Defining and Measuring Employability

By L. Harvey. 2001

813 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/30da3d3d63b6e184975bfdb888576aae6c7e2c6e

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In Education

In Human Factors and Ergonomics

Citations in the corpus

The concept employability: a complex mosaic (2003, background): “Mostly, their ability to find and keep a job is examined [6,17,19,20, 23 ].”
Fostering Graduate Employability: Rethinking Tanzania’s University Practices (2021, background): “Graduate employability has been on the global agenda for a couple of decades (see, e.g., Bennett, 2019; Crebert et al., 2004; Harvey, 2001; Laalo et al., 2019; Räty et al., 2019).”
Employability skills: Perspectives from a knowledge-intensive industry (2015, background): “On the flip side, it has been claimed that employers have not communicated their skills requirements clearly to the higher education sector (Rosenberg et al., 2012) and that industry has its own responsibility to train graduates for each sector (Holmes, 2001; Harvey, 2001, 2005).”
Employing discourse: universities and graduate ‘employability’ (2010, background): “Harvey (2001) posits that such conceptualisations of employability confuse outcomes and processes and present it as an institutional feature rather than the individual ability to gain employment.”
Engaging the Curriculum in Higher Education (2004, background): “That graduates find themselves typically in work following their graduation says nothing about the character of those work environments: employability indices in themselves can only be weak indicators of programme quality (Harvey 2001; Yorke 2001).”
The Quality of Higher Education and Employability of Graduates (2010, background): “The understanding of employability may change from being ‘the propensity of the individual student to get employment to an institutional achievement’ (Harvey, 2001, p. 97; emphasis in original).”
Rethinking graduate employability: the role of capital, individual attributes and context (2018, background): “…of success given that the nature of the training in certain professions, for example medicine, increases the likelihood of finding a job in comparison to those from more generic disciplines (such as the humanities) which are not linked to specific employment or specific careers (Harvey 2001, 97).”
Contributing to a graduate-centred understanding of work readiness: An exploratory study of Australian undergraduate students' perceptions of their employability (2015, background): “These findings concur with other views on whether universities are the appropriate places for developing the types of skills needed and valued by employers (Harvey 2001, Cranmer 2006).”
Graduate employability and student attitudes and orientations to the labour market (2007, background): “Employability remains a difficult concept to measure and define (Harvey, 2001).”
A competence‐based and multidimensional operationalization and measurement of employability (2006, background): “…and synonyms of the concept at the employee level are abundant (De Grip, Van Loo, & Sanders, 2004; Forrier & Sels, 2003; Fugate et al., 2004; Harvey, 2001; Thijssen & Van der Heijden, 2003; B. I. J. M. Van der Heijden & Thijssen, 2003; Van Lammeren, 1999; Versloot et al., 1998), each…”
The role of higher education skills and support in graduate self‐employment (2008, result): “In effect, these attributes are often, at least within a higher education context, very similar to what can be found in the ‘employability’ agenda (Harvey 2001 ).”
Enhancing employability: integrating real world experience in the curriculum (2009, background): “argument that the quality of employability in an institution is most effectively measured by the quality of the employability development opportunities which a given HE institution offers to students (Harvey, 2001).”
Effects of business internships on job marketability: the employers' perspective (2010, background): “Harvey (2001) indicates that an HE institution’s employability potential is best assessed not by its graduate employment rate, but rather by the quality of the employability offered to its graduates.”