in order to improve employability processes. The main results that this experience has highlighted can be deducted from the student’s satisfaction survey, as well as from the data collected and processed by the University Assessment Team, in the Department’s Joint Commission Reports, which show a clear and overall improvement of the communication processes between non-academic institutions collaborating with the University for the conduct of internships, training sessions and placement-targeted activities. The empirical evidence and the positive results obtained provide substantial comfort in considering that the experience gained can be a ‘good practice’ to be included in the didactic planning process of the courses, even in relation to the need to improve the educational and didactic offer with reference to the new quality assurance parameters (QA) for the periodic accreditation of the CdS according to the AVA-ANVUR legislation in force
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Conference papers on the topic "Employability Skills"

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Suleman, Abdul, Fátima Suleman, and Filipa Cunha. "Employability skills of graduates:Insights from job advertisements." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11029.

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This paper examines online job advertisements to identify the type of skills and other attributes required for higher education graduates in European countries. The data were collected from European job websites in 2019 (n=1,752) for any country and occupation having a job offer requiring higher education. The empirical analysis starts with a fuzzy clustering to identify typical skill patterns required by employers. Six clusters emerge from the data; five can be labelled as adaptability skills, foreign languages, specific skills, work attributes, and managing skills. The remaining one is referred to as null cluster with no distinctive required skill. Subsequently, we examine the occupation and employment conditions associated with each fuzzy cluster. Despite the demand for graduates, the service and sales related occupations prevail in the null cluster. In other five well-defined clusters we find a mix of skills of some high-qualified occupations, and search for specific skills acquired through work experience.The findings raise the question about the assignment of graduates in less qualified occupations.
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Pereira, Isabel, Rita Cadima, Hugo Menino, and Inês Araújo. "SOFT SKILLS TO INCREASE EMPLOYABILITY." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1382.

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Nugraha, Hari Din, Asari Djohar, and Mumu Komaro. "Employability Skills Framework for Mechanical Engineering." In Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ictvet-18.2019.41.

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Daud, Khairul Azhar Mat, Nik Zulkarnaen Khidzir, Balakrishnan Parasuraman, Ena Bhattacharyya, K. S. Savita, Pasupuleti Visweswara Rao, Jayaraj Vijaya Kumaran, Nik Muhammad Sabri Nik Hassan, and Rahimah Aris. "Employability skills: What do employers need?" In PROCEEDINGS OF 8TH INTERNATIONAL CONFERENCE ON ADVANCED MATERIALS ENGINEERING & TECHNOLOGY (ICAMET 2020). AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0052149.

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Sunardi, Purnomo, and Eddy Sutadji. "Employability skills measurement model’s of vocational student." In PROCEEDINGS OF THE INTERNATIONAL MECHANICAL ENGINEERING AND ENGINEERING EDUCATION CONFERENCES (IMEEEC 2016). Author(s), 2016. http://dx.doi.org/10.1063/1.4965777.

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Ozola, Inese, and Baiba Rivza. "DEVELOPMENT OF EMPLOYABILITY SKILLS IN ADULT EDUCATION." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2251.

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Setyo Wardani, Endah, Isnandar Isnandar, and Siti Sendari. "The Influence of Employability Skills and Skill Competency toward Work Readiness." In 1st International Conference on Vocational Education And Training (ICOVET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icovet-17.2017.1.

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Kiss, Eszter, Michelle Barker, and Parlo Singh. "International undergraduate business students' perceptions of employability." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9354.

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Graduate employability is a highly contested topic by education providers, employers and governments. The responsibility of universities to enhance students’ employability through work-integrated learning (WIL) opportunities is also debated. This study explored international students’ understanding of employability skills and their self-perceptions of their employability at an Australian university. It also investiaged students’ perception of the universities’ role in enhancing employability. A qualitative approach informed by Social Cognitive Career Theory (Lent, Brown & Hackett, 1994), used multiple focus groups comprising 18 international undergraduate students from Brazil, China, Colombia, India, Papua New Guinea, South Korea in their final semester at an urban Australian university. The key findings are: (1) Participants were unable to differentiate between employability skills, personality traits and job-specific skills; (2) The importance of social skills and networking were recognised by Chinese respondents, in particular; (3) The perceived level of work-readiness was higher among respondents who had previous work experience; (4) The inclusion of more practical WIL components in the degree program calls for curriculum review; (5) Creating opportunities for students to apply their knowledge and skills in professional contexts is highly desirable. The findings highlight curriculum considerations needed in the development of high-quality WIL experiences that will enable students to apply the knowledge and skills learnt in the classroom, thus enhancing their self-efficacy about their employability.
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Jadeja, Siddharthsinh, Sujata Wadhwa, Kapil Shukla, and Amit Ved. "Sensitising Core Employability Skill Through Peer Assessment Approach." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86056.

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Indian Engineering Education is transforming from traditional approach to Outcome based Education approach. The engineering education organizations are not only to change the assessment strategies, evaluation patterns and student’s success with evidences but also to satisfy the employer perspective to be developed among the students. This paper discuss about the how a peer assessment strategy has been implemented to enhance the engagement of the learner to foster the core employability skills. A three layered model has been adopted to measure the progress of the Learner and to collect the reflections on core employability skills. In the first year of the study, a larger mass (more than 300 students) has been assessed through this model, and for next two years they have been closely monitored for the growth. In the final year of their study, all the parameters have been compared and it has evidently improved the acquisition of essential required core employability skill at entry level Job.
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Oproiu, Gabriela Carmen. "A Study On Employability Skills Of Engineering Graduates." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.72.

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Reports on the topic "Employability Skills"

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Pomorina, Inna. Economics Graduates’ Skills and Employability. The Economics Network, December 2012. http://dx.doi.org/10.53593/n3482a.

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McMahon, Michael F. Employability, Transferable Skills and Student Motivation. Bristol, UK: The Economics Network, November 2007. http://dx.doi.org/10.53593/n190a.

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Jenkins, Cloda, and Stuart Lane. Employability Skills in UK Economics Degrees. The Economics Network, October 2019. http://dx.doi.org/10.53593/n3245a.

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Olczak, Matthew. Employability Skills: Placement Year at Aston University. Bristol, UK: The Economics Network, October 2019. http://dx.doi.org/10.53593/n3241a.

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Varian, Brian. Employability Skills: Economic Policy at Swansea University. Bristol, UK: The Economics Network, October 2019. http://dx.doi.org/10.53593/n3240a.

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Näslund-Hadley, Emma, Patricia Navarro-Palau, and María Fernanda Prada. Skills to Shape the Future: Employability in Belize. Inter-American Development Bank, January 2020. http://dx.doi.org/10.18235/0002143.

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Cook, Steve. Employability Skills: Time Series Forecasting at Swansea University. Bristol, UK: The Economics Network, October 2019. http://dx.doi.org/10.53593/n3243a.

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Aldrich, Matthew. Employability Skills: Economics Dissertation at University of East Anglia. Bristol, UK: The Economics Network, October 2019. http://dx.doi.org/10.53593/n3242a.

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Obiakor, Thelma, and Kirsty Newman. Education and Employability: The Critical Role of Foundational Skills. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/048.

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A great deal of policy attention is paid to the role that education plays in driving employment outcomes. Most of this attention has focused on post-primary education— particularly Technical and Vocational Education and Training (TVET). This paper sets out the less-discussed role that foundational skills, typically built through basic primary education, play in driving employability; how foundational skills affect TVET provision; and what implications this body of evidence has for education policy. We acknowledge the need to consider how education systems build skills which will contribute to countries’ economic aspirations. However, we suggest that the dominant discourse which focuses specifically on TVET and how it can be linked to employer demands is unlikely to be successful for several reasons. Firstly, we show that foundational skills are themselves associated with economic gains for individuals and societies. This, together with the evidence showing extremely low levels of foundational skills in many countries, suggests that focusing on improving foundational skills may be a more cost-effective approach to driving employability than has been previously acknowledged. Furthermore, we show that TVET (and other later forms of education) may struggle to add value where foundational skills are not in place. Focusing large amounts of energy and resources on reforming TVET may not achieve hoped-for impacts if TVET entrants don’t have the necessary foundations to learn. We discuss the popular policy prescription of linking TVET provision to employer needs. As well as noting our concern that this focus fails to acknowledge the binding constraint of low foundational skills, we also set out why employer demand for skills may not be a good indication of actual future skills needs. We therefore suggest a more nuanced discussion on skills for employability which acknowledges economic development goals; the skills that will be needed to achieve them; and, crucially, a country’s starting point. We end the paper by highlighting the fact that unemployment and underemployment are generally caused by a lack of jobs, not a lack of skills. We therefore urge policymakers to be realistic about the extent to which any education policy—whether focusing on foundations, technical, and vocation skills or any other type of skills—can affect employment outcomes. Considering the evidence presented in this paper, we suggest that policymakers in many low- and lower-middle income countries may want to consider a stronger focus on foundational skills. The major reason for focusing on foundational skills is that a quality education is a fundamental right for all children which will allow them to experience lifelong learning. This paper sets out that foundational skills will also be the first step towards achieving a more employable workforce—but also that policymakers should consider the full range of policies that need to be in place to deliver productive employment and economic growth.
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Aricò, Fabio R. Employability Skills: History of Economic Thought at University of East Anglia. Bristol, UK: The Economics Network, October 2019. http://dx.doi.org/10.53593/n3244a.

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