Enhancing graduate employability: best intentions and mixed outcomes

Abstract

This article reports on a study for the Higher Education Funding Council for England on the impact of employability skills teaching and learning on graduate labour market prospects. The findings of the study cast doubt on the assumption that these skills can be effectively developed within classrooms. Detailed information gathered at university department level is drawn on to assess how academics perceive and engage in the teaching and learning of employability skills. It is argued that, despite the best intentions of academics to enhance graduates’ employability, the limitations inherent within the agenda will consistently produce mixed outcomes. Furthermore, it is argued that resources would be better utilised to increase employment‐based training and experience, and/or employer involvement in courses, which were found to positively affect immediate graduate prospects in the labour market and, therefore, support graduates in the transitional stage into employment.

Acknowledgements

This article draws on a study of employability skills teaching in English universities supported by the Higher Education Funding Council for England (HEFCE) and carried out in association with Geoff Mason, the National Institute for Economic and Social Research; Gareth Williams and David Guile, Institute of Education, University of London.

I would like to acknowledge with gratitude the guidance for this article given by David Guile, Geoff Mason and Gareth Williams. I would also like to thank Kelly Coate, Natasha Kersh, Louise Morley and two anonymous reviewers for their helpful comments on earlier drafts. None of these individuals bears responsibility for any of the views expressed here.