eprintid: 179
rev_number: 11
eprint_status: archive
userid: 30
dir: disk0/00/00/01/79
datestamp: 2019-02-19 12:16:31
lastmod: 2019-02-19 12:16:31
status_changed: 2019-02-19 12:16:31
type: thesis
metadata_visibility: show
creators_name: Ryan, Ann
title: Graduate Employability; Bridging the gap from Higher Education to Employment
ispublished: submitted
full_text_status: public
keywords: Knowledge Based Economies & Higher Education; Graduate Employability
abstract: The employment landscape for graduates is competitive, as they enter into a complex and globalised workplace.  The onus is on graduates to quickly add value and bring innovation to organisations, however a review of empirical literature suggests Higher Education Institutions (HEI) are failing to adequately prepare students for employment.  This literature highlights a widening graduate skills gap in the areas of professional (soft) skills development.  
 
This paper aims to explore graduate’s transition from Higher Education into employment, with a key focus on the concept of employability, and in particular graduate employability and work readiness within STEM disciplines.  By researching the views of industry professionals and graduates, this paper reveals the opinions of key contributors, articulating the current viewpoints of what employers require, and what skill set graduates need as they transition from HE to employment.  Key research 
questions will focus on; • What, if any, is the competency gap’ between STEM graduate’s attributes and employers’ expectations within the Pharma / Medtech sector and how can HE address this? 
- What is the current view of HR professionals, Recruiters and Employers within industry regarding the standard of graduate competence and in the workplace? 
- What level of competence do graduates feel when starting a new role within the Pharma or 
Medtech Sector? 
- What training do graduates feel they need to better equip them for the employment in industry? 

The research design applied is a mixed method approach using both qualitative and quantitative data, to gain insight and answer the proposed research questions.  The research findings echoed the commentary from empirical literature with regard to a deficit in soft skill development in the areas of communication skill, critical thinking and emotional intelligence.  In addition, the findings also indicated a disconnect with graduate’s ability to fully align and articulate what they have learned in a HE environment to an employment setting.  These findings provided validation for the artefact (Student Handbook) which was the product of this research and also highlighted the need for more emphasis on graduate employment policies within HEI and greater alignment of industry requirements to HE curricula.
date: 2018
date_type: submitted
institution: Griffith College
department: Faculty of Training and Education
thesis_type: masters
referencetext: .......................................................................................................................................... 43 Appendices ........................................................................................................................................... 46 Quantitative Research Data .................................................................................................................. 46 Qualitative Research Data .................................................................................................................... 55 Copy of Ethical Approval Information & Forms .................................................................................. Acknowledgements

I would like to express sincere thanks and appreciation to all those who have helped me during the

preparation of this paper. There are a number of people I would like to mention for particular thanks.

To the team at Innopharma Education - Kevin, Orla & Ian, thank you for the opportunity to work on

the Professional Development Module which ultimately led to this project. Thanks also to Finbarr, for

good advice when I needed it.

To Alice Childs, whose guidance, encouragement and insight was of great assistance and help to keep

the project going.

To John Sherwin; a wizard at design who's care, and attention brought the text to life.

To my family; Mam, Mary, Edwina and Frances many thanks for the extra support when I needed it.

And to my husband John, thank you for keeping the show on the road, for the dinners, tea,

encouragement and help generally with juggling life while I was getting through this.

Finally, to little Lizzie, my daughter, who had great patience when mammy was working a lot.

Lizzie, when you ask mammy the question ‘is your work done now?', the answer, finally, is ‘yes'.

Time for more baking cakes, swimming, Penneys and fun. Chapter One - Introduction

Today's competitive labour market demands graduates, who possess a varied mix of knowledge, skill

and competence to be successful (Jameson, Carthy, Mcguinness, & Mcsweeney, 2015). These varied

demands for skills within today's knowledge driven economy are complex and cannot be understood

in a simply linear way from low to high skills. As access to tertiary education has increased and

continues to grow significantly throughout the globe, ‘knowledge workers' in developed economies

are increasingly competing with a ready supply of well-educated counterparts willing to work for

relatively low wages in developing economies. This in turn has led to a heightened escalation in the

global competition for both education and jobs. As developed nations shift their focus towards

keeping ahead of the competition for ideas, skills and knowledge that bolster economic advantage,

the skill set now demanded by employers is also shifting. Evidence demonstrates that employers,

whilst valuing technical knowledge gained during a degree program, now apply greater recognition on

a graduate's ability to handle and critique complex information and communicate it effectively

(Wickramasinghe & Perera, 2010) . Employers are now also focussing on the personal and social

contexts of work, requiring employees with business acumen, drive, commitment, emotional

intelligence and capable of working effectively on their own initiative in a dynamic environment.

Fuelling these demands by industry are the advances in socio economics and technology, as employers

require graduates better equipped with key transferable skills such as: greater critical thinking,

problem solving and communication skills, as technical or subject skills alone are not sufficient.

Employers no longer accept a degree qualification as the key indicator of graduate intelligence,

although these qualifications are still highly regarded, applied skills are ranked more important now

with evidence suggesting that organisations hire graduates based on their attitude and subsequently

train them on the skills required (Gokuladas & Menon, 2014)

Despite identification of these skills requirements by industry, graduates are seen to lack what it takes

to add value in the complex work environments of the 21st century, with research indicating that on completion of higher education programs students do not possess the necessary employability skills

employers require. Evidence suggests that there is a disconnect between the skills required by

employers and the standard of graduates on entering the workplace, with blame aimed at higher

education institutions who are deemed to be failing to adequately prepare students in essential soft

skills (Andrews & Higson, 2008; Brown, Hesketh, & Williams, 2002; CBI 2007 cited in Jackson, 2010;

Wickramasinghe & Perera, 2010).

There is no doubt, to be effective in preparing graduates for employment requires good curriculum

design and pedagogy built on a solid understanding of the views of all stakeholders which include:

students, employers and educators (Coll and Sade 2003 cited in Coll & Zegwaard, 2006). In the case

of STEM subjects this has particular curriculum and pedagogical implications, as STEM disciplines are

primarily designed around building cognitive (hard) skills comprising of technical and analytical skills

required to work in roles within this sector, with less emphasis on the development of the required

softer behavioural skills, which comprise of personal skills (emotional intelligence), interpersonal skills

(developing interpersonal relationships) and organisational skills (developing organisational

networks)(Coll & Zegwaard, 2006). The challenge lies for HEI to develop curricula which encourage

students to perform analytically, moving beyond rote memorization, with the development of key soft

skills diffused throughout program curriculum from the start of the student's HE experience.

Whilst the argument exists that the development of higher level cognitive skills and mental processes

such as analysis, synthesis, and evaluation, which in turn support and enhance the development of

critical thinking and problem-solving skill, as evident on Bloom's Taxonomy of Educational Objectives

are achieved later in the learning cycle. However, contrary arguments also validate the inseparability

of lower and higher order thinking skills and that the mental processes associated with higher level

cognition are not restricted to an advanced or higher order of mental development (Lewis & Smith,

1993; Curry, 1983). A line of reasoning supports the assumption that learning does not happen in a

sequential manner, with the learner systematically progressing from one level of thinking to another and it is, moreover, a complex dynamic and interconnected process. Rather than focussing on the

level of thinking from lower to higher order, the attention could be turned to the level of quality of

thinking within these levels; remembering, understanding, applying, analysing, evaluating, and

creating, thus giving the opportunity to weave basic and higher order skills appropriately into all levels

of the HE program curricula (Ritchhart, Church, Morrison 2012).

By researching the views and experience of employers and STEM graduates regarding employability

and competence in key transferable skills I will endeavour to gain greater insight into the experiences

of both graduates and employers regarding the subject matter to determine the level of awareness,

competence and preparation graduates have for the workplace. A key focus of the research with

graduates is gaining insight into their views of their ‘employabilityás a by-product of their experience

in tertiary education, their awareness of essential soft skills such as communication, critical thinking,

problem solving and emotional intelligence and also to assess their opinions on their effectiveness at

identifying and articulating their subject (hard) skills to an employer. Key research questions will

focus on;

• What, if any, is the ‘competency gap' between STEM graduate's attributes and employerséxpectations within the Pharma / Medtech sector and how can HE address this?

• What is the current view of HR professionals, Recruiters and Employers within industry regarding the standard of graduate competence and in the workplace?

• What level of competence do graduates feel when starting a new role within the Pharma or Medtech Sector?

• What training do graduates feel they need to better equip them for the employment in industry?

The purpose of this work is to create an artefact in the form of a student handbook which introduces

the student or graduate to the concept of employability with a focus on identifying their transferable

skills; both subject skills (hard skills) and professional skills (soft skills). A key focus of this handbook is to assist the graduate to identify and become more aware of key competencies developed

throughout their program of education and in turn create an employability fact file, which documents

their achievements, in the context of knowledge, skill and competence, during their period in higher

education. The handbook will also focus on the soft skills required as graduates' transition into

employment with an emphasis on critical thinking, communication and emotional intelligence. Chapter Two - Evidence of Research

Knowledge Based Economies & Higher Education

In this era of post-industrialism, economies which were predominantly measured in terms of

traditional economic factors such as land, labour and capital are now focusing on intellectual capital

as a prime measure of economic success. The paradigm of the knowledge-based economy (k

economy) replaces the traditional physical and natural resources as the key ingredient in economic

development, with knowledge. This shift in emphasis to a knowledge driven economy has at its core

the generation and exploitation of knowledge as a key contributor of wealth creation, developing an

economy based on the production, distribution and use of knowledge and information (Economic

Research Services Department 2000; Ramlee Mustapha & Abu Abdullah, 2004).

As knowledge replaces traditional markers of economic development there is growing awareness of

the importance of Higher Education (HE) in the development of a knowledge-based economy

(Andrews & Higson, 2008) . The effect of education on economic growth has been well documented,

substantiating the direct link between labour market outcomes, economic performance and

international competitiveness. The Organization for Economic Cooperation and Development (OECD)

research has established the significance of investment in education being a basis of both economic

growth in addition to many non-economic benefits (Blöndal, Field, & Girouard, 2002; Hunt, 2011;

Kontio, n.d.; Schreyer & Pilat, 2001).

As manufacturing jobs give way to substantial growth in service industries this has increased demands

for skills in advanced technology and innovation, these changes have fuelled the need for highly skilled

workers (Solem, Kollasch, & Lee, 2013). Countries must jostle to gain or maintain advantage over each

other in an economically globalised post-industrialisation arena, offering a highly employable

workforce is a source of competitive advantage. Governments now keenly recognise that upgrading

knowledge, skills and innovation within a workforce serves to enhance national prosperity (Brown et

al., 2002; Loxley & Seery, 2012). As national governments can no longer guarantee employment, given the competitive globalised and technology enhanced commercial environment, developed economies

are now focussing on a knowledge driven business. As governments compete to attract businesses,

a well-educated employable workforce is fundamental to win foreign direct investment. Key to this is

the quality, relevance and responsiveness of an economy's education and research system,

particularly at higher education levels, as a successful k-economy develops it will increasingly depend

upon the quality of the workforce within this economy (Hunt, 2011)

This demand for a highly skilled and knowledgeable workforce has in recent years seen the HE sector

in Ireland come under significant governmental pressure to position itself at the centre of the

knowledge economy (Loxley & Seery, 2012). The economic growth of the 1990's and 2000s has been

one of the main factors in the substantial increase in participation in HE education in Ireland as

successive governments attempted to develop the employability of its population.

This elevated level of tertiary graduates is evident in Ireland with 31.2% of people in the work force at

degree level and participation rates rising form 20% in the eighties to 65% in 2013 (Conway, 2009;LHH

& IBEC 2017). This trend is reflected in OECD member countries, where entry rates in HE were

approximately 10% around 1960 however by the end of the 20th century tertiary education entry rates

reached on average 45% (Brennan & Teichler, 2008).

Whilst evidence exists in most countries that unemployment rates are lower amongst those with

tertiary education, Tomlinson (2008) argues the status of HE credentials has somewhat declined, given

the rapid expansion of and shift towards mass HE and as a result of this increase, questions are now

presenting around the quality of the graduate labour market and in turn a graduate's ability to meet

the needs of a complex and globalised workplace (Blöndal et al., 2002; Tomlinson, 2008). In a

Confederation of British Industry (CBI) survey in the UK, 32% of employers recommend that

government priority now focus on raising the quality of graduates and in turn HE, versus just 2%

recommending prioritisation of increasing the quantity of graduates (CBI, 2007 cited Jackson, 2010).

Initiatives focused on appraising teaching and assessments skills for the 21st century have reported from a number of key groups - teachers, researchers, politicians and employer's - that this century

will demand significantly different competencies and skills sets for people to function successfully at

work (Ananiadou & Claro, 2009; Andrews & Higson, 2008). The significant advances in socio

economics and technology have fuelled these demands by industry, who now require graduates

equipped with excellent literacy and numeracy in addition to key transferable skills such as greater

critical thinking, problem solving and communication skills, as technical or subject skills alone are not

sufficient. Despite the assertions from industry for these skills, national surveys of both private and

public sector employers in many jurisdictions have stated that many college graduates lack adequate

development in functional skills related to oral and written communications, teamwork and

collaboration and critical thinking and problem solving (Cassidy, 2006; Gokuladas & Menon, 2014;

Solem et al., 2013).

Employers no longer accept a degree qualification as the key indicator of graduate intelligence,

although these qualifications are still highly regarded, applied skills are ranked, by some employers as

more important now with evidence suggesting that organisations hire graduates based on their

attitude and subsequently train them on the skills required (Gokuladas & Menon, 2014). Theorists

now claim the driving force of intelligence for the 21st century is identified as emotional intelligence,

a paradigm shift from the 20th century marker of IQ, thus reinforcing the importance of a holistic

approach to higher education and student development (Ananiadou & Claro, 2009; Jackson, 2010;

Cooper & Sawaf 1997). Given the competition for access to HE in a points driven system, as is the

case in many countries, this system currently rewards rote and memorisation learning techniques and

it is argued that this system in effect discourages the development of the necessary skills identified 

exploration, critical thinking, creativity and independent thought - resulting in even high achieving

second-level students struggling on entering third-level. The challenge exists for HE to embrace

curriculum change and develop these key transferable skills as students navigate their way through

college life and in turn develop essential skills to enhance future employability (Hyland, 2011). Employers and Students Perceptions of Employability Skills Gap

There is consensus that employers are, broadly speaking, satisfied with subject or discipline specific

skills in graduates and agree, that these functional skills are considered important, however the focus

is shifting to soft skill deficiencies in graduates (Jackson, 2010). In a US survey of over 400 IT employers

across the states, research found that employers now place less emphasis on technical skills and a

greater requirement for soft skills, recognising that without employability skills, technical ability is

merely a commodity. Research by FSSC in the UK indicated that technical skills came third in the

order of importance regarding graduate recruitment decisions, with soft / transferable skills second

and the concept of the candidate being a good fit being the first consideration (FSSC, 2017).

Recruitment judgements made based on graduate's self-management, communication skills and

motivational drive have become more important than paper qualifications indicating that graduate

value is no longer limited to solely academic achievement (Casner-Lotto, J., & Barrington, L. 2006).

Recent CBI research has rated generic employability skills a priority for most firms, with a substantial

86% of board executives ranking this top of their requirements. The same study reported that 27% of

employers are dissatisfied with graduate's generic employability skills, stating non-technical

interpersonal skills are lacking (Ferguson 2007, cited in Jackson, 2010; CBI 2008). In a 2015 HEA survey

of Irish employers, whilst employers cited they were very satisfied with graduate recruits across a

range of workplace and personal attributes, lower levels of satisfaction were noted for soft skills such

as entrepreneurial skills, business awareness, communication and problem solving skills (HEA, 2015).

For employers it seems, quality not quantity is of main concern, citing well-developed employability

skills is high on their agenda. Whilst organisations have identified these deficiencies, they are

reluctant to invest in training in transferable skills for graduates, pointing the responsibility of develop

of these skills towards the HEI. Research has indicated that employers hold the HE system primarily

responsible for preparing new entrants for the workforce. The expectation from industry,

governments and accrediting bodies across developed economies is that HEI is accountable for incorporating soft skill development, moving responsibility from the work environment to the

classroom (Cassidy, 2006). The message from industry employers is clear, obtaining specialised

subject skills and a degree is important, however this must be achieved in synergy with the

development of essential soft skills within a HE setting, this combination enabling graduates to

optimise their opportunities following graduation (CBI 2008b; Jackson, 2010). However, the views

that HEI should have responsibility for developing employability is not universally shared. Tymon

(2013) argues that these applied softer skills are more easily developed in a practical work

environment and organisations are better placed to provide this training and experience. However,

organisations are reluctant to invest in this training due to tighter budgeting controls in addition to

beliefs regarding the transient nature and lack of commitment from the millennial generation who

have shifted away from long-term company careers (Brown et al., 2002;Tymon, 2013).

From the student's perspective, students and graduates recognise the value and importance of their

higher education qualification to bolster their opportunity for success at gaining employment in the

future. This recognition includes acknowledging that HE credentials may create greater economic,

social and occupational opportunities which, may, in the absence of a HE qualification be limited

(Tomlinson, 2008) . Students have also identified that having a degree which was previously seen as a

differentiator is now almost seen as standard criteria, a prerequisite for many employers who

previously would not have required a degree as an entry level condition (Tymon, 2013). It is evident

that students believe that the acquisition of a HE qualification as a fundamental boost to their

employability factor. Graduates are becoming very aware that they need additional skills and

competencies for career success with students recognising problem solving, self-confidence and team

work as the most important employability skills (Wickramasinghe & Perera, 2010). Whilst recognising

the importance of these skills research suggests that graduates tend to lack confidence regarding their

skills, and in turn have difficulty in recognising important employability skills and their application in

the workplace (Ball, 2003). In addition, however evidence has also suggested students can be reluctant to dilute their academic study with time given to the development of transferable skills

sessions (Atkins, 1999; Wickramasinghe & Perera, 2010)

Graduate Employability; Knowledge, Skill and Competence

As commentary from relevant groups express concerns relating to the skills and competencies needed

to fuel the employability of a competitive and globalised k-economy, defining employability is complex

and multidimensional with definitions of employability varying significantly. While similarities

between descriptions of employability and employment exist, the term ‘employability' is not yet

clearly defined and is often seen as a poorly defined if defined at all as a ‘fuzzy notion' (Gazier, 1998

cited in McQuaid & Lindsay, 2005). Tymon (2013), suggests that inconsistency regarding the term

itself and the measurement of employability poses problems when endeavouring to develop

employability in graduates. Similarly, Yorke (2004) contends that employability is a complex mix of

personal qualities, understanding and reflection as well as skilful practice, which extends further than

a preoccupation with the development of certain key transferable skills. This mix of qualities

combined gives graduates' greater potential for success at gaining initial employment and also in their

long-term career (Yorke, 2004, cited in Evans, 2008). In an effort to define employability, Hawkins

(1999) states the key difference between employability and employment is primarily that

employability brings security, employment alone brings risk. Drawing similarities with Hawkins's

assertion, Super's observations, first raised in the 1950s, commented that it's not the employment

you are in that brings security moreover it's the jobs you have the skills and competence to get in the

future that will bring security (Hawkins, 1999; Super, cited in Evans, 2008).

McQuaid and Lindsay (2005) have identified a number of factors besides education that influence

employability, these include individual factors which can affect how people connect to the labour

market (job seeking ability, adaptability, mobility), in addition to personal circumstances (culture,

resources) and external factors (macroeconomic, labour market demand). Thus, employability encompasses many complex factors that cannot be taught. However, an important facet of

employability is that of competence, a by-product of developing knowledge and skill.

Nygard (2008) argues that competence can be taught and learned through reflective learning in

practice and is viewed as part of a key element of tertiary education (Hennemann & Liefner, 2010;

Nygaard, Højlt, & Hermansen, 2008)

Knowledge, Skill & Competence

A fundamental task of HE institutions is to prepare students for the demands of the changing jobs

market by facilitating the building of competence within their chosen academic field. To achieve this,

HE institutions need to develop curricula that is both relevant and responsive, assisting students to

acquire knowledge and in turn develop skills to use this knowledge in practical situations. In addition

to this HE must also develop key transferable competencies which are applicable to other situations

and contexts outside of the academic field in which the student studies (Nygaard et al., 2008).

In order for HE institutions to fulfil this role, and in turn assist students in identifying and articulating

the knowledge, skills and competence gained through their participation in HE, an important

consideration relates to the definition of these terms and how they relate to each other and also

within the learning process. The European Commission's Cedefop glossary defines knowledge, skill

and competence as the following;

• Knowledge; Outcome of assimilation of information through learning. Knowledge is the body of facts, principles, theories and practices related to a field of study or work

• Skill; Ability to apply knowledge and use know-how to complete tasks and solve problems

• Competence; Ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development

(UE, 2014)

Nygaard et al (2008) defined learning as the process of acquiring new knowledge, skills or

competencies, which in turn is used when experiencing future challenges in life. When defining the term knowledge, Nygaard refers to the core content of a given academic discipline; basic theories and

concepts, models and facts. The term skill refers to the ability to master the methods that a certain

discipline makes use of, and in turn competence is using both this knowledge and skill in various

situations and contexts. An important consideration when defining the terms knowledge, skill and

competence is the distinction that competence is more than just knowledge or skill, as it involves the

ability to meet complex demands successfully through the mobilization of psychosocial resources,

such as cognitive and practical skills, knowledge, motivation, values and ethics, attitudes and

emotions. These resources are drawn and acted upon for effective action in situational contexts

(Ananiadou & Claro, 2009; Rychen & Salganik, 2003) .

Key to developing competence is the ability to apply learning outcomes adequately in a defined

context, thus having the capacity to apply the learned skill appropriately and successfully (Ananiadou

& Claro, 2009).

Research Methodology, Design and Methods and Results

The paradigm most appropriate to explore the phenomena in question regarding student

employability and work readiness in the context of the competencies outlined, is that of Pragmatism.

Advocating the use of mixed methods, the combination is that of both quantitative and qualitative

approaches within the research process. Adopting both a quantitative and qualitative standpoint is

beneficial as joint methods can prevent the limitations of using a single method and provide greater

understanding of the phenomena, thus there is agreement that mixed methods can bolster a study,

particularly that of social phenomena and the complexities associated with this (Creswell & Clark,

2003; Onwuegbuzie, 2000). The pragmatic approach is one of induction and deduction, hence

discovering patterns and testing theories. It is also an approach of abduction whereby it uncovers and

applies the most appropriate explanation for the interpretation of results (de Waal, 2001 cited in

Johnson & Onwuegbuzie, 2004) Research Design & Methods

To endeavour to research in a complete and relevant manner encompassing the process of

triangulation and by adopting a pragmatic approach, I have collected data from multiple and varied

sources. These include: senior Engineers, Recruiters, Lecturers and Students within STEM disciplines.

The specific techniques and procedures used to gather and analyse quantitative and qualitative data,

is defined as research method and these methods, applied in any research endeavour have their

origins grounded in methodology, epistemology and ontological positions (Crotty 1988 cited in

Scotland, 2012)). As the purpose of this study is to gain a greater understanding of the experiences of

graduates and employers, regarding the level of competence and employability of graduates in STEM

subjects, the research design I applied is a mixed method approach using both qualitative and

quantitative data, to gain insight and answer the proposed research questions.

Quantitative Research Analysis and Findings

Phase one of research involved 30 students completing a questionnaire to examine attitudes of

graduates with regard to their perceptions and understanding of employability, soft skills and

competence in the specific focus areas as outlined. These students were at the time participating in

a QQI Level 8 Higher Diploma in Pharmaceutical and Medical Device Operations and had previously

completed at least a Level 7 Award in Science, Engineering or a related discipline. Many of the 30

students that completed the questionnaire already had a Level 8 qualification. These students have

previously graduated with a STEM discipline degree and are retraining or upskilling for industry-based

roles. The questionnaire comprised of approximately 35 opinion statements and questions which

addressed the subject matter and has been used to determine the general perceptions of the sample

and as an additional source to triangulate qualitative data.

Demographics of the participants taking part in the quantitative research - See Table P46 in

Appendices

Note; Students Quotes in Blue Text Employability

Many students answered that they felt they had a clear understanding or definition of the term

employability, with varied comments such as;

When asked to focus on their own employability and how they would best describe this, the focus

centred on terms such as education, experience, skill, technical knowledge, problem solving. Only one

student out of the 30 participants mentioned the specific term ‘soft skills', with comments as follows;

Interestingly, over 93% of participants felt they had a clear understanding of the soft skills developed

during HE, however a lower figure of 60% felt they could clearly articulate their technical or hard skills

to an employer.

Quotes P52 Index Understanding Soft (behavioural / personal skills) skills developed during Higher Education 30 28 Student Numbers 5 93% 2 7% Yes No Total Do you have a clear understanding of Soft (behavioural / personal skills) skills developed during your Higher Education? For example, problem solving, communication skills, teamwork Articulating Hard / Technical Skills Student Numbers 20 18 15 12 5 60% 40% Yes No Total Do you feel you can clearly articulate the Hard (Cognative or Technical) skills developed during your Higher Education to a potential employer? (For example, laboratory techniques, explanation of processes or models)

When questioned regarding the emphasis placed on employability within HE and how the students

education relates to employment, over 80% of particpants felt there was not enough emphasis on

employment or how their program of education directly relates and transfers into employment in

the furture. Emphasis on Employability In HE Student Numbers 10 6 5 80.00% 20.00% Yes No Total Do you think there was enough emphasis on employability and how your education relates to employment during your participation in Higher Education?

Another interesting finding was that only 13% of the 30 participants interviewed had been

introduced to a model of employability during their HE. Models Of Employability 30 26 Student Numbers 13% 87% Yes No Total Have you ever been introduced to ‘Models of Employability' (such as USEM, CareerEDGE or DOTS) in Higher Education?

Communications Skills

When questioned regarding their communication skills, no participants considered their overall

communication skills to be below expectations, with 60% considering it meets expectation and 40%

stating it exceeds expectations. When comparing written and verbal communication, 53% of participants felt they exceeded expectations regarding verbal communications compared to 27% for

written communications and 7% considering their standard below expectation for written

communications. Regarding the experience of participants and how HE has ranked in developing

effective communications skills, 33% of respondents rated HE below expectations, with 7% reporting

HE exceeds expectations.

See Table P47 Appendices

When introducing the concept of awareness of appropriate communications in a culturally diverse

environment and the effectiveness of students when considering these issues, no participants felt,

that they were below expectations in this regard, however over 87% of respondents would welcome

further education in this area. Communications In HE 30 26 Student Numbers 5 87% 13% 1 2 3 Do you think a class introducing & developing the concept of appropriate communication in a culturally diverse environment would be beneficial as part of your third level education

Comments from participants regarding the benefits of participating in further education focussed on

general communications and also appropriate communications within a culturally diverse

environment included; Selection of quotes Appendix P52 Critical Thinking

When focusing on Critical Thinking, 73% of participants felt they had a clear comprehension of the

term critical thinking and 27% stating they do not. 100% of participants felt it was an important skill.

When asked to expand on this, in order to define the term, comments generally included key words

which define critical thinking and in turn indicated a good overall understanding of the concept. These

included; Is Critical Thinking an Important The Term Critical Thinking Skill? 40 Student Numbers 40 150% 30 73%

Student Numbers 30 20 100% 100% 22 27% 30 30 20 10 50% 8 10 0 0 0% Yes No Total Yes No Total Would you consider critical thinking as an Would you have a clear comprehension of the important skill? term ‘critical thinking'?

When focusing on the participants experience of the development of critical thinking within HE, over

67% of students stated that they had participated in a class, which outlined the methods and models

of critical thinking, and 93% felt it is/would be beneficial to introduce a class focusing on developing

critical thinking in HE.

Finally, when asked to select a description which best represents their experience regarding third level

education (to date) and how this participation has developed the ability to think critically, as a result of course work; a combined 40% of participants reported a low or little / no development of critical

thinking in HE. Critical Thinking in HE Critical Thinking in HE 40 40 Student Numbers

Student Numbes 93% 30 30 67% 20 20 33% 10 10 28 7% 2 30 20 10 30 0 0 Yes No Total Yes No Total During your education, have you ever Do you feel a class focused on introducing & participated in a class which outlined methods & developing critical thinking skills would be models for developing critical thinking skills? beneficial to you Development of CT in HE best represents your experience regarding developed your ability to think critically as 30 100% Which of the following four descriptions your third level education (to date) has a result of your course work: (d) A high level of development of critical 4 13% thinking ability (c) A good level of development of critical 14 47% thinking ability (b) A low level of the development of 4 13% critical thinking ability (a) Little or no development of critical 8 27% thinking ability 0 5 10 15 20 25 30 35 Student Numbers Qualitative Research Analysis and Findings

A qualitative phenomenological approach was deemed the best fit to explore the needs and

experiences of students and employers. This approach facilitated gathering deep information and

perceptions through inductive, qualitative methods including semi structured interviews, open-ended

questionnaires and student focus group. This research explored the opinions of students and

employers surrounding graduate employability and the concept of graduate competence in the area

of soft skill development, focussing on critical thinking, communications and emotional intelligence

(Lester, 1999) .

When interviewing industry experts and employers I focussed the questioning on the key issues

namely, student employability and competence with regard to soft skills including communications,

critical thinking and emotional intelligence. These topics were further developed, and key themes

began to emerge from the research. In the context of employability, the themes and viewpoints that

emerged focused on the following;

• Recognition of a gap in graduate competence

• Levels of student confidence

• How students transition into industry

• Student reflection on their learning

• Students levels of self-accountability

Comments from employers seemed to, in the main, endorse what the empirical research suggests,

recognising that there is a gap with the level of competence that graduates have when starting a role

in industry; however, this experience seems to vary significantly.

Note;

Students Comments in Blue. Industry / Employers comments in Black. ‘OK, yes, I think there is a gap…from what I'm hearing people see a huge variation…'

Quote - P96 appendix

Graduate Confidence

Similarly, there seems to be a variation in comments relating to graduate confidence, with some

employers commenting that they see a notable change, with graduates presenting much more

confidently now. On the contrary other employers have noted a real lack of confidence and a failure

by graduates to reflect on what they have learnt.

Selection of quotes Appendix P55-65

Industry Transition

Regarding the concept of graduates transitioning into industry roles, employer feedback has identified

a failure with graduates to make clear connections with what they have learnt in HE and how they

apply it to a work setting. Commentary from employers has indicated that graduates are not clearly

relating their HE learning outcomes to their employment, and as a result work tasks need to be set out in a very sequential manner. Other comments relate their failure to integrate different modules

from HE into employment and to understand how these modules overlap and in turn apply and

transfer to an industry context.

‘they're not integrating the different modules, it seems to be just a case of I've checked that box and that's done' These findings were endorsed by the student questionnaire, with 40% of participants stating they

cannot articulate their hard skills to an employer. With regard to the focus on employment in HE 80%

of participants felt there was not enough emphasis on employment or how their program of education

directly relates and transfers to employment in the future. To support this finding, comments from

students that participated in the focus group also reinforced the views of industry participants, that

they are failing to relate their learnings in HE to employment.

...I would not be able to say this is what I can do…. this is what I'm capable of…. besides my certificates

Selection of quotes Appendix P59 Reflection

Further commentary from industry noted a lack of reflection from graduates and their role in reflecting

and internalising what they are learning and how it applies into industry. Also noted was limited self

accountability with graduates regarding their performance & drive in HE.

‘they are not realising the importance of from the point of view of internalizing what they're learning…. it's a tick the box exercise I think'

‘not understanding the value of that experience because they learnt things there, but they didn't actually reflect on what they learnt, or it wasn't clear to them and what they learnt until you explain it to them'

‘they don't seem to think well I'm accountable regardless of how good the

lecturer was …. or how well I know this particular topic…. and I think that really stands out'

Selection of quotes Appendix P57 Communication Skills

When focussing on communication skills, participants in the focus group noted the need for more

support in HE in the areas of presenting and written communication including writing professional

emails.

‘I've seen some guys writing emails they might be very good at their job but really bad at writing emails and it needs such a bad impression …. there's no training on that and never been told how to write an email'

‘definitely presentation skills, you need to practice that and prepare for that…. public speaking and communications…. you need to do it'

‘did I develop the skills in higher education? Probably not, no. There was never any emphasis on that at all'

Selection of quotes Appendix P62 Feedback from industry supported the views of participants in the focus group and recognised the

need for better presentation skills;

The concept of communicating at interview was raised a number of times with industry participants,

noting limitations in graduates articulating their knowledge at interview; ‘At the end of the day it's nearly like a sales pitch when you go into an

interview, so it depends on the person, so you need to get across that you have the knowledge qualifications'

Selection of quotes Appendix P61 Critical Thinking & Problem Solving

The subject of critical thinking and problem solving was the one concept I found all industry / employer

participants had consensus on. Overall they indicated that there is a deficit with students

understanding and analysis regarding problem solving and the application of critical thinking skills.

When asked in the questionnaire regarding their (student) experience of developing critical thinking

in HE a combined 40% of participants reported a low or little / no development of critical thinking in

HE.

‘there is certainly a deficit in students understanding you know you need to be

able to solve problems, where the problem is not going to be that well-defined, it won't necessarily be spelled out to you how this problem is solved, and you the student will have to apply their critical thinking skills'

Selection of quotes Appendix P63-65 Emotional Intelligence / Attitude

When researching the area of Emotional Intelligence (EQ) and Attitude with industry / employer

participants themes of resilience, situation perspective and reassurance emerged. A number of

comments focused on the lack of graduate resilience and how they are uncomfortable in less

structured situations. Observations also indicated that graduates need more reassurance that they

are preforming well, which may relate to lack of confidence in their own ability and self-awareness.

The comments also indicated a lack of adaptability and awareness in recognising the need to

understand different perspectives (empathy) and the need for further training and development for

graduates in this area.

Contrary comments regarding student EQ and cultural awareness were very positive with one

employer stating he finds the level of EQ with graduates very good, recognising it as a natural attribute

in this generation. All employers noted the importance of attitude, noting it as is a key element of

decision making at interview stage. The students research indicated graduates have no introduction

to the subject of EQ in HE and little awareness of the subject matter through their participation in

college life. Selection of quotes Appendix P65 ‘They just seem to have that exposure to loads of different cultures that maybe a generation or two didn't have this'

I don't really have a good understanding of this (Emotional Intelligence), knowing how to behave given different situations? Being intelligent with your emotions???laughs ‘I don't think this was ever mentioned in my program…'

Selection of quotes Appendix P65-66 Research Conclusion

Evidence from both quantitative and qualitative research has suggested an endorsement of the

empirical research in the context of a skills deficit in the area of soft skills with new graduates, however

employer's experiences were varied. Interviews with industry employers also suggested an additional

need to develop deeper more reflective learning with students, with greater emphasis on

understanding and internalising their learning and how this applies to an industry setting. This was

echoed with the students that participated in the focus group as comments noted a failure to fully

articulate their subject skills and how these transfer into a work setting.

Regarding student perceptions, there seemed to be a slight disconnect with the comments noted on

the questionnaire versus what was discussed during the focus group. The students that participated

in the focus group experience (when compared to feedback from the student completing the

questionnaire) was more critical of the attention placed on developing soft skills within HE. These

students (focus group) noted a clear need to develop greater communications skills and critical

thinking skills in HE. They had limited contribution to make with regard to the concept of EQ, as they

commented EQ was not part of any HE programs they participated in. Chapter Three - Developing the Product

Product Scope

In commencing this project, the objective was to create a student handbook which would be of

assistance to students as they transition from HE to employment. The focus initially was to limit the

scope of the project to introducing the concept of developing effective communication, critical

thinking and EQ skills and offer tips and guidance for students and graduates to work with, that they

can apply both within their employment and during their experience within a HE environment.

While conducting the research with both students and industry participants, the scope of the project

widened to include emphasis on preparing students for their employment during and after HE, versus

solely limiting the project to the soft skills required while employed. Given this, I decided to have two

distinct parts to the book.

The first section focused on student / graduate employability and offers advice for graduates on how

to begin their career. This concentrated on graduate employability, what is their unique skill set

focussing on their subject skills and the knowledge, skill and competence developed through HE. In

addition, it offered guidance on how to identify and transfer education and experience into

employment, develop a professional graduate CV and guidance to succeed at interviews. The rational

for including this section was driven by the feedback from both industry participants and students

taking part in the research. These research findings echoed my own experience as a lecturer on the

Professional Development Module in a STEM discipline program. My role involves preparing students

for interviews in employment opportunities in their chosen discipline, and this involvement with

students initially prompted me pursue this project as part of my MA. While working with students I

also identified shortcomings in students and graduates to fully recognise & articulate their subject

knowledge. Whilst incorporating this section into the project increased the workload and scope, I felt

it was a key element of preparing students for their career and in turn could build student confidence

in their own ability and expertise, which would also contribute to key soft skills development required by employers; better communications and self-reflection to build emotional intelligence. I also

consider this an under resourced and inadequately supported activity in HE, a point further endorsed

by student participating in the focus group as 80% of them felt there was not enough emphasis on

employability during their experience of HE.

The second part of the book consisted of the original concept whereby it focused on identifying and

developing the core professional (soft) skill set that employers have noted of importance. This section

offers guidance and advice on communication styles and developing critical thinking and EQ ability.

While part one of the handbook concentrated on assisting students to crystallise in their mind the

knowledge and skill they have developed through participation in HE, this second section concentrates

on the next stage of the journey and how they perform in employment. This content was a natural

follow on from section one, recognising that students have their subject skills which will get them to

a certain level in their career however to progress employers will expect more than technical ability.

These employer expectations relate to graduate performance in areas of communications, EQ,

complex problem solving, critiquing information and a graduate's employability is this mix of technical

and professional know-how.

One of the key challenges in developing the product, while writing it in tandem with writing the

academic report was adapting to a different style of writing for the artefact, to make it more readable

and accessible to students. I also found getting student to agree to research more challenging than I

had expected, however once they had agreed to participate in the focus group and complete

questionnaires, the information given was of a rich and worthwhile nature. Industry participants were

very agreeable and giving of their time and experiences. There was no significant ethical issue to

consider when developing the product. Discussion - Product Development & Production

Employability

In creating the product, I attempted to introduce the concept of employability as opposed to limiting

the focus on merely being employed and the soft skills required in employment. In the context of

students and graduates, central to employability is being capable of getting and keeping fulfilling work,

enabling graduates with the capability to move self-sufficiently within the labour market to realise

potential through sustainable employment (Hillage and Pollard cited in Pool, Sewell, Pool, & Sewell,

2014).

Key to this graduate self-sufficiency is the ability to identify, value and articulate your worth to a

prospective employer. In effort to assist students to crystallise their portfolio of skills, a knowledge

and skill ‘stocktake' linked to a program learning outcomes was included. This concept was further

developed by creating the LEAP model (Learned Knowledge and Skills, Experience, Achievements &

Professional Soft Skills), prompting the student to further analyse their employability and how to

showcase this on a CV.

The idea of the LEAP model was conceived when researching other models of employment and the

notion of graduation employability. These included models such as Bennetts et al (1999) model of

course provision in higher education, Yorke and Knight (2004) USEM model and Law and Watts (1977)

DOTS model, and the more recently developed theoretical and practical framework, the CareerEDGE

framework of employability. The key elements of the various frameworks, as expected, incorporate

similar aspects whilst also differing in content (Pool et al., 2014). CareerEDGE - the essential components of graduate employability (Dacre Pool & Sewell, 2007)

In developing my own LEAP model of employability, I hoped to keep a simple and easy to remember

idea at the forefront of graduate's mind which encompasses the key elements of developing their own

employability and that is easy to relate to and expand on the book.

Communication

When carrying out research with students there was a number of recurring themes, one of which was

the need for more support with general communication skills including guidance on emails,

presentations and technical report writing. I also felt this was an area that needed assistance given

my interaction and communication with students. The section (in the book) on communications offers advice and guidance to students on how to refine their communication style and skills. It offers

practical tips to apply to their communication process, whatever the message, audience or method of

communication. In compiling the material, I reviewed current practical guidebooks and student

resources, however I found there was little material out there that was condensed, focused and

developed for a particular discipline (in this case STEM), I found that there is a lot of material in a lot

of different locations (web, pamphlets, books, handouts). I tried to draw this material together in one

clear-cut resource.

Critical Thinking

This focus on critical thinking as a necessary learning outcome for student and graduates is not a new

one, however this focus is now heightened, as HEI adjust and adapt to the challenge of an evolving

pedagogy, which needs to meet the demands of Net-savvy students. The demands of the students of

21st century academia is very different to the last century graduate, as this generation is unique in that

it is the first to grow up with digital and cyber technologies (Barnes, Marateo, & Ferris, 2007). This net

generation are continuous multitaskers, with studentsáttention increasingly being pulled into a

myriad of directions: social networking, photo sharing, blogging, instant messaging, and text

messaging. While these students are adept at electronic tools, deeper challenges exists as research

indicates they lack information literacy skills and their critical thinking skills are often deemed weak

(Oblinger, Oblinger, & Lippincott, 2005) .

When focussing on critical thinking I was mindful that the subject is very broad and not likely to be

covered in an extensive way in this project. What I was aspiring to do was to get students to progress

further with their learning, further focusing on evaluating and analysing their program material and

moving towards more thorough questioning, critiquing and assessing of what's relevant and then

using this information to steer their action, attitude and awareness. By developing this skill in HE it is

of benefit throughout a student's career, a learned skill and mindset, which takes practice to develop

and move past instinct and personality traits. When focussing on STEM graduates, an employer's minimal expectation of the graduate is a well

developed knowledge of subject skills. In order to leverage greater employability power, the need

exists for greater ability to solve ill-defined problems by identifying and formulating solutions based

on sound rational, as STEM employees are required to have high skill levels for complex problem

solving, data analysis and information processing, interpretation and communication. Central to

developing critical thinking ability is questioning, and ironically students report that they are used to

being passive participants in their learning and unaccustomed to being asked opinions (Parker, 2002)

In addition, HEI have indicated that critical thinking has not been included as an explicit component

incorporated in the instructional design phase of course lectures and syllabi. Questions also arise

regarding educators understanding and confidence around the subject matter, with studies finding up

to 89% of teachers interviewed, claim critical thinking to be a key education objective, however only

19% were able to give a clear explanation of critical thinking (Ralston & Bays, 2015).

In developing the critical thinking segment, I wanted to incorporate content central to the concept of

critical thinking which encompassed: clear definitions, key elements (the argument, position,

reasoning), keywords, tips and questions to assist the student to challenge and question their thinking.

By integrating fundamental elements of The Paul-Elder Critical Thinking Framework, this assisted in

introducing such frameworks to students in an uncomplicated way (Paul, Elder, & Bartell, 1997) Emotional Intelligence (EQ)

New careers will always emerge as technology advances, and, at the same time other careers become

redundant. The one constant is change, and the ability to adapt to it can define a career, as people

who can successfully transfer their skills, knowledge and experience to the workplace will always be

in demand. This adaptability is a core component of EQ, navigating change and having the EQ to

manage and relate to emotions as change happens. While my research with students has indicated

little emphasis on EQ within HE, the World Economic Forum Report - The Future of Jobs, has listed EQ

as one of the top 10 skills required by 2020 (World Economic Forum, 2016). When compiling this

segment, I was again mindful of the broad scope of the subject and was conscious of incorporating

key elements such as emotional self-awareness (intrapersonal) and social-awareness (interpersonal)

and how this awareness or lack thereof affects the workplace, colleagues and career progression opportunities. In addition, how emotions have a physiological response, and how getting to ‘tune

into' these responses can give a person greater knowledge and control over the ‘stimulus and

responseéffect.

(World Economic Forum, 2016) Conclusion

Having worked for a number of years with students on a Professional Development module in

Pharmaceutical, Medtech and Food Science programs, I noticed that many students were struggling

to clearly identify and link their subject skills to employment. When researching this further, the

empirical evidence suggested similar findings in addition to noting a deficit in graduate's ability with

soft skills. From carrying out my own research with graduates and industry participants, my findings

further validated the commentary from both empirical research and my own experiences. I felt there

was a ‘missing link' required to help students and graduates move from college life to employment; a

toolkit to help re-emphasise the knowledge gained in HE as well as a guide to assist develop soft skills

in key areas. The purpose of this work was to create an artefact in the form of a student handbook

introducing the concept of employability, focusing & identifying transferable skills and developing soft

skills required as graduate's transition into employment. I feel the product is the solid first edition of

what I wanted to achieve. I hope to pilot the book with a new group of students this September to

get their feedback on what they think is worthwhile, what areas could be expanded or deleted.

On further reflection I think there is scope to include more Technical and Maths examples (see sample

in appendices P53), as well as the possibility of developing a simple webpage where student could

download blank templates to help students apply some of the tips included in the book. In addition,

there is also scope to develop further ‘Get Busy Toolkits' for other disciplines for example Business,

Finance etc.

Overall I feel I have achieved what I set out to do at this point.

Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries. OECD Education Working Papers, (41), 33. https://doi.org/10.1787/218525261154 Andrews, J., & Higson, H. (2008). Graduate Employability, “Soft Skills” Versus “Hard” Business Knowledge: A European Study. Higher Education in Europe, 33(4), 411-422. https://doi.org/10.1080/03797720802522627 Atkins, M. J. (1999). Oven-ready and Self-basting: Taking Stock of Employability Skills. Teaching in Higher Education, 4(2), 267-280. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ616602&site=ehost-liveBall, S. (2003). The Risks of Social Reproduction: the middle class and education markets. London Review of Education. https://doi.org/10.1080/1474846032000146730 Barnes, K., Marateo, R. C., & Ferris, S. P. (2007). Teaching and Learning with the Net Generation. Innovate: Journal of Online Education, 3(4), 1-8. https://doi.org/10.1111/j.1467 8535.2009.00994_2.x Blöndal, S., Field, S., & Girouard, N. (2002). Investment in Human Capital Through Upper-Secondary and Tertiary Education. OECD Economic Studies, 2002(34), 41-89. https://doi.org/10.1787/eco_studies-v2002-art3-en Brennan, J., & Teichler, U. (2008). The future of higher education and of higher education research. Higher Education, 56(3), 259-264. https://doi.org/10.1007/s10734-008-9124-6 Brown, P., Hesketh, A., & Williams, S. (2002). Working Paper Series Paper 26, 1-39. Cassidy, S. (2006). Developing employability skills: peer assessment in higher education. Education + Training, 48(7), 508-517. https://doi.org/10.1108/00400910610705890 Coll, R. K., & Zegwaard, K. E. (2006). Perceptions of desirable graduate competencies for science and technology new graduates. Research in Science & Technological Education, 24(1), 29-58. https://doi.org/10.1080/02635140500485340 Conway, A. (2009). Widening participation in higher education and the resultant diversity of learners : A review of government policies , the academy and market demands that may influence this trajectory . Creswell, J. W., & Clark, V. L. P. (2003). MIXED METHODS DESIGMING AND CONDUCTING. Curry, L. (1983). n Organization of Learning Styles Theory and Constructs. Economic Research Services Department. (2000, August). Special economic issue. Kuala Lumpur, Malaysia: Bumiputra-Commerce Bank. (n.d.). Evans, C. (2008). Developing career management skills within the HE curriculum : a review and evaluation of different approaches, 6(3), 45-55. FSSC. (2017). Local Economic Indicators 2017. Gokuladas, V. K., & Menon, S. (2014). “ Hired for Attitude and Trained for Skills ”: Engineering Graduates ' Employability in Indian Software Services Industry. The IUP Journal of Soft Skills, 8(2), 21-38. HEA. (2015). NATIONAL EMPLOYER SURVEY. Higher Education Authority, (May). Hennemann, S., & Liefner, I. (2010). Employability of german geography graduates: The mismatch between knowledge acquired and competences required. Journal of Geography in Higher Education, 34(2), 215-230. https://doi.org/10.1080/03098260903227400 Hunt, C. (2011). National Strategy for Higher Education to 2030. Retrieved from http://www.hea.ie/sites/default/files/national_strategy_for_higher_education_2030.pdfHyland, A. (2011). Entry to Higher Education in Ireland in the 21st Century to be held on 21st Sep 2011. Retrieved from http://www.transition.ie/files/Entry_to_Higher_Education_in_Ireland_in_the_21st_Century.pdfJackson, D. (2010). An international profile of industry-relevant competencies and skill gaps in modern graduates. The International Journal of Management Education, 8(3), 29-58. https://doi.org/10.3794/ijme.83.288 Jameson, A., Carthy, A., Mcguinness, C., & Mcsweeney, F. (2015). Title: The 21 st Century Graduate: Delivering a tailored approach to social and emotional competency training for final year students to enhance graduate attributes and increase employability. Kontio, J. (n.d.). Quality Assurance at Higher Education Institutes : The Role of Educational Initiatives. Lester, S. (1999). An introduction to phenomenological research. Retrieved February, 18(2), 1-4. https://doi.org/10.1111/j.1467-9450.1984.tb01000.x Lewis, A., & Smith, D. (1993). Higher order thinking. Theory Into Practice Vol 32 N 3, 32(3). LHH & IBEC , looking after the future of third level students in Ireland ……….. (n.d.). Loxley, A., & Seery, A. (2012). The role of the professional doctorate in Ireland from the student perspective. Studies in Higher Education, 37(1), 3-17. https://doi.org/10.1080/03075079.2010.489148 McQuaid, R. W., & Lindsay, C. (2005). The concept of employability. Urban Studies, 42(2), 197-219. https://doi.org/10.1080/0042098042000316100 Nygaard, C., Højlt, T., & Hermansen, M. (2008). Learning-based curriculum development. Higher Education, 55(1), 33-50. https://doi.org/10.1007/s10734-006-9036-2 Oblinger, D. G., Oblinger, J. L., & Lippincott, J. K. (2005). Educating the Net Generation. Educational Leadership (Vol. 56). https://doi.org/10.1177/0898010105275838 Onwuegbuzie, A. (2000). Positivists, Post-Positivists, Post-Structuralists, and Post-Modernists: Why Can't We All Get Along? Towards a. Parker, J. (2002). A New Disciplinarity: communities of knowledge, learning and practice. Teaching in Higher Education, 7(4), 373-386. https://doi.org/10.1080/1356251 Paul, R. W., Elder, L., & Bartell, T. (1997). California Teacher Preparation for Instruction in Critical Thinking: Research Findings and Policy Recommendations, 194. Retrieved from http://files.eric.ed.gov/fulltext/ED437379.pdfPool, L. D., Sewell, P., Pool, L. D., & Sewell, P. (2014). The key to employability : developing a practical model of graduate employability. https://doi.org/10.1108/00400910710754435 Ralston, P. A., & Bays, C. L. (2015). Critical Thinking Development In Undergraduate Engineering Students From Freshman Through Senior Year: A 3-Cohort Longitudinal Study. American Journal of Engineering Education (AJEE), 6(2), 85. https://doi.org/10.19030/ajee.v6i2.95
citation:   Ryan, Ann  (2018) Graduate Employability; Bridging the gap from Higher Education to Employment.  Masters thesis, Griffith College.   
document_url: http://go.griffith.ie/179/1/Ann_Ryan_MA_Final_Ann_Ryan_2018.pdf