The graduate attributes we’ve overlooked: enhancing graduate employability through career management skills

By R. Bridgstock. 2009

1,219 citations recorded by the source corpus.

Subfields: Economics and Econometrics, Education

View Paper: https://www.semanticscholar.org/paper/a2c6dd4c49e30550d5d95dcaab629658600d85e7

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. Denise A Jackson
2. A. Tymon
3. M. Tomlinson
4. D. Bennett
5. Jos Akkermans
6. M. C. Abas
7. Ombra A. Imam
8. R. Helyer

In Education

1. Denise A Jackson
2. M. Clarke
3. A. Tymon
4. R. Bridgstock
5. M. Tomlinson
6. Jos Akkermans
7. D. Bennett
8. A. Hirschi

Citations in the corpus

• Contemporary career orientations and career self-management: A review and integration (2021, background): “…focus on the role of contextual supports and barriers in career development (Lent et al., 2000) and on career self-management (Lent & Brown, 2013); Bridgstock (2009) who presents a framework which stresses self-management and career building skills as a foundation for enhanced employability among…”
• Skills for creative industries graduate success (2011, neutral): “Career management skills are those involved in obtaining suitable employment and further educational opportunities, and intentionally building a career (Bridgstock, 2009).”
• Learning through reflection: the critical role of reflection in work-based learning (WBL) (2015, background): “With many higher education graduates finding it difficult to become employed in the sectors they were aiming at (Brooks et al., 2011; Bridgstock, 2009) and workers finding themselves undertaking several different jobs throughout their career the need for reinvention is real.”
• Employability: a contemporary review for higher education stakeholders (2018, background): “The work-readiness of graduates is an expected, demonstrable outcome determined by attaining a set of attributes associated with relevant degree programmes (Bridgstock 2009).”
• Generic Skills of Prospective Graduates from the Employers’ Perspectives (2012, background): “In fact Bridgstock (2009) argues that employability involves far more than possession of the generic skills attributes and acknowledges the importance of self-management and career building skills to lifelong career management and enhanced employability 6.”
• Student identity development in higher education: implications for graduate attributes and work-readiness (2014, background): “Whilst, undoubtedly, providing valuable skills for students when successfully implemented, these institutional constructs have been found to be problematic, with concerns now being expressed in relation to implementation (Green, Hammer, and Star 2009), omissions and shortcomings (Bridgstock 2009; Ho”
• Disparity of Learning Styles and Higher Order Thinking Skills among Technical Students (2015, background): “The role of Institute of Higher Education is to constantly improve the quality of students in order to provide students in training and education for the job market (Bridgstock, 2009; Rasimah et al., 2008).”
• Developing career management competencies among undergraduates and the role of work-integrated learning (2016, background): “There is evidence, although Bridgstock (2009) argues somewhat limited, that skills in accessing and using relevant information on career roles, job applications and labour markets will positively impact on employment outcomes (Krug and Rebien 2011; Pegg et al. 2012).”
• Student interest as a key driver of engagement for first year students. (2017, background): “These students will have multiple jobs and careers and one of the functions of a higher education is to develop soft skills such as information literacy and critical thinking that will equip students for the unknown jobs of the future (Bridgstock, 2009).”
• Understanding the Early Career Benefits of Learning Abroad Programs (2015, background): “According to Bridgstock (2009), career management skills are not sufficiently addressed at most Australian universities, and the uncertainty related to career outcomes may affect university attrition rates and employment outcomes.”
• Networking behaviour, graduate employability: a social capital perspective (2017, background): “to enhance their careers, and universities who face increasing pressure to enhance graduate employability, with diminishing resources (Bridgstock, 2009; Qenani et al., 2014).”
• The urgent need for career preview: Student expectations and graduate realities in music and dance (2015, background): “…artificially dismal picture of the employment outcomes of creative and performing arts graduates, because they rely on “full-time employment” as their sole indicator of graduate success and do not acknowledge the prevalence of the portfolio career in these sectors (Bridgstock, 2009; Brown, 2007).”
• Rethinking graduate employability: the role of capital, individual attributes and context (2018, background): “Bridgstock (2009, 36) divides career management skills into two categories – self-management skills and career building skills.”