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PurposeThis paper aims to find out what conditions are needed to enhance higher education curricula towards employability from the perspective of different stakeholders in the graduate labour market.Design/methodology/approachAn empirical study was developed, using a qualitative approach, based on semi-structured interviews with higher education institutions (HEIs) and labour market players, in the north region of Portugal. The data were analysed through content and descrip\tive analysis with NVivo.FindingsThe results show a set of constraints that hinder the match of higher education curricula with employability, namely, (1) the weak connection between HEIs and employers and (2) the curricular structure, which is characterised by a heavy theoretical component and a weak approach to the soft skills required by the current labour market. Possible solutions, with implications for educational policy, are given throughout the study.Research limitations/implicationsThe geographical scope and the nature of the study suggest that some precautions are required when generalising results. However, the literature on other areas in Portugal strengthens the findings and compensates for the sample's limitations.Originality/valueThis study combines the perspectives of the different individual stakeholders involved which, when taken as a whole, provide some recommendations for tailored curricula towards employability. Other studies in Portugal address each of these issues individually, without a connection between all the different perspectives.

PurposeThis study aims at investigating the indirect effect of soft skills on career engagement through the role of psychological capital (PsyCap) in different age groups. The social cognitive theory (SCT) and job demands-resource model (JD-R) were employed to explain the effect of perceived skill mastery on PsyCap and career engagement.Design/methodology/approachThe data were collected from 707 high school students, 150 university students and 165 employees using a three-wave data collection technique. This study measured soft skills, PsyCap and career engagement at different age groups (i.e. high school students, university students and employees). The data were analysed using a moderated-mediation technique.FindingsThe results showed that soft skills positively influenced PsyCap and eventually increased career engagement in all age groups. However, the effect was stronger for students (both in high school and university) than employees in the workplaces. Unlike most students, employees related soft skills to performance. Regardless of the effect on performance, students would be more likely than employees to perceive soft skill mastery as a source of efficacy.Research limitations/implicationsFirst, the education system should direct more attention to developing students' non-cognitive skills. Second, people should understand that their career advancement continues in the workplace context. Organizations can foster employees' soft skills by providing more opportunities to develop new skills.Originality/valueThis study sheds light on the importance of soft skills beyond academic and workplace performance. This study is among the few empirical investigations that reveal career engagement factors across different career development stages.

PurposeThe purpose of this paper is to develop a measure of soft skills suitable for use in a large survey of Australian adolescents.Design/methodology/approachA survey was conducted with N = 4,704 Australians aged 15–19 over 2 years. Principal components analysis was performed on 14 self-report items, followed by generalised linear mixed modelling predicting education- and employment-related outcomes.FindingsSelf-reported problem solving, creativity, teamwork and verbal communication were alternately associated with later high school performance, hourly wage and employment status. These effects persisted when controlling for demographics and prior academic achievement.Originality/valueExisting measures have been limited by their length or focus on specific skills or industries. The presented measures are short, domain-general, measure multiple skills simultaneously, and are suitable for a wide range of research contexts.

PurposeThis research paper seeks to identify multiple stakeholder perceptions relating to the level of graduateness of a group of business school graduates in Palestine.Design/methodology/approachAn exploratory mixed method approach was employed. Survey data provided the quantitative information that was analysed using statistical package for the social sciences (SPSS). Interviews of 1.5–2 h duration were conducted to gather the qualitative data. The study utilised an inductive thematic approach to analyse these data.FindingsEmployers were resolute in the view that despite the high level of youth unemployment in Palestine, they still had difficulty in sourcing suitably qualified graduates. Collaboration between employers and higher education providers is not of a level that supports the development of graduateness. The identified key skill shortages occurred in the soft skills area, for example, written and verbal communication, language and problem-solving skills, negotiation and conflict resolution.Research limitations/implicationsAs an exploratory research study, there are opportunities for future research investigating more deeply the themes identified and the success or otherwise of the recommended initiatives.Practical implicationsThis study has implications for both educationalists and policymakers, regarding the prioritisation of development funding and of policies and practices aimed at improving youth employment. There are implications for all stakeholders with regard to collaboration in curriculum development, provision of education, and training and development programmes targeting young people to ensure that they are work ready.Originality/valueThis paper is one of the first to examine the skills gap between business schools' graduates and employment in Palestine.

PurposeThis research explores the training experiences of Australian apprentices in the workplace with a focus on workplace relationships and their link to interpersonal attributes and people-related generic skills among apprentices.Design/methodology/approachQualitative research is conducted, and the authors analysed interview data from 20 apprentices (17 men, three women; average age 25 years) who came from a range of industries and trade sectors.FindingsThese findings revealed common themes around the importance of communication, emotional direct cognition, self-awareness and teamwork during training on the job. This suggests that interpersonal attributes are central to apprentices' practices within their training experiences.Research limitations/implicationsThe findings indicate a need for greater emphasis on the development of interpersonal attributes in training both on the job and within training packages.Practical implicationsThe paper extends the literature on the role of interpersonal skills in the apprentice experience, presents information about young people's challenges in training and points to further investigations needed to explore this phenomenon.Originality/valueAn authentic detailed account is presented of apprentices' interpersonal attributes and people-related generic skills in their training experiences.

PurposeWhile the number of entrepreneurship education programmes offered around the world is on the rise, research into the assessment of entrepreneurship education programmes is still lacking. The purpose of this paper is to take the stance that entrepreneurship education has to focus on a set of transversal competences aimed at teaching individuals to become more enterprising, and develop a framework and practical proposal for the teaching and assessment of entrepreneurial competences.Design/methodology/approachThe authors followed a three-pronged research design. First, the authors reviewed the literature and practices on the definition of entrepreneurial competences and measures for their assessment and identified a rubric of competences and a set of assessment tools. Second, the authors tested the identified tools to assess entrepreneurial competences through the development of an intensive extra-curricular initiative on entrepreneurship based on a business model challenge. Third, the authors evaluated the outcomes of this experience based on 72 student pre-test and post-test survey responses.FindingsThe authors assessed the impact of participation in a business model challenge with regard to five competence areas: positive attitude and initiative; communication and interaction; team-work and collaboration; critical and analytical thinking or problem solving, including risk assessment; creativity and innovation. The authors found no relevant changes across these dimensions, concluding that the mere exposure to the business challenge was not a sufficient condition for stimulating the development of entrepreneurial competences in our sample.Originality/valueThis work provides a relevant contribution to researchers, educators and policymakers by taking an interdisciplinary approach to reviewing previous literature and proposing ways of assessing transversal competences in the context of entrepreneurship education.

PurposeThis study aims to determine whether university students are successfully acquiring or improving skills related to teamwork through a variety of extra-curricular activities, such as sports, music, volunteering, international group work experiences and professional practices.Design/methodology/approachDescriptive statistics have been calculated to evaluate the normal behaviour of the variables. Accidental sampling was used via a cross-curricular study with a quasi-experimental design. An analysis of means was performed using the Student's t-test.FindingsThe results show the students to have highly developed interpersonal and communication skills, followed by adaptation and decision-making skills. The lowest scores corresponded to coordination and leadership skills. On the other hand, a significant correlation was established between extra-curricular activities and the acquisition of essential teamwork skills.Originality/valueThis study can confirm the important relation between extra-curricular activities and the acquisition of the teamwork skills that play a vital role in the overall development of our students, as well as for their integration into the job market, with particular emphasis on the acquisition of leadership skills which students are most lacking in, but which have shown to improve with any of the proposed activities. The promotion of the extra-curricular activities by the University, could greatly support our students' soft skills acquisition and complement their education.

PurposeThe purpose of this research paper is to analyse the internship expectations gap amongst the three main internship stakeholders: employers (company supervisors), academic supervisors and students, in an effort to detect the variables which could assist closing the gap between students' perceptions and the labour market employers and then, between the academic supervisors in Higher Education Institutions (HEIs) and the students. This paper analyses firstly, the variables that determine students' perceptions and overall satisfaction with the internships. After, it examines the differences with the employers' expectations of the interns' performance. Finally, this paper analyses the variables that determine the academic supervisors in HEIs grading of the interns with the overall satisfaction about the students' internship performance. This research serves as a guide for the improvement, refinement and expansion of university internship programme design together with internship best practices definition to close the expectation gaps between the HEIs and the Business World.Design/methodology/approachTwo quantitative surveys were designed to measure students' and employers' perceptions of the internships. Additionally, one semi-structured qualitative interview is performed to deepen understanding of each student's perception of the internship. The authors perform a triangular analysis of students' perceptions and employers' (company supervisors) and academic supervisors' expectations. A T-test analyses the differences between cognitive, transversal and social skills developed in an internship as perceived by students and employers (company supervisors). Finally, linear regressions are run both to identify the variables that determine the students' internship overall satisfaction and also detect the variables that determine the final internship grade assigned by the academic supervisor from the university.FindingsThe authors highlight the following interesting findings. While the students feel that the internships are highly useful and perceive that they were fully integrated into the company's culture, they also state that they learn how to develop their transversal skills much more than the cognitive skills learnt in the whole study programme in their degrees. In parallel, employers (company supervisors), for their part, perceive that students have strong social skills and adjust perfectly to the company's culture, but expected the students to have more creativity and cognitive skills. Finally, the academic supervisor's value the students' written skills together with the company's supervisor valuation more than the students' transversal skills. These main expectation gaps detected must be solved to improve internship outcomes and closing the gaps between the Higher Education and Business World. These findings consolidate existing research and add more quantitative results contextualised to Spanish Higher Education Institutions.Research limitations/implicationsThe limitations of this research are that it only embeds a HEIs in Spain and the sample should be enlarged with more universities not only from Spain but also from around the world. Thus, the findings in this research can be used to improve the internship programme in this HEIs and its best practices, however they cannot be extrapolated to other HEIs still. Nevertheless, other HEIs can learn from this experience. Regarding the surveys these can be reviewed and homogenised for the student's perception items to be more aligned with the company supervisor's expectations and the academic supervisor's requirements of an internship. As implications, the authors have divided them into theoretical and practical. From the theoretical point of view, there needs to be more research about internships done in Economics, Law and Business Degrees field. From the practical point of view, the authors highlight several implications. First, HEIs must develop internship programmes further and promote the three stakeholders, employer–academic supervisor–student communication more fluid. This communication flow will maximize and align both employer and academic supervisor expectations about the students' performance in their internships. This way, student perceptions of their internship experience will improve and align further. Second, internships must be promoted in the Economics and Business Degrees as they are a unique opportunity for students to apply cognitive, transversal and social skills acquired in their study programmes, developing themselves as future professionals. Third, there is a growing need for HEIs to strengthen links with different companies, not only to teach students the skills employers' value but also to ensure that graduates are aware of what is happening in the labour market. Finally, through the internships developing further, academic supervisors must open their assessment to the students' professional skills (critical thinking, creativity, capacity to solve short term problems efficiently,) aligning with labour market needs.Originality/valueThis paper is significant because it shows the growing need for universities to strengthen links with a variety of companies (Business World). Internships are becoming compulsory, having assigned a high percentage of European Credits Transfer System (ECTS) credits to students' Grade Point Average (GPA) in Economics, Law and Business. This research work shows HEIs should improve internship design to close the gap between Higher Education's supply of graduates and the business world's demand for adequately prepared professionals. The results in this paper can help the academic actors start improving the internship design and best practices definition.

PurposeThe purpose of this paper is to examine the relationship between skills and employability of business graduates. The study also examines the moderating effect of ‘social mobility factors’ in the ‘skills–employability’ relationship.Design/methodology/approachA quantitative positivist approach was undertaken to test the hypotheses. Business graduates from two universities in a developing country responded to a questionnaire about their perceptions of different sets of employability factors. Partial least squares (PLS)-based structural equation modelling (SEM) was used to examine the relationships between skills and employability of business graduates.FindingsThe findings show that both soft skills and technical skills are positively related to employability, which is consistent with prior studies. The findings also indicate that social mobility factors play a significant role in employability.Research limitations/implicationsThe study is based on data from two public universities, and its findings need to be interpreted with care as universities differ in their size, area of concentration and ownership structure.Practical implicationsThe findings advance the evidence of graduate employability of business students. Based on these results, university authorities, policymakers, teachers and business graduates will benefit from the findings related to students preparedness for the competitive global job market.Originality/valueThe study's findings contribute to business graduates' skill set development in the developing countries that share a similar education system, culture and values.

PurposeIt is well established that partnerships between universities and community organizations can serve to enhance student learning and employability (Anderson et al., 2011; Arantes do Amaral and Matsusaki, 2017; Jones and Sherr, 2014; Voss et al., 2015). Within this context, the purpose of this paper is to explore how one such partnership has resulted in the successful implementation of three pedagogical methodologies, which individually and collectively promote student-centered learning and employability skills through an experiential learning framework.Design/methodology/approachUsing this methodological case study approach where the pedagogies of internships, service-learning opportunities, and project-based learning are critically evaluated, the research reveals only positive benefits for students, faculty, and the community organization(s). These benefits center on improved employability skills, the development of social skills and societal contribution for students.FindingsParticipating students also noted the development of their confidence and the importance of feedback from both peers and assigned staff. Members of faculty considered the opportunity for students to put theory into practice, enhanced employability skills and the collective nature of the methodologies as the main benefits with The center echoing the sentiments of other stakeholders. The center considered the workplace preparedness, the development of soft skills and confidence and the collective nature of the methodologies as the main benefits of the partnership.Originality/valueThe insight provided by the research contributes to existing literature through examining the relationship between an academic institution and its community, providing a practical framework and guidelines for the implementation of student-centered pedagogical methods.

PurposeThe purpose of this paper is, first, to examine student perspectives of their university experience in terms of the soft employability skills they develop; second, how prepared those students feel for the future employment market and finally investigate whether there are differences in perceptions between Chinese and Malaysian students given their different educational experience.Design/methodology/approachIn this study, 361 predominantly Chinese undergraduate students at two universities, one in China and the other in Malaysia completed the 15-item Goldsmiths soft skills inventory using an online survey.FindingsThe results, analysed using factor analysis and confirmatory factor analysis, indicated that the university curriculum develops student soft skills, particularly in the Malaysian university and supports the relationship between soft skill and student preparedness for employment. The results also indicate that compared with the respondents from the Chinese university, the Malaysian university respondents were more likely to be positive to statements concerning their respective university’s ability to develop their soft skills.Research limitations/implicationsSuch findings have implications for education providers and business in that it is important for universities to embed soft skills into the curriculum in order to develop graduate work readiness.Originality/valueWhat this research contributes is not only consolidation of existing research in the contemporary context of a disruptive jobs market, it takes research forward through analysing student perceptions from two universities, one in Malaysia and the other in China, of the skills they develop at university and the importance of soft skills to them and their perceptions of future employment and employability. Such research will provide insight, in particular, into the role of education providers, the phenomena of underemployment among graduates in China, and be of practical significance to employers and their perception that graduates lack the necessary soft skills for the workplace (Anonymous, 2017a; Stapleton, 2017; British Council, 2015; Chan, 2015).

Purpose The purpose of this paper is to gain insight into the way leisure activities and soft skills relate to creativity in higher education. It determines which activities have a positive impact on the student body’s overall education. Previous research evidences the relationship between specific leisure activities and creativity performance in several scenarios. Our work applies a broad range of these leisure activities to find results within our own specific student population. Design/methodology/approach The methodology is based on a survey of 303 Spanish students in Business Administration and Tourism. The study uses two instruments to measure the creativity of students, the Runco Ideational Behavior Scale (RIBS) and a three-dimensional construct that measures divergent thinking (originality, fluency and flexibility). Findings The results reveal that the average for creativity is higher for those students participating in some of the activities proposed. A positive correlation was also observed between the number of leisure activities and the creativity measures analysed. This confirms that students participating in more leisure activities display higher levels of creativity. Finally, the results display that the vast majority of students are involved in some type of activity, but two of the interpersonal skills that companies appreciate the most (reading and writing) are performed by very few students. This is especially the case of writing. Originality/value This study contributes to the pedagogical strategies that can be used in universities to motivate practising leisure activities as a mean of fostering creativity. It is important to note that the involvement of students in leisure activities can benefit from their integration into the labour market.

Purpose Available literature overlooks the factors that affect employers’ opinions of the skills graduates bring to the labour market. The purpose of this paper is to examine the relationship between the perception of graduates’ skills and the employers’ anticipative and remedial strategies. Design/methodology/approach A qualitative multiple case study is used and data were gathered from interviews with human resource managers in ten firms in Portugal. The data set includes information on perceptions of graduates’ skills, solutions for the acquisition of skills, hiring and training policies, and practices associated with university–industry linkages. Findings Almost all the employers sampled are unsatisfied with graduates’ preparation in soft skills and other personal traits. Some report skill shortages and gaps in technical skills that result in training costs. The perception of technical skills varies according to anticipative and remedial strategies. Research limitations/implications This is an explorative study with a very small sample of firms. However, it is a first step towards further research into whether the perception of graduates’ skills is affected by anticipative and remedial strategies implemented by firms within a particular human resource development system. Practical implications It is argued that the responsibility for graduates’ employability should be shared. Practitioners should learn how to interact with higher education, researchers should profit from insights into typologies of employers’ strategies on skill formation, and policy makers should understand that employers are heterogeneous and there is no one-size-fits-all solution. Social implications Universities, employers and policy makers should understand that the employability of graduates presupposes shared responsibility. Originality/value The relationship between the strategies employers adopt to access skills and their perception of graduates’ skills is a quite underexplored topic.

PurposeThe purpose of this paper is to analyse and explain the high rates of employability of one group of Middle East youth by focussing on liberal arts and soft skills education as an integral part of quality higher education.Design/methodology/approachThis paper employs the survey research method using questionnaires, focus groups and interviews to understand the labour market dynamics in Lebanon and explore factors that correlate positively with gainful employment with a special focus on the graduates of an institution that emphasises the liberal arts and soft skills training.FindingsThe paper finds that quality higher education – particularly with a focus on soft skills and internships – boosts the potential of graduates to secure their first jobs after graduation.Research limitations/implicationsReliable data on higher education, employability and youth are scarce in Lebanon and the region. The paper is based on one labour market study in Lebanon while seeking to extrapolate to Lebanese youth as a whole as well as reflect on employability and youth in the Middle East region.Practical implicationsThe paper demonstrates support for improving quality in higher education as well as making soft skills training and the liberal arts critical components for increased employability of youth in Lebanon and the Middle East.Originality/valueThe paper is innovative in its reliance on primary data from a labour market survey as such data are scarce in Lebanon. In addition, advocacy for soft skills training and the liberal arts in the midst of focus on science, technology, engineering and mathematics and other professional education at the university level is rare in the Middle East.

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 – The social and economic disadvantages confronted by many Indigenous Australians are well known. A close look at Indigenous employment highlights that Indigenous Australians are substantially under-represented in the technical and professional areas of business and management. Closing the gap and improving the social and economic outcomes requires a greater focus in these areas. The purpose of this paper is to outline the design of an innovative undergraduate business degree for Indigenous students that: meets the targets set by government, produces the “T-shaped” graduate expected by business (disciplinary and interdisciplinary knowledge and soft skills), addresses the employment needs of the Indigenous community and provides the building blocks for Indigenous students to enrol in post-graduate business courses. Australians is well known. A close look at Indigenous employment highlights that Indigenous Australians are substantially under-represented in the technical and professional areas of business and management. Closing the gap and improving the social and economic outcomes requires a greater focus in these areas. This paper outlines the design of an innovative undergraduate business degree for Indigenous students that: (i) meets the targets set by government; (ii) produces the “T-shaped” graduate expected by business (disciplinary and interdisciplinary knowledge and soft skills); (iii) addresses the employment needs of the Indigenous community; and (iv) provides the building blocks for Indigenous students to enrol in post-graduate business courses. Design/methodology/approach – The development of the Bachelor of Business Administration (Indigenous) provided an opportunity to address the needs of Indigenous Australians in a curriculum that is not only interdisciplinary but also taught by indigenous and non-Indigenous academics. The paper outlines how the review was shaped, the innovative mode of delivery and the interdisciplinary nature of the curriculum. Administration (Indigenous) provided an opportunity to address the needs of Indigenous Australians in a curriculum that is not only interdisciplinary but also taught by indigenous and non-Indigenous academics. Findings – This course provides an integrated approach to business education focusing on the professional, technical and managerial roles in business that is in such short supply in Indigenous communities. The course contextualises the study of business within an Indigenous perspective to demonstrate how Indigenous studies not only contributes to empowering the individual but also how business education plays a critical role in repositioning Indigenous people in their local communities and society more broadly empowering the individual but also how business education plays a critical role in repositioning Indigenous people in their local communities and society more broadly. Originality/value – This paper demonstrates an integrated approach to business education focusing on the professional, technical and managerial roles in business that are in short supply in Indigenous communities.

Purpose – This study utilises an internship framework to justify the need for feedback from all three groups of internship stakeholders. The purpose of this paper is to determine the benefits, skills, and outcomes students gained through internships from the perspective of students, university and employers. Design/methodology/approach – A set of structured questionnaires was used to survey the perceptions of students, university and employers of an accounting internship. A total of 172 responses were analysed. Findings – Findings show that all three groups of stakeholders perceived that students benefit from the internship programme. They also perceived that an internship provides the students with both the technical and soft skills required in the marketplace. However, the mean score and ranking differ among the students, university and employers. Research limitations/implications – The study was conducted based on feedback on a single accounting programme. Therefore any characteristics inherent in this sample that differ from the overall population of accounting programmes could bias the results and limit its generalisability and any associated inferences. Questionnaire responses should be interpreted with caution as perceptions and self-insights are subjective and may or may not be reflective of reality. This study falls short of putting forward any reasons why results differ from previous studies or why the mean scores of the three stakeholders all differ. Further research may take into consideration a comparison of internship programmes across institutions and disciplines. Future studies can also use the reflection approach and interview to better explain the benefits and skills developed through accounting internship programmes. Practical implications – Practically, findings from this study provide feedback to the students, university and employers to continuously improve accounting internship for undergraduate accounting programmes. Social implications – Social implications lie within the research framework that emphasises the student learning experience, university support through theoretical understanding and employer contribution through the practical component. Originality/value – Internships have become part of an accounting curriculum in many universities globally. To date, most studies on internship practices are limited in scope and focus on feedback from a single perspective. This study fills the gap in the literature by conducting a perception-based survey of internship stakeholders: students, university and employers, on benefits and skills acquired through internship.

PurposeThe current study was conducted to increase our understanding of factors that influence the employability of university graduates. Through the use of both qualitative and quantitative approaches, the paper explores the relative importance of 17 factors that influence new graduate employability.Design/methodology/approachAn extensive review of the existing literature was used to identify 17 factors that affect new graduate employability. A two‐phase, mixed‐methods study was conducted to examine: Phase One, whether these 17 factors could be combined into five categories; and Phase Two, the relative importance that employers place on these factors. Phase One involved interviewing 30 employers, and Phase Two consisted of an empirical examination with an additional 115 employers.FindingsResults from both the qualitative and quantitative phases of the current study demonstrated that 17 employability factors can be clustered into five higher‐order composite categories. In addition, findings illustrate that, when hiring new graduates, employers place the highest importance on soft‐skills and the lowest importance on academic reputation.Research limitations/implicationsThe sectors in which employers operated were not completely representative of their geographical region.Practical implicationsThe findings suggest that, in order to increase new graduates’ employability, university programmes and courses should focus on learning outcomes linked to the development of soft‐skills. In addition, when applying for jobs, university graduates should highlight their soft‐skills and problem‐solving skills.Originality/valueThis study contributes to the body of knowledge on the employability of university graduates by empirically examining the relative importance of five categories of employability factors that recruiters evaluate when selecting new graduates.

PurposeA modern business graduate is expected to have strong disciplinary skills as well as the soft skills of communication and team work. However today's business graduate needs to be more than the traditional “I‐shaped” graduate of the past and more of the “T‐shaped” graduate employers are looking for. Many undergraduate business degrees profess to offer integration of the curriculum but on investigation this occurs mainly through a capstone subject at the end of the degree. Today's business graduates need a more integrated approach to their learning. This paper aims to outline the transformation of a traditional business curriculum to one that is inter‐disciplinary, outlining the necessary steps and conditions including the most challenging – faculty buy in.Design/methodology/approachThe review of the Bachelor of Business degree at University of Technology Sydney (UTS) provided an opportunity to explore the option to embrace an integrated curriculum. The authors outline how the review was shaped, the need for change and the approaches to interdisciplinary business education, and an approach to designing an interdisciplinary curriculum. They also provide two case studies.FindingsApproaches to developing an integrative curriculum can take many forms, but the most effective is one that is embedded throughout an entire degree program. This must start with a cornerstone subject to set the road map for the student's study. This subject needs to demonstrate how each discipline interrelates and how at the end of the degree through a capstone subject, this knowledge is again brought together to deal with more complex issues using the more sophisticated tools studied throughout the degree. There also needs to be a strategy that integrates the various first‐year disciplinary subjects traditionally included in an undergraduate business degree.Originality/valueThis paper aims to outline the transformation of a traditional business curriculum to one that is inter‐disciplinary and integrated. The outcome of such an approach produces graduates with the inter‐disciplinary skills that employers are looking for.

PurposeEmployability includes the ability to find employment and remain employed. Employability includes both hard and soft skills, including formal and actual competence, interpersonal skills, and personal characteristics. This paper aims to focus on illuminating perceptions engineering graduates have regarding employability. More specifically, the aim is to explore how engineering graduates perceive, invest in, manage, and develop their employability.Design/methodology/approachThe study highlighted in the paper draws on a longitudinal qualitative study and the empirical data include recurrent interviews with 20 recent graduates from Master's level engineering programs in information technology.FindingsThe results of the paper indicate that hard formal and technical vocational skills are considered to be of declining importance. Generally, these skills are considered less important in relation to one's individual employability compared to different forms of soft skills and personal attributes. The meaning of employability is typically viewed relationally and contextually and is associated with the specific place in which one works. The responsibility for managing and developing one's employability lies with each individual.Practical implicationsThe results have practical implications for higher education and engineering curriculum design related to the enhancement of graduate employability.Originality/valueThe results of the paper indicate that engineering graduates have educational expectations that are not entirely consistent with current university practices. The study respondents indicated that the educational program should focus less on the substantive content of the engineering curriculum, and instead focus more on generalist competence and soft employability skills, including interpersonal skills.

Purpose – The purpose of this paper is to suggest that the “skills” or “employability” agenda which has long been anathema to the Humanities disciplines need not be the threat it appears to represent. This paper aims to examine the concept of realistic work environments and their focus, not only the provision of hard and soft skills, but also the democratic and transformational power they provide for the students who work in them.Design/methodology/approach – The paper will focus on the challenges of running a realistic work environment and the issues this raises for both the facilitator and the students. Working with the authors own experience and a framework of models such as situated learning and student‐centred learning, the challenge and excitement of working with an informal mixed curriculum and forms of assessment that measure reflective and experiential learning is discussed.Findings – Applying the Rogerian person‐centred approach to self‐transformation and to learning, it is argued that these sit...