Learning, Curriculum and Employability in Higher Education

By P. Knight, Mantz Yorke *. 2003

609 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b716e995860cff38091f0a972165002fe473b3a4

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Citations in the corpus

Is graduate employability the ‘whole-of-higher-education-issue’? (2015, background): “For example, Knight and Yorke (2004, 23) put forward the view that ‘employers take everything and give nothing’ and that ‘some aspects of employment-related capacities can only be developed in the employment context’ (Yorke 2006, 3).”
Privatisation of public education? The emergence of independent upper secondary schools in Sweden (2011, background): “Our analysis further indicates that market-oriented policy language, as proposed by Ball (2007, 139) and others (Knight and Yorke 2004), has been given expression at all policy levels.”
Reconsidering the social and economic purposes of higher education (2011, background): “So the promotion of the very characteristics that authors, such as Knight and Yorke (2004), argue make employability more complex and socially relevant, actually form part of its most pernicious aspects.”
Discrepant stakeholder perspectives on graduate employability strategies (2016, background): “…employability means that institutions and employers have supported the student knowledge, skills, attributes, reflective disposition and identity that graduates need to succeed in the workforce (Hinchcliffe & Jolly, 2011; Holmes, 2013; Knight & Yorke, 2004; Yorke, 2006; Yorke & Knight, 2006).”
The key to employability: developing a practical model of graduate employability (2007, methodology): “The USEM model (Knight and Yorke, 2004) has “E” (personal qualities including self-theories and efficacy beliefs) as something that colours everything the student and subsequent graduate does.”
Graduate Employability: A Review of Conceptual and Empirical Themes (2012, background): “…notions of graduate ‘skills’, ‘competencies’ and ‘attributes’ are used inter-changeably, they often convey different things to different people and definitions are not always likely to be shared among employers, university teachers and graduates themselves (Knight and Yorke, 2004; Barrie, 2006).”
Graduate Employability and Competence Development in Higher Education—A Systematic Literature Review Using PRISMA (2020, background): “However, higher education institutions are often criticized for not preparing graduates for the real contexts involved in their professional practice [4].”
The undergraduate self-perception of employability: human capital, careers advice, and career ownership (2019, background): “Skills are positioned as a central element of human capital to employability (Jackson and Chapman 2012; Knight and Yorke 2004).”
Academy and the Real World (2009, background): “[ 3 2 6 ] Heeley, J. and Pickard, C. (2002) ‘Employing creativity: Skills development in the creative industries in the North West of England’.”
‘It’s just like an extra string to your bow’: Exploring higher education students’ perceptions and experiences of extracurricular activity and employability (2013, background): “Other formulations of employability highlight that understanding, beliefs and metacognition are core components of employability (Knight and Yorke, 2004).”
The graduate attributes we’ve overlooked: enhancing graduate employability through career management skills (2009, background): “At least as much as indicating a graduate’s ability to obtain and maintain work, these statistics tend to indicate information about the short-term graduate employment market in a particular region (Coleman & Keep, 2001; Knight & Yorke, 2003b) or for a particular occupational grouping.”