Stuck between a rock and a hard place: The challenge of preparing graduates for their futures

References

• Barrie, S. C. (2007). A conceptual framework for the teaching and learning of generic graduate attributes. Studies in Higher Education, 32(4), 439–458. https://doi.org/10.1080/03075070701476100
   Web of Science ®Google Scholar
• Barrie, S. C. (2012). A research-based approach to generic graduate attributes policy. Higher Education Research & Development, 31(1), 79–92. https://doi.org/10.1080/07294360.2012.642842
   Web of Science ®Google Scholar
• Beauchamp, C., Jazvac-Martek, M., & McAlpine, L. (2009). Studying doctoral education: Using activity theory to shape methodological tools. Innovations in Education and Teaching International, 46(3), 265–277. doi:10.1080/14703290903068839.
   Web of Science ®Google Scholar
• Bligh, B., & Flood, M. (2017). Activity theory in empirical higher education research: Choices, uses and values. Tertiary Education and Management, 23(2), 125–152. https://doi.org/10.1080/13583883.2017.1284258
   Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
   Google Scholar
• Chan, C. K., Fong, E. T., Luk, L. Y., & Ho, R. (2017). A review of literature on challenges in the development and implementation of generic competencies in higher education curriculum. International Journal of Educational Development, 57(2017), 1–10. https://doi.org/10.1016/j.ijedudev.2017.08.010
   Google Scholar
• Ehlers, U.-D., & Kellermann, S. A. (2020). Future Skills: The future of learning and higher education. Baden Wurttemberg-Cooperative State University. https://www.learntechlib.org/p/208249/
   Google Scholar
• Engeström, Y. (1987). Learning by expanding: An activity theoretical approach to developmental research. Orienta Konsultit.
   Google Scholar
• Engeström, Y. (2015). Learning by expanding: An activity-theoretical approach to developmental research (2nd) ed.). Cambridge University Press.
   Google Scholar
• Engeström, Y., & Sannino, A. (2021). From mediated actions to heterogenous coalitions: Four generations of activity-theoretical studies of work and learning. Mind, Culture, and Activity, 28(1), 4–23. https://doi.org/10.1080/10749039.2020.1806328
   Web of Science ®Google Scholar
• Flavin, M. (2016). Disruptive conduct: The impact of disruptive technologies on social relations in higher education. Innovations in Education and Teaching International, 53(1), 3–15. https://doi.org/10.1080/14703297.2013.866330
   Web of Science ®Google Scholar
• Geertshuis, S., Wass, R., & Liu, Q. (2022). Equipping graduates with future-ready capabilities: An application of learning theories to higher education. Teaching in Higher Education, Advance online publication, 1–20. https://doi.org/10.1080/13562517.2022.2137399
   Web of Science ®Google Scholar
• Gilbert, A. (2017). Using Activity Theory to inform sessional teacher development: What lessons can be learned from tutor training models? International Journal for Academic Development, 22(1), 56–69. https://doi.org/10.1080/1360144X.2016.1261358
   Web of Science ®Google Scholar
• Hattingh, S. (2018). Preparing the workforce for the Fourth Industrial Revolution. Skills at Work: Theory and Practice Journal, 9(1), 6–18. https://hdl.handle.net/10520/EJC-16d2dda8cb
   Google Scholar
• Jorre de St Jorre, T., & Oliver, B. (2018). Want students to engage? Contextualise graduate learning outcomes and assess for employability. Higher Education Research & Development, 37(1), 44–57. https://doi.org/10.1080/07294360.2017.1339183
   Web of Science ®Google Scholar
• Ministry of Education. (2022, June 16). The statement of national education and learning priorities (NELP) and the tertiary education strategy (TES). https://assets.education.govt.nz/public/Documents/NELP-TES-documents/FULL-TES-2020.pdf
   Google Scholar
• Miranda, J., Navarrete, C., Noguez, J., Molina-Espinosa, J.-M., Ramírez-Montoya, M.-S., Navarro-Tuch, S. A., Bustamante-Bello, M.-R., Rosas-Fernández, J.-B., & Molina, A. (2021). The core components of education 4.0 in higher education: Three case studies in engineering education. Computers & Electrical Engineering, 93(2021), 107278. https://doi.org/10.1016/j.compeleceng.2021.107278
   Google Scholar
• Oliver, B., & Jorre de St Jorre, T. (2018). Graduate attributes for 2020 and beyond: Recommendations for Australian higher education providers. Higher Education Research & Development, 37(4), 821–836. https://doi.org/10.1080/07294360.2018.1446415
   Web of Science ®Google Scholar
• Pazio, M., & Ntonia, I. (2019). Failure to engage: Exploring learning technology experiences from the vantage point of ‘expert’ students. Innovations in Education and Teaching International, 57(5), 1–12. https://doi.org/10.1080/14703297.2019.1649173
   Web of Science ®Google Scholar
• Pohio, K. (2016). Activity Theory Tools. In D. S. P. Gedera & P. J. Williams (Eds.), Activity theory in education (pp. 153–165). Sense. https://doi.org/10.1007/978-94-6300-387-2_10
   Google Scholar
• Sannino, A., & Engeström, Y. (2018). Cultural-historical activity theory: Founding insights and new challenges. Cultural-Historical Psychology, 14(3), 43–56. doi:10.17759/chp.2018140305.
   Google Scholar
• Scott, G. (2019). Preparing work ready plus graduates for an uncertain future. In J. Higgs, G. Crisp, & W. Letts (Eds.), Education for employability. Volume 1, The employability agenda (pp. 107–118). Brill. https://doi.org/10.1163/9789004400832_009
   Google Scholar
• Succi, C., & Canovi, M. (2020). Soft skills to enhance graduate employability: Comparing students and employers’ perceptions. Studies in Higher Education, 45(9), 1834–1847. https://doi.org/10.1080/03075079.2019.1585420
   Web of Science ®Google Scholar
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological process. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
   Google Scholar