Embedding an Holistic Employability Model in the Curriculum

Graduate employability has been one of the fundamental foci of universities in the 21st century. HEFCE (2011) state that ‘embedding employability… will continue to be a key priority of universities… and employers’. There is limited work focused on joined up employability approaches across the undergraduate curriculum and the designing of simulations and assessments in none profession-based subjects such as business studies. Hence the aim of this research is to propose and explore the embedding of an holistic employability model across an entire Business School using existing and novel techniques. This is achieved by proposing a new employability model focusing on Transition, Empowerment, Enrichment and Enhancement (TEEE). The TEEE model combines reflective practices, simulation of graduate scheme selection and recruitment processes and virtual learning environments (VLE) technologies alongside existing Enterprise Education (EE) and Work Related Learning (WRL); the two dominant discourses for employability skills development in HE. Moving employability related teaching from a ‘possessional’ to ‘processual’ approach (Holmes, 2013). Our research, thus far, has begun to examine the literature and begun building and implementing the holistic employability model in the curriculum. We have observational and evaluative evidence to support our model. However, the research aims to examine the experiences and reflections as an output of this new model from the perspectives of students, lecturers and external observers who took part in simulations and employer advisory panels (EAP). The research will use a mixed method approach utilising questionnaires, interviews and reflective statements generated from students’ learning.