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Evaluating the efficacy of embedding employability into a second-year undergraduate module

Alex Bradley Orcid Logo, Jacqueline Priego-Hernández Orcid Logo, Martyn Quigley

Studies in Higher Education, Volume: 47, Issue: 11, Pages: 1 - 13

Swansea University Author: Martyn Quigley

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DOI (Published version): 10.1080/03075079.2021.2020748

Abstract

Employability is a primary concern for many students who face a competitive job market in the aftermath of COVID-19. It is also a pressing concern for universities with governments increasing pressure on universities to deliver courses that bring value for money to the students whilst also positivel...

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Published in: Studies in Higher Education
ISSN: 0307-5079 1470-174X
Published: Informa UK Limited 2021
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URI: https://cronfa.swan.ac.uk/Record/cronfa59056
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first_indexed 2021-12-31T15:15:19Z
last_indexed 2023-01-11T14:40:04Z
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spelling 2023-01-04T15:38:26.7794126 v2 59056 2021-12-31 Evaluating the efficacy of embedding employability into a second-year undergraduate module 45ba0b00b12b2a4cd533dcd42f0121d9 Martyn Quigley Martyn Quigley true false 2021-12-31 HPS Employability is a primary concern for many students who face a competitive job market in the aftermath of COVID-19. It is also a pressing concern for universities with governments increasing pressure on universities to deliver courses that bring value for money to the students whilst also positively contributing to the economy. To address these demands some universities and courses have embedded employability within their degree (embedded approach) whilst others offer employability teaching through career services separate from students’ courses (parallel approach). This article experimentally examines the impact of embedding employability within the curriculum on students’ career planning, knowledge, and confidence in completing common graduate selection tasks (i.e. application forms, psychometrics, interviews, etc.). A longitudinal pre–post experiment containing 64 second-year undergraduates found that students that received employability embedded within their course reported an increased sense of career planning, higher levels of knowledge and confidence on selection tasks and greater intentions to attain relevant work experience compared to those in a control group. These findings highlight the important role that universities can play in smoothing students’ transition into the workplace. Journal Article Studies in Higher Education 47 11 1 13 Informa UK Limited 0307-5079 1470-174X Employability; embedded; careers service; career planning; graduate outcome 29 12 2021 2021-12-29 10.1080/03075079.2021.2020748 COLLEGE NANME Psychology COLLEGE CODE HPS Swansea University 2023-01-04T15:38:26.7794126 2021-12-31T15:04:19.2368697 Faculty of Medicine, Health and Life Sciences School of Psychology Alex Bradley 0000-0003-4304-7653 1 Jacqueline Priego-Hernández 0000-0003-0712-9037 2 Martyn Quigley 3 59056__24101__88fb4eb4307e40f5baea9d3a143cadf4.pdf 59056.pdf 2022-05-16T16:23:52.5352440 Output 1802270 application/pdf Version of Record true © 2021 The Author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License true eng http://creativecommons.org/licenses/by-nc-nd/4.0/ 95 true https://osf.io/4mrzk/ false
title Evaluating the efficacy of embedding employability into a second-year undergraduate module
spellingShingle Evaluating the efficacy of embedding employability into a second-year undergraduate module
Martyn Quigley
title_short Evaluating the efficacy of embedding employability into a second-year undergraduate module
title_full Evaluating the efficacy of embedding employability into a second-year undergraduate module
title_fullStr Evaluating the efficacy of embedding employability into a second-year undergraduate module
title_full_unstemmed Evaluating the efficacy of embedding employability into a second-year undergraduate module
title_sort Evaluating the efficacy of embedding employability into a second-year undergraduate module
author_id_str_mv 45ba0b00b12b2a4cd533dcd42f0121d9
author_id_fullname_str_mv 45ba0b00b12b2a4cd533dcd42f0121d9_***_Martyn Quigley
author Martyn Quigley
author2 Alex Bradley
Jacqueline Priego-Hernández
Martyn Quigley
format Journal article
container_title Studies in Higher Education
container_volume 47
container_issue 11
container_start_page 1
publishDate 2021
institution Swansea University
issn 0307-5079
1470-174X
doi_str_mv 10.1080/03075079.2021.2020748
publisher Informa UK Limited
college_str Faculty of Medicine, Health and Life Sciences
hierarchytype
hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str School of Psychology{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}School of Psychology
document_store_str 1
active_str 0
description Employability is a primary concern for many students who face a competitive job market in the aftermath of COVID-19. It is also a pressing concern for universities with governments increasing pressure on universities to deliver courses that bring value for money to the students whilst also positively contributing to the economy. To address these demands some universities and courses have embedded employability within their degree (embedded approach) whilst others offer employability teaching through career services separate from students’ courses (parallel approach). This article experimentally examines the impact of embedding employability within the curriculum on students’ career planning, knowledge, and confidence in completing common graduate selection tasks (i.e. application forms, psychometrics, interviews, etc.). A longitudinal pre–post experiment containing 64 second-year undergraduates found that students that received employability embedded within their course reported an increased sense of career planning, higher levels of knowledge and confidence on selection tasks and greater intentions to attain relevant work experience compared to those in a control group. These findings highlight the important role that universities can play in smoothing students’ transition into the workplace.
published_date 2021-12-29T04:16:04Z
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