Abstract
Inequitable access to employability development opportunities presents a risk to equitable retention, student success and graduate outcomes among students with disadvantage. With
a focus on equity, this chapter describes the development and initial incorporation of a strength-based, in-curricular and whole-of-institution approach to employability. At the core
of the initiative was the metacognitive framing of employability as the ability to find, create and sustain meaningful work across the career lifespan and in multiple settings. The chapter outlines the challenges and opportunities inherent in a whole-of-institution approach. Key stakeholders including students, academic staff, career practitioners and institutional leaders are discussed. The chapter includes a synthesis of what was learned and makes recommendations for the design of similar equitable approaches.
Chapter Summary
This chapter describes the development and incorporation of a strength-based, in-curricular, and whole-of-institution approach to employability development. The chapter explores some of the prevailing challenges for scholars who seek equitable approaches to student and graduate success. It then describes the experience of implementing a whole-of-institution approach within the existing first-year curriculum with a view to a phased roll-out over the subsequent three years. The chapter ends by reviewing the lessons learned and highlighting the factors which might enable similar initiatives elsewhere.
a focus on equity, this chapter describes the development and initial incorporation of a strength-based, in-curricular and whole-of-institution approach to employability. At the core
of the initiative was the metacognitive framing of employability as the ability to find, create and sustain meaningful work across the career lifespan and in multiple settings. The chapter outlines the challenges and opportunities inherent in a whole-of-institution approach. Key stakeholders including students, academic staff, career practitioners and institutional leaders are discussed. The chapter includes a synthesis of what was learned and makes recommendations for the design of similar equitable approaches.
Chapter Summary
This chapter describes the development and incorporation of a strength-based, in-curricular, and whole-of-institution approach to employability development. The chapter explores some of the prevailing challenges for scholars who seek equitable approaches to student and graduate success. It then describes the experience of implementing a whole-of-institution approach within the existing first-year curriculum with a view to a phased roll-out over the subsequent three years. The chapter ends by reviewing the lessons learned and highlighting the factors which might enable similar initiatives elsewhere.
| Original language | English |
|---|---|
| Title of host publication | Student Retention and Success in Higher Education: Institutional Change for the 21st Century |
| Editors | Mahsood Shah, Sally Kift, Liz Thomas |
| Publisher | Palgrave Macmillan |
| Chapter | 10 |
| Pages | 191-215 |
| Number of pages | 25 |
| ISBN (Electronic) | 978-3-030-80045-1 |
| ISBN (Print) | 978-3-030-80044-4 |
| DOIs | |
| Publication status | Published - 9 Oct 2021 |
| Externally published | Yes |