Journal Article

Purpose: The purpose of this paper is to explore employer perceptions of graduate student employability. This study is novel since existing research focused on employability is largely theoretic, remains focused on defining employability of undergraduates and largely fails to determine employer perceptions of factors that increase or decrease employability of graduate students. Design/methodology/approach: Using a two-phased approach, the authors analyzed 122 employer assessments of graduate students at a Canadian university who completed a work-term with the employer in either 2014 or 2015. The authors also collected individual data (e.g. academic achievement, work experience) from student files at the university. Phase 1 involved an exploratory factor analysis to derive factors influencing employer perceptions of employability. Phase 2 expand on factors identified in phase 1 through assessment of 153 written comments using a critical incident technique., Findings: Phase 1 results demonstrate that professional maturity, soft skills + problem solving, continuous learning and academic achievement secure a positive relationship with employer perceptions of graduate employability. Phase 2 results indicate that employers consider generic skills (time management, working in a team, attention to detail), general mental ability, subject-specific knowledge, willingness to work, attitudes and behaviors, and responsiveness to feedback when assessing employability of graduate students. Research limitations/implications: Collectively, the results of phase 1 and 2 provide a comprehensive awareness of the factors that employers consider when assessing employability of graduate students. Researcher, educational institution, and employer implications are presented. Originality/value: The authors provide a holistic and empirically grounded understanding of employer perceptions of graduate student employability through reviewing quantitative and qualitative indicators of employability from the employer perspective.

Purpose: This study aims to empirically validate an innovative work behaviour-enhancing model of employability in small- and medium-sized enterprises (SMEs), and to examine possible moderating effects of age. Design/methodology/approach: Data have been collected from 487 pairs of employees and their immediate supervisors who worked in 151 SMEs. Structural equation modelling (SEM) has been used to investigate the predictive validity of employability on innovative work behaviour using a multi-source approach. The moderating effect of employee age on the relationship between, on the one hand, self-ratings and supervisor ratings of employability, and, on the other hand, innovative work behaviour has been tested using multi-group SEM. Findings: Results suggest that self-rated employability correlates positively with supervisor-rated innovative work behaviour, and that supervisor-rated employability correlates positively with self-rated innovative work behaviour. Age appeared to have a weak influence on the relationship between employability and innovative work behaviour; more specifically, in case of a higher age, the relationship was stronger., Research limitations/implications: The cross-sectional design is a limitation of this study. Another limitation relates to the generalizability of the study findings outside the context in which the research has been undertaken. The relational meaning of employee age might be different in other cultures. Practical implications: Supervisors appear to play an essential role in providing an age-friendly working life for employees. Moreover, as SMEs often do not employ professionals to manage human resources, supervisors themselves have to carry the responsibility to encourage aging employees to develop themselves the enhancing innovative work behaviour. Originality/value: This study is the first to investigate the predictive validity of employability on innovative work behaviour and the effects of age on this relationship.

Despite the growing attention to employability in the era of job insecurity, there have been a limited number of empirical studies regarding the positive effect of employees' perceived employability (PE) on performance. The purpose of this study is to examine the relationship between PE and three domains of employee performance: in-role, adaptive, and extra-role. This study also tests the moderating effect of the perceived quality of employment on these relationships. To test our hypotheses, we surveyed 334 employees and their 37 immediate supervisors working for an organization in South Korea. We utilized official performance ratings and supervisors' ratings to measure the three domains of performance. The results show that PE is positively related to in-role, adaptive, and extra-role performance. An interaction between PE and the perceived quality of employment on extra-role performance is also evident. Implications for research and human resource development practices will be provided.

The relationship between ageing and skills is of growing policy significance due to population ageing, the changing nature of work and the importance of literacy for social and economic well-being. This article examines the relationship between age and literacy skills in a sample of OECD countries using three internationally comparable surveys. By pooling the survey data across time we can separate birth cohort and ageing effects. In doing so we find literacy skills decline with age and that, in most of our sample countries, successive birth cohorts tend to have poorer literacy outcomes. Therefore, once we control for cohort effects the rate at which literacy proficiency falls with age is much more pronounced than that which is apparent based on the cross-sectional relationship between age and literacy skills at a point in time. Further, in studying the literacy-age relationship across the skill distribution in Canada we find a more pronounced decline in literacy skills with age at lower percentiles, which suggests that higher initial literacy moderates the influence of cognitive ageing., Published abstract reprinted by permission of the copyright owner.

Purpose: The purpose of this paper is to verify if adult education can contribute to social mobility by analysing how the socioeconomic and professional background of the students affects dropout and graduation hazards in higher education. Design/methodology/approach: An event history analysis approach, with competing risks and discrete time, implemented under a multinomial logit model, is used to investigate how an extensive set of covariates affects the risk of graduation, dropout and persistence of 834 adult student workers from a higher education institution in Portugal., Findings: Adult education may indeed be effective in promoting social mobility, as academic achievement is higher for student workers that have low educated parents and low income levels. Also, the probability of achieving graduation seems to be higher for those seeking for higher transformation. Practical implications: Adult education should be encouraged as it generates both efficiency and equity benefits. Some policy recommendations are suggested for the higher education system to adapt better to the particular characteristics of adult workers and provide conditions to improve the job-study-family conciliation, namely, by adjusting the schedule and composition of classes, appreciating the curriculum and providing orientation to candidates, and introducing shorter/simplified versions of the degrees. Originality/value: A separate treatment is given to adult student workers, whose characteristics are very particular, enriching the literature on academic achievement that has been focussed on traditional students. Additionally, the studied data set merges five sources and provides extensive and original information on personal, degree and employment variables of the students.

A growing segment of the US workforce - older workers - face challenges such as a greater chance of being unemployed for a longer period of time than younger workers and skill obsolescence in contemporary societies. In an age of fast-paced economic and technological change, ongoing investment in human capital in the form of skill training represents a potential strategy for improving older workers' employment prospects. However, empirical evidence is lacking on the relationship between basic skill competencies and employment outcomes for older workers in general. This study analyzed nationally representative data of adults aged 45 to 65 years (n = 2,169) from the Program for the International Assessment of Adult Competencies. Literacy skills were used as the main measure of competencies. Results from multinomial logistic regression identified statistically significant positive associations between literacy skills and employment among older workers. Implications for research, policy, and practice are discussed.

We draw on theories of policy enactment to explore the ways in which the situated, material and external contexts and professional cultures in adult literacy in the UK have influenced practitioners. Our analysis of the transnational (OECD, EU) and UK external policy contexts found that skills-related education is prioritised, with a focus on economic growth through increased productivity and accountability. This can lead to a narrow conceptualisation of literacy as a set of information processing skills needed for employment that limits the curriculum so that the knowledge of the participants is ignored. However, our findings show that there is not a one-way flow from the transnational to the local. Instead, literacy practitioners translate and enact policy texts based on their situated contexts and professional cultures leading to approaches to teaching and learning that keep learners and their goals at the centre of the curriculum. We conclude that shared understandings of good practice and an underpinning value system, along with creative ways of delivering pre-set outcomes, allow practitioners to resist to some extent the neoliberal discourse whilst meeting the requirements of policy and funding. However, how feasible delivering this alternative curriculum is over the longer term remains to be seen.

The importance of work-integrated learning (WIL) experiences in the development of work ready graduates is well known. Despite the centrality of WIL to graduate employability, the vast majority of studies relating to student feedback tend to focus on the evaluation of learning and teaching in the classroom context. This article reports on the development and implementation of a university wide systematic approach to the collection of student feedback on learning in the workplace. It is anticipated that the approach and development of the summative survey tool described in this article will enhance the capacity of the tertiary sector to routinely capture student feedback on the experience of learning in the workplace and assist the development of models of best practice in work-integrated learning. We argue that ensuring quality in the student experience of work-integrated learning is core University business.

In 2018, Australia will include, for the first time, an engagement and impact (EI) assessment exercise as a companion to the Excellence in Research for Australia (ERA) national framework. The research underpinning this paper sought to identify the core competencies that are crucial to supporting roles within emerging impact and engagement expectations. A content analysis of research support position descriptions and job advertisements from the UK and Australia was conducted and these were mapped to current industry skill audits for library and information science (LIS) professionals. Also discussed are the current knowledge and skills of LIS professionals and what additional competencies they may need to acquire or develop if they are to contribute to institutions and researchers meeting the requirements of an EI assessment exercise. The hard skills required by both UK and Australian EI support roles are aligned to those endorsed and promoted by the LIS industry and are reflected in the Australian Library and Information skills templates. The study points to the viability of using current academic library networks and LIS professionals to meet the demands of future EI assessment in Australia.