Enhancing graduate employability: best intentions and mixed outcomes

By Sue Cranmer. 2006

651 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/f0af28c22dcaa11a17f0fe610dfbec3c8cc40146

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In Education

In Human Factors and Ergonomics

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).”
Graduate Employability and Competence Development in Higher Education—A Systematic Literature Review Using PRISMA (2020, background): “Additionally, these are initiatives that intend to adequately prepare the graduates for their professional practice, which is directed towards an environment of uncertainty and constant change [8].”
Skills for creative industries graduate success (2011, neutral): “In addition, empiricists have so far been unable to demonstrate empirically any enhancement of graduate employment outcomes arising from key skills programmes (Cranmer, 2006; Mason et al. , 2003).”
What Skills and Attributes Does an Accounting Graduate Need? Evidence from Student Perceptions and Employer Expectations (2008, neutral): “Perhaps it is unrealistic to expect that graduates will possess the range of skills required by employers (Cranmer, 2006).”
Student Perceptions of the Importance of Employability Skill Provision in Business Undergraduate Programs (2013, background): “Second, Cranmer (2006) argues there is a lack of evidence which confirms skill development in higher education enhances graduate workplace performance.”
What actually works to enhance graduate employability? The relative value of curricular, co-curricular, and extra-curricular learning and paid work (2020, background): “There is also commentary from Cranmer (2006) who questioned the value of campus-based programs for developing professional skills, although acknowledging the value of industry involvement in design and delivery.”
Working while studying: the impact of term-time employment on dropout rates (2013, background): “However, the general pattern that the majority of students tend to work also in Norway probably indicates that student’s eagerness to work while studying is a way to get work experience, in order to enhance their future employability (Cranmer 2006).”
Contributing to a graduate-centred understanding of work readiness: An exploratory study of Australian undergraduate students' perceptions of their employability (2015, result): “These findings concur with other views on whether universities are the appropriate places for developing the types of skills needed and valued by employers (Harvey 2001, Cranmer 2006).”
Key Competencies of Tourism Graduates: The Employers' Point of View (2009, background): “One basic question is if the respective skills and competencies can and should be taught and discussed in individual units or if they should be integrated and embedded in the traditional curriculum (Cranmer, 2006).”
Employability skill development in work-integrated learning: Barriers and best practice (2015, positive): “This study supports the importance of WIL in skill acquisition and refinement yet not as an alternative to traditional, on-campus learning (Cranmer 2006) but a complement.”
The effect of curricular and extracurricular activities on university students’ entrepreneurial intention and competences (2017, background): “(Krueger, Reilly, and Carsrud 2000; Autio et al. 2001; Kirby 2005; Cranmer 2006; Fayolle, Gailly, and Lassas-Clerc 2006; Nabi, Holden, and Walmsley 2006; Pittaway and Cope 2007; Nabi and Holden 2008; Buckland 2009; Liñán and Chen 2009; De Silva 2015).”
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).”
Rethinking graduate employability: the role of capital, individual attributes and context (2018, background): “The embedded generic skills approach has been widely critiqued (Cranmer 2006).”
Do Accounting Graduates’ Skills Meet The Expectations of Employers? A Matter of Convergence or Divergence (2009, background): “…of various stakeholders within higher education to develop generic skills, some have argued that it is unrealistic for universities to guarantee that graduates will possess the necessary generic skills to meet the demands of employers (Clanchy and Ballard, 1995; Lucas et al., 2004; Cranmer, 2006).”