Pedagogies for employability: understanding the needs of STEM students through a new approach to employability development

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2020-01-01 DOI:10.1080/23752696.2020.1847162

D. Bennett, E. Knight, A. Dockery, S. Bawa

{"title":"Pedagogies for employability: understanding the needs of STEM students through a new approach to employability development","authors":"D. Bennett, E. Knight, A. Dockery, S. Bawa","doi":"10.1080/23752696.2020.1847162","DOIUrl":null,"url":null,"abstract":"ABSTRACT Labour market trends and the economic impacts of COVID-19 are elevating the importance of knowledge as a factor of production whilst concurrently eroding traditional forms of employment. Mindful of the implications for higher education, this study approached employability development as ‘the ability to find, create and sustain meaningful work across the career lifespan’. The study was grounded in social cognitive theory and adopted a metacognitive approach to employability. Data were generated through an online self-assessment completed by 12,576 students enrolled with Australian universities. Data from science, technology, engineering and mathematics (STEM) students were compared with those from students in non-STEM fields. STEM students differed in several key employability traits. The paper highlights the need to promote more nuanced occupational literacy about the future of work alongside awareness that STEM skills and capabilities are valued across multiple sectors and roles. Opportunities and challenges for embedding a pedagogy for employability are discussed.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2020.1847162","citationCount":"9","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Higher Education Pedagogies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/23752696.2020.1847162","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}

引用次数: 9

Abstract

ABSTRACT Labour market trends and the economic impacts of COVID-19 are elevating the importance of knowledge as a factor of production whilst concurrently eroding traditional forms of employment. Mindful of the implications for higher education, this study approached employability development as ‘the ability to find, create and sustain meaningful work across the career lifespan’. The study was grounded in social cognitive theory and adopted a metacognitive approach to employability. Data were generated through an online self-assessment completed by 12,576 students enrolled with Australian universities. Data from science, technology, engineering and mathematics (STEM) students were compared with those from students in non-STEM fields. STEM students differed in several key employability traits. The paper highlights the need to promote more nuanced occupational literacy about the future of work alongside awareness that STEM skills and capabilities are valued across multiple sectors and roles. Opportunities and challenges for embedding a pedagogy for employability are discussed.

查看原文本刊更多论文

就业能力教育：通过就业能力发展的新方法了解STEM学生的需求

摘要劳动力市场的趋势和新冠肺炎的经济影响正在提升知识作为生产要素的重要性，同时也在侵蚀传统的就业形式。考虑到对高等教育的影响，这项研究将就业能力发展视为“在整个职业生涯中寻找、创造和维持有意义工作的能力”。该研究以社会认知理论为基础，采用元认知方法研究就业能力。数据是通过12576名在澳大利亚大学注册的学生完成的在线自我评估生成的。将科学、技术、工程和数学（STEM）学生的数据与非STEM领域学生的数据进行了比较。STEM学生在几个关键的就业能力特征上存在差异。该论文强调，需要促进对未来工作的更细致的职业素养，同时认识到STEM技能和能力在多个部门和角色中受到重视。讨论了嵌入就业能力教学法的机遇和挑战。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.