Journal Article

Purpose: The purpose of this paper is to report on research findings from a teaching and learning intervention that explored whether undergraduate university students can be taught to articulate their employability skills effectively to prospective employers and to retain this ability post-course. Design/methodology/approach: The study included 3,400 students in 44 courses at a large Canadian university. Stage 1 involved a course-level teaching and learning intervention with the experimental student group, which received employability skills articulation instruction. Stage 2 involved an online survey administered six months post-course to the experimental group and the control group. Both groups responded to two randomly generated questions using the Situation/Task, Actions, Result (STAR) format, a format that employers commonly rely on to assess job candidates' employability skills. The researchers compared the survey responses from the experimental and control groups. Findings: Survey results demonstrate that previous exposure to the STAR format was the only significant factor affecting students' skills articulation ability. Year of study and program (co-operative or non-co-operative) did not influence articulation. Practical implications: The findings suggest that universities should integrate institution-wide, course-level employability skills articulation assignments for students in all years of study and programs (co-op and non-co-op). Originality/value: This research is novel because its study design combines practical, instructional design with empirical research of significant scope (institution-wide) and participant size (3,400 students), contributing quantitative evidence to the employability skills articulation discussion. By surveying students six months post-course, the study captures whether articulation instruction can be recalled, an ability of particular relevance for career preparedness.

This article discusses the issue of choice as it applies to long-term unemployed and vulnerable individuals. It argues that the combination of poor employment opportunities, requirements, compulsions and sanctions has not merely reduced available choice for individuals with multiple barriers to re-/join the labour market but has also resulted in curtailed decision-making abilities when it comes to their pathways into employment. The outcomes can include protective resistance as a response to the extent of regulation, which may undermine engagement in job search and related activities. Despite attempts by benevolent staff in a charity to provide support and enhance capabilities that result in the overcoming of protective resistance, they operate within a broader institutional framework of choice as set by government policy. The end result is compulsion, not choice.

In the EU, ambitious objectives have been set for education and training since the adoption of the Lisbon Agenda in 2000. The policies aim among other things to empower the individual through participation in lifelong learning which is seen as both a right and a duty: 'People need to want and to be able to take their lives into their own hands - to become in short, active citizens' (CEC, 2000, p. 7). However, not all citizens are taking part in lifelong learning and consequently the EU and its member states have set up policies with a 'particular focus on active and preventative measures for the unemployed and inactive persons' (CEC, 2006, p.1). 'Inactive' persons comprise different groups which are marginalised in terms of participation in lifelong learning, among others 'low-skilled' who have a lower participation rate in education and training activities (Cedefop, 2013)., In this article, the aim is to destabilize the political discourse on 'low-skilled' through individual narratives of being in low-skilled jobs. Whereas the problem of being low-skilled from a political perspective is represented as psycho-social problems of the individual, the narratives point to the complexity of people in low-skilled jobs and the role of structure to 'low-skilledness'. The narratives open up issues of power and the historical arbitrary distinctions between skilled and unskilled in the Danish labour market. It opens up for how the educational structures produce 'low-skilled' people, especially in the transition from basic vocational education and training into an apprenticeship. The article points to the narrow focus of policies on the 'supply' side of lifelong learning and less on the 'demand' side of a 'needy' global labour market in which precarious jobs are no longer limited to low-skilled. The article draws on Bacchi's 'What's the Problem Represented to Be?' (1999, 2009) and narrative inquiry.

The career readiness of high school students has been a longstanding issue that has received renewed attention in recent years. To document an approach to promoting career readiness in the United States, we conducted an exploratory case study of a distinguished information technology career academy. Using the premises of capital building as a frame of reference, we found a community who viewed career readiness as a form of investment in human capital development. As such, a network of business partners collaborated with academy staff in providing school- and work-based learning opportunities for academy students. This approach was complemented by an emphasis on the development of social capital with social bonds, bridges, and linkages in place to sustain the network identity and development.

Older employees' wages and earnings declined over the period 1991-2006, when compared with younger employees. The overall fall in relative wages was about 18 per cent, and for relative earnings 21 per cent. The article argues that this change was predictable in view of the pressures of 'globalization' resulting in increased competition, and intensified technological and organizational change, for many employers from the 1990s onward. The relative fall in older female and male employees' pay had set in by the mid-1990s and it proceeded over the whole period to 2006.

Rapid transformation of the workplace and a highly competitive labour market has changed the nature of graduate employability. In addition to discipline related knowledge, students now need to be proactive and adaptable in identifying career opportunities. This paper presents a conceptual model that views employability as determined by an overarching professional purpose mindset. This mindset reflects a person’s commitment to developing a professional future aligned to personal values, professional aspirations and societal outlook. Four specific mindsets are encapsulated within professional purpose (curiosity, collaboration, action and growth) and relate to three domains of development (self and social awareness; navigating the world of work and networks). Two studies were conducted to explore the professional purpose model. Study one was a qualitative study in which 33 undergraduate students (19 female; 14 male) explored their career decision making. Focus group and interview data showed that each of the four positive mindsets operated in many students’ proactive career related behaviours. However, for other students, alternative mindsets negatively influenced their career related behaviour. In the second study, 42 academics (28 male; 14 female) identified unit learning outcomes in existing curricula related to the three domains of development. All domains were evident but outcomes for navigating the world of work received most emphasis. Implications of the findings for further development of the professional purpose model are discussed.

The aim of this paper is to analyze the real impact of ICT (Information and Communications Technology) skills mismatch on SME’s (small and medium enterprises) sustainable competitiveness in the presence of a guaranteed minimum wage. As part of public policies—the minimum wage needs to maintain a balance between increasing employment and not being a burden for the companies, leading them to bankruptcies, especially in times of disruptive change, in which economies have to be more resilient. The rapid progress in information and communication technologies has dramatically redefined rising unemployment as a result of skills mismatch. This paper aims to understand, on the one hand, whether there is a match between the supply demand of ICT skills, and how increasingly powerful digital technologies affect the skills, jobs, and demand for human labor. On the other hand, it aims to understand whether increasing productivity and a fair minimum wage could be an integrated approach for stimulating SME’s in increasing sustainable competitiveness.

The effectiveness of vocational education and training (VET) depends on the quality of interactions between the actors from the education and employment systems, which ensure the correspondence of skills supply and demand. This paper develops an instrument to measure education-employment linkage (EEL) by capturing EEL in each sub-process where these actors can and should interact. Surveying VET experts from 18 countries suggests that countries with dual VET have the highest EEL, while the included Asian countries score lowest in terms of EEL. The analysis further reveals that the three most important sub-processes are employer involvement in the definition of qualification standards; employer involvement in deciding the timing of curriculum updates; and the combination of workplace training with classroom education.

No published abstract