Employability skills initiatives in higher education: what effects do they have on graduate labour market outcomes?

By G. Mason, Gareth Williams, Sue Cranmer. 2009

630 citations recorded by the source corpus.

Subfields: Economics and Econometrics, Education

View Paper: https://www.semanticscholar.org/paper/949acf519804de6cb925cada2aa2cb949e74633b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Economics and Econometrics

1. S. Mgaiwa
2. R. Velden
3. M. Clarke
4. G. Clark
5. M. Humburg

In Education

1. S. Mgaiwa
2. C. Kamau
3. R. Velden
4. Tang Tang
5. Vikki Eriksson
6. M. Clarke
7. Marion Walker
8. D. Hine

Citations in the corpus

• The million-dollar question: can internships boost employment? (2018, background): “Third, prior research presents empirical evidence focused on a timeframe preceding Bologna reforms (Bowes and Harvey 1999; Mason et al. 2009).”
• Employability skills: Perspectives from a knowledge-intensive industry (2015, background): “Recent reports also note the lack of empirical data regarding the relationship between skills and employment (Mason et al., 2009; Pellegrino and Hilton, 2012; Rosenberg et al., 2012; Mourshed et al., 2012; Heimler et al., 2012).”
• Skills and the graduate recruitment process: Evidence from two discrete choice experiments (2015, methodology): “Analysing data from graduate surveys Allen and van der Velden (2001, 2011), and Mason, Williams, and Cranmer (2009) find that graduates’ chances of securing a graduatelevel job are indeed associated with observable characteristics such as the degree, work experience, grades or study experience…”
• Rethinking graduate employability: the role of capital, individual attributes and context (2018, background): “…these attributes have a direct bearing on graduate employment success and that factors such as social class, gender, ethnicity, social networks and university status and are more salient to job search outcomes (Mason, Williams, and Cranmer 2009; Okay-Somerville and Scholarios 2015; Tomlinson 2007).”
• ‘It’s just like an extra string to your bow’: Exploring higher education students’ perceptions and experiences of extracurricular activity and employability (2013, background): “Muldoon (2009) notes that ‘there is an emerging school of thought that contends that personal attributes and qualities transcend skills and capabilities in importance because graduates need these to be equipped to respond to an unknown future’ (p.”
• Contributing to a graduate-centred understanding of work readiness: An exploratory study of Australian undergraduate students' perceptions of their employability (2015, background): “The recommendation was for universities to encourage more employer involvement in the selection of employability criteria and for greater employment based training and experience (Mason, Williams, and Cranmer 2009).”
• Understanding students’ motivation towards proactive career behaviours through goal-setting theory and the job demands–resources model (2018, background): “…Taylor and Hooley 2014) and job placements (Tymon 2013; Thune and Støren 2015) which enable skill development (Wilton 2012), development of self-efficacy (Freudenberg, Cameron, and Brimble 2011; Smith andWorsfold 2015) and enhance future employment opportunities (Mason, Williams, and Cranmer 2009).”
• Developing critical thinking, collective creativity skills and problem solving through playful design jams (2020, background): “Graduates need to be equipped with the skills and knowledge that would help them navigate a global context and transition from the classroom to the workplace (Cranmer, 2006; Andrews & Higson, 2008; Mason et al., 2009; Macdonald & Macleod, 2018).”
• Fostering Graduate Employability: Rethinking Tanzania’s University Practices (2021, result): “Although some studies have indicated mixed results regarding the role of WIL in curricula (Hazenberg et al., 2015; Mason et al., 2009), several studies (see, e.”