The key to employability: developing a practical model of graduate employability

By Lorraine Dacre pool, P. Sewell. 2007

1,273 citations recorded by the source corpus.

Subfields: Education, Media Technology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ebf819a00f67104245b202a697e9ee7e5f55301f

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Citations in the corpus

Evaluating the impact of the Erasmus programme: skills and European identity (2015, methodology): “The CareerEDGE model of Dacre Pool and Sewell (2007), adopted in this paper, is represented by the metaphorical image of a key for choosing and securing an occupation in which the graduate has the opportunity to achieve satisfaction and success.”
Modelling graduate skill transfer from university to the workplace (2016, positive): “Prominent graduate employability models (Dacre-Pool and Sewell 2007; Yorke and Knight 2004) typically focus on the development of certain non-technical, or employability, skills to achieve graduates workreadiness.”
The student perspective on employability (2013, background): “Harvey 2005 ; Little 2001 ; Pool and Sewell 2007 ) distinguish between the ability to get a graduate-level job and employment , potentially due to the external factors reported by Rothwell and Arnold (2007) .”
Employer demands from business graduates (2016, background): “Although a contested term, a dominant concept of graduate employability is based on the assumption that employability is defined in terms of the skills and attributes that an individual is seen to possess (Pool and Sewell, 2007; McQuaid and Lindsay, 2005).”
A systematic review of current understandings of employability (2016, background): “This is brought forward and broadened by Dacre-Pool and Sewell (2007), who refer to the impact of both work and life experience on student employability development.”
The contribution of work-integrated learning to undergraduate employability skill outcomes (2013, positive): “WIL is widely assumed to enhance employability skill outcomes in undergraduates (Wilton, 2012) and be of critical importance to employability and workreadiness (see Dacre Pool & Sewell, 2007).”
Graduate employability and higher education: Past, present and future (2019, background): “…and personal attributes that make a person more likely to choose and secure occupations in which they can be satisfied and successful” (Dacre-Pool & Sewell, 2007, p. 280) ; and “being capable of making wellinformed plans for the future and having the ability to execute them in a changing…”
Students’ perceptions of their preparedness for transition to work after graduation (2018, background): “…2004) or the Career EDGE (Experience; Degree subject knowledge, understanding and skills; Generic skills; Emotional intelligence) model (Pool and Sewell, 2007), the efficacy beliefs or self-theories that students have provide a crucial link between knowledge, understanding, skills, experience…”
Employability: a contemporary review for higher education stakeholders (2018, methodology): “Dacre Pool and Sewell (2007) agreed with the inclusion of the word successful in the definition reported in Hinchcliffe (2001) cited in Dacre Pool and Sewell (2007) but reasoned that satisfaction is also important.”
Employability: A review of the literature 2012-2016 (2017, methodology): “This definition has spawned several models for embedding employability in the HE curriculum, notably the Understanding, Skills, Efficacy beliefs and Metacognition (USEM) model developed by the HEA (Yorke and Knight 2006), and the CareerEDGE model (Dacre, Pool and Sewell 2007).”