Project-based learning as a contributing factor to graduates’ work readiness

By Margaret Jollands, L. Jolly, T. Molyneaux. 2012

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Developing employability in engineering education: a systematic review of the literature (2018, methodology): “There were four interview-based studies (e.g. Case and Marshall 2016), 14 surveys (e.g. Stevens and Norman 2016), and five mixed method studies combining surveys and interviews (e.g. Jollands, Jolly, and Molyneaux 2012).”
Students’ perceptions of their preparedness for transition to work after graduation (2018, background): “…be increased because they are more clearly seen as involving the development of soft skills such as interpersonal, communication, participative and organizational competencies (Jollands et al., 2012; Warnock and Mohammadi-Aragh, 2016) and so it will probably increase employability perceptions.”
Employability: A review of the literature 2012-2016 (2017, background): “While work with graduate engineers (Jollands et al. 2012) suggests that the pedagogy of the programme also drives differences in employability attributes with students from more project-based and work-related courses being judged more positively by their managers a few months after starting work.”