The student perspective on employability

By A. Tymon. 2013

594 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/df25eff505e973a4e23c7a9be7b1b0249914b77a

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Citations in the corpus

The expectation performance gap in accounting education: a review of generic skills development in UK accounting degrees (2016, background): “…2009; Stewart & Knowles, 2000) and the extent to which it is possible for students to develop certain generic skills whilst studying for a degree (Clanchy & Ballard, 1995; Cranmer, 2006; Gammie, Gammie, & Cargill, 2002; Lucas, Cox, Croudace, & Milford, 2004; Tymon, 2013; Wells et al., 2009).”
A Validated and Reliable Instrument Investigating Engineering Students’ Perceptions of Competency in Generic Skills (2017, background): “However, what is missing is an awareness of students’ understanding, preferences, and attitudes towards these skills; students’ engagement in developing generic skills seems to have been overlooked (Tymon, 2013) despite the general agreement among teachers and academics on the importance of motivati”
Student identity development in higher education: implications for graduate attributes and work-readiness (2014, background): “Instead, the developing student is seen as a work in progress, not yet complete, not yet successful (Holmes 2013; Tymon 2011).”
What actually works to enhance graduate employability? The relative value of curricular, co-curricular, and extra-curricular learning and paid work (2020, background): “Finally, there is strong evidence that students both desire and expect meaningful exposure to industry during their studies to enhance their preparedness for work and aid career prospects (Tymon 2013).”
Networking behaviour, graduate employability: a social capital perspective (2017, background): “This supports literature suggesting that heightened awareness of the labour market caused by temporal proximity for final year students increases concerns about their employability (Tomlinson, 2008; Tymon, 2013).”
Understanding students’ motivation towards proactive career behaviours through goal-setting theory and the job demands–resources model (2018, background): “Komarraju, Swanson, and Nadler 2014; 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 ”
Testing a model of undergraduate competence in employability skills and its implications for stakeholders (2014, background): “This link aligns with learning theory that engagement with learning goals is essential for achieving effective outcomes (Tymon 2011).”
Want students to engage? Contextualise graduate learning outcomes and assess for employability (2018, background): “…and placements are indeed highly effective ways of facilitating student engagement, achievement and retention (Kuh, 2008; Kuh, Kinzie, Buckley, Bridges, & Hayek, 2006) and the positive attitudes of students in our study mimic those reported in past research (Moreau & Leathwood, 2006; Tymon, 2011).”
Investigating the relationship between career planning, proactivity and employability perceptions among higher education students in uncertain labour market conditions (2020, background): “Despite evidence of students’ awareness of social congestion and the need to differentiate their profiles (Roulin and Bangerter 2013; Tymon 2013), this does not appear to be a significant part of their career building.”
Student Perceptions of the Importance of Employability Skill Provision in Business Undergraduate Programs (2013, background): “Some (Moreau & Leathwood, 2006; Tomlinson, 2008; Tymon, 2011) suggested that students acknowledge the value in developing employability skills in higher education, for short-term economic gain and/or longer term advantages, while others maintained they do not (Rae, 2007).”