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A PhD research project by Saffron Passam

The Psychology of G raduate Employability – D evelopment of The Graduate Employability Indicator. A PhD research project by Saffron Passam Supervised by Professor Kate Bullen & Professor John Grattan Funded by the Mike Baker Doctoral Programme. The Higher Education Context.

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A PhD research project by Saffron Passam

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  1. The Psychology of Graduate Employability – Development of The Graduate Employability Indicator A PhD research project by Saffron Passam Supervised by Professor Kate Bullen & Professor John Grattan Funded by the Mike Baker Doctoral Programme

  2. The Higher Education Context Employability is : Key educational outcome Measured Comparable Higher Education Statistics Agency (2013)

  3. What are the problems? Students are under pressure to develop sophisticated employability profiles to meet the demands of a complex labour market. • What is it? If anything? • What should we call it? • How do we develop it? • Who is responsible for encouraging it? • Can we measure it?

  4. Graduate Employability Indicator • Is there a relationship between aspects of self-regulated learning and employability development? • Can a screening tool identify students at risk of dis-engagement with employability? • What are the most effective curriculum strategies?

  5. Graduate Employability Indicator Guiding goal-directed activities over time Thinking about our thinking Our world view Thinking we can do something Schraw, Crippen, & Hartley (2006)

  6. Employability Indicator

  7. (Very) Provisional Results 203 students participated (aged 18-21) mixed gender, nationality, HEI, and discipline. Top 5 skills the students rated themselves as having least experience of in comparison to peers • Awareness of profitability • Awareness of quality control processes • Awareness of risk management • Using database software • Being creative about problems

  8. (Very) Provisional Results • Moderate to strong correlation between knowledge of cognition regulation of cognition • Weak to moderate positive correlation between meta-cognition, self-efficacy ,work self-efficacy and GEI simple t(200)=.907,p<0.05.. • No significant difference between typical student work and GEI simple. • Significant difference between graduate-type work experience and GEI simple t(201)=2.5,<0.05.

  9. Can you help? www.graduate-employability.co.uk Email: sfp9@aber.ac.uk

  10. References Rees, C., Forbes, P., & Keble, B. (2006). Student employability profiles. The Higher Education Academy, York. Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1-2), 111-139. Image credits to flickrralph and jenny

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