Embedding an Holistic Employability Model in the Curriculum

Research output: Contribution to conferencePaper

Abstract

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.
Original languageEnglish
Number of pages19
Publication statusPublished - 10 Jun 2016
Event2016 SOLSTICE and CLT Conference -
Duration: 9 Jun 201610 Jun 2016
https://www.edgehill.ac.uk/solstice/conference/previous-years/conference2016

Conference

Conference2016 SOLSTICE and CLT Conference
Period9/06/1610/06/16
Internet address

Fingerprint

employability
curriculum
simulation
empowerment
employer
advisory panel
graduate
university
business school
learning
learning environment
university teacher
student
profession
questionnaire
discourse
Teaching
interview

Keywords

  • Employability
  • Enhancement
  • Enrichment
  • Transition
  • Empowerment

Cite this

ANDERTON, DANE., Murrin-Bailey, S., & WOODRUFFE-BURTON, HELEN. (2016). Embedding an Holistic Employability Model in the Curriculum. Paper presented at 2016 SOLSTICE and CLT Conference, .
ANDERTON, DANE ; Murrin-Bailey, Susan ; WOODRUFFE-BURTON, HELEN. / Embedding an Holistic Employability Model in the Curriculum. Paper presented at 2016 SOLSTICE and CLT Conference, .19 p.
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title = "Embedding an Holistic Employability Model in the Curriculum",
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ANDERTON, DANE, Murrin-Bailey, S & WOODRUFFE-BURTON, HELEN 2016, 'Embedding an Holistic Employability Model in the Curriculum' Paper presented at 2016 SOLSTICE and CLT Conference, 9/06/16 - 10/06/16, .

Embedding an Holistic Employability Model in the Curriculum. / ANDERTON, DANE; Murrin-Bailey, Susan; WOODRUFFE-BURTON, HELEN.

2016. Paper presented at 2016 SOLSTICE and CLT Conference, .

Research output: Contribution to conferencePaper

TY - CONF

T1 - Embedding an Holistic Employability Model in the Curriculum

AU - ANDERTON, DANE

AU - Murrin-Bailey, Susan

AU - WOODRUFFE-BURTON, HELEN

PY - 2016/6/10

Y1 - 2016/6/10

N2 - 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.

AB - 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.

KW - Employability

KW - Enhancement

KW - Enrichment

KW - Transition

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M3 - Paper

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ANDERTON DANE, Murrin-Bailey S, WOODRUFFE-BURTON HELEN. Embedding an Holistic Employability Model in the Curriculum. 2016. Paper presented at 2016 SOLSTICE and CLT Conference, .