Bridging the skills gap: Enhancing employability for chemical engineering graduates

Abstract

Extensive research underscores a persistent skills gap among graduates across various disciplines. However, identifying the precise skill gaps in engineering education remains challenging due to inconsistencies in existing research, and studies specifically addressing employability skills in chemical engineering are limited. This study aims to address these knowledge gaps by identifying the critical employability skills necessary for chemical engineering graduates. The study employs a multi-method approach, incorporating a systematic literature review, surveys of students, alumni, and employers, and a statistical analysis of job advertisements for graduate positions. The objective is to establish a comprehensive understanding of required competencies and evaluate the alignment between employer expectations and graduate competencies. A structured skill framework was developed, encompassing 15 primary skill groups and over 75 sub-skills. Comparative analysis of employer perceptions and job advertisement data highlighted discrepancies in perceived versus stated skill priorities. However, competencies such as communication, interpersonal skills, self-management, and adaptability were consistently recognised as essential across sectors. Significant skill gaps were observed in areas such as communication, problem-solving, literacy, interpersonal, self-management, and business acumen. Survey findings indicate that engineering students often overestimate their technical proficiency while underestimating the importance of transferable skills such as resilience, ethics, and integrity. Conversely, employers consistently emphasise the need for a well-rounded skillset that integrates technical expertise with strong communication and management capabilities. This disconnect underscores the need for educational programmes to promote greater self-awareness among students and ensure their skill development aligns with industry demands. These results align with existing literature, reinforcing the importance of embedding transferable skills within engineering curricula to better prepare graduates for professional success.