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This article presents the results of a survey of library and information professionals in positions of leadership regarding the skills and knowledge expected of MLS program graduates seeking employment in their organizations. The survey demonstrates that, as libraries and other information agencies continue to expand their role as a vital resource within a community, academic institution, or business, it is critical for prospective library employees to develop a balanced array of competencies that combines soft skills, such as adaptability, leadership potential and team orientation, as well as hard technical skills that have traditionally been important for daily library operations. [ABSTRACT FROM AUTHOR]

Although involvement in recreational sports has been found to be beneficial for college students, sparse research has explored how recreational sports student employment has benefitted college graduates who are now active in the professional workforce. Filling this critical gap, this study explored how former recreational sports student employees (n = 10) developed marketable skills and increased their career readiness and professional capabilities. Findings suggest graduates did develop marketable skills that they regularly use as professionals, including interpersonal communication, teamwork and leadership, organization, and cross-cultural competency. Implications for research and recreational sports administration are addressed. [ABSTRACT FROM AUTHOR]

Assumptions about fostering human capital for national competitiveness underpin higher education policy drivers regarding employability. Departing from this focus on human capital development, research has highlighted the importance of relationality for employability, but there is a gap in scholarship about the role of peer relationships. Drawing on interview data about a curriculum-based intervention in an English university business school, we examine how students reflect upon and what they gain from peers in peer-focused employability learning experiences facilitated by external professionals. A ‘graduate capitals’ lens is used to illuminate student learning. Through group coaching, students’ identity capital grows by comparing themselves to peers and recognising mutual concerns; and through group activities in an assessment centre, students’ cultural capital expands through observation of peers and interaction with each other. We conclude by discussing the importance of reflexivity stimulated by peer interactions, and how to address student reluctance to engage with peer-based learning. [ABSTRACT FROM AUTHOR]

Universities have an important role to play in developing 21st century competencies in graduates. Literature shows that Emotional Intelligence (EI) could be crucial in developing these graduate attributes. This study used an exploratory thematic analysis in which we integrate information from 40 Australian universities' websites that outline their respective vision for graduate attributes and discuss them in light of EI competencies. Our study revealed that Australian universities current graduate attributes align within eight themes: global citizenship and cultural competence, critical and creative thinking and problem‐solving, communication, ethical practice, collaboration, teamwork and leadership, lifelong learning, digital literacy and information literacy and self‐directed learning including self‐management and self‐awareness. A review of the published literature in each of these fields revealed that a well‐established alignment has been previously documented through research between each of the eight individual graduate attribute themes and EI. Therefore, we conclude that embedding discipline‐specific EI content and training in undergraduate and postgraduate courses may be an effective strategy to develop graduate attributes in students. This study was the first to examine whether developing higher education students' EI competencies would support their graduate attribute skill acquisition. [ABSTRACT FROM AUTHOR]

We conduct a systematic literature review of the academic literature on activities organised by Higher Education Institutions (HEIs) with the aim of improving skills associated with employability and facilitating labour market outcomes. The search resulted in 87 papers followed by an iterative evaluation of their relevance. Papers in the corpus were analysed using an evaluation research framework and classified in terms of the activities, outputs, and outcomes. The reviewed literature is centred on one of three stakeholders: HEIs, students or employers. It suggests all stakeholders value employability activities for similar reasons. Generally, they are seen as a vital part of HEI education programmes, facilitating the development of diverse skills that are desirable in the labour market as well as de-risking labour market entry for students and appointments for employers by alleviating information asymmetries. The evidence base is dominated by small-scale case studies and evaluations that are not sufficiently robust to infer about causal impacts of employability activities on students' development and labour market outcomes. Moreover, the corpus is skewed towards studies of Work-Related Learning. We set out avenues for future research and argue for a comprehensive evidence base encompassing diverse forms of employability activities, such as larger scale 'embedded employability' activities; a more contextual understanding of employability as an interplay between individual and a particular labour market and education system; and a more robust evidence base tracking students from education into the labour market, allowing for selection effects and identifying heterogeneity of impacts across different activities and demographics. [ABSTRACT FROM AUTHOR]

This document is a collection of abstracts from the International Journal of Psychology, covering a range of topics related to decolonization and cultural translation in psychology. The abstracts emphasize the importance of incorporating diverse perspectives and cultural contexts in psychological research, practice, and education. Additionally, the document includes abstracts on innovative psychosocial interventions in crises and disasters, with a focus on culturally sensitive approaches in the Asian region. The summaries provide a brief overview of each topic and can be useful for library patrons conducting research on these specific areas. [Extracted from the article]

This interdisciplinary paper brings together scholarship from the fields of education, psychology, sociology and performance to shed light on three pedagogy and learning strategies to support learners recontextualise knowledge between higher education and work contexts. These strategies include offering multiple different types of performance activities and modes of engagement with different types of people (learners/experts, different cultures, ages, etc.). Secondly, it provides spaces to fail and enables testing of personal strategies with limited risk. Finally, it supports students in connecting ideas and experiences from the past, across educational experiences of different performance practices and into wider contexts such as professional work. The research, which is a pilot, recognises the ways in which these strategies align with and operationalise Guile's (2010) concept of recontextualisation, offering pedagogues tools to support learning in a similar way in which the concept of scaffolding might be seen to operationalise Vygotsky's notion of the Zone of Proximal Development (ZPD). This pilot study uses semi-structured interviews and a thematic analysis approach with five graduates from an undergraduate drama degree programme in London. We recognise drama as a practical degree subject and as such consider our findings as generalisable to wider practical fields and disciplines, such as engineering and nursing education, and as having international relevance. The work offers a novel approach to conceptualising and evaluating the ways in which students deploy taught knowledge beyond the classroom, in work. It offers and augments arguments around the ways in which students bridge practice and learning from within the HEI and beyond it. [ABSTRACT FROM AUTHOR]

Entrepreneurs play a crucial role in fostering innovation and fuelling economic growth. China has recently sought to increase entrepreneurial intention in university students by providing entrepreneurship education based on the model deployed by universities in Western cultures. Additionally, a longstanding challenge for universities has been the wellbeing of their students. The COVID-19 pandemic exacerbated this issue, leading to enhancing the wellbeing of university students being declared a global priority. Consequently, by drawing on a framework of conservation of resources theory, the purpose of this paper is to conceptually develop and empirically validate a model for enhancing entrepreneurial intention and wellbeing in university students. The data were collected in December 2022 and January 2023. A total of 952 undergraduate students completed the questionnaire, with 476 responses from China and 476 from the UK. Findings indicate (i) positive associations between self-perceived academic performance and individual entrepreneurial intention, whereby self-perceived employability mediates the relationship, (ii) positive associations between serious leisure and wellbeing, whereby self-perceived employability mediates the relationship, and (iii) the country moderates the association between (a) serious leisure and wellbeing, and (b) serious leisure and self-perceived employability, whereby the association is stronger for China than for the UK. The theoretical contribution comes from constructing and empirically validating a model, evidencing alignment and divergence by country concerning acquiring specific personal resources via self-perceived academic performance, serious leisure, and self-perceived employability. Practical and policy implications arise from suggesting how higher education institutions can support their students to enhance individual entrepreneurial intention and wellbeing. [ABSTRACT FROM AUTHOR]

The employment of college graduates is related to social stability, and graduates with difficulties are at a disadvantage when seeking jobs, therefore they should be given greater concern. Based on defining the graduates with difficulties, this study analyzes the employment status of college graduates and the causes of employment difficulties from the perspective of fresh graduates and non-fresh graduates. Firstly, the questionnaire survey of fresh graduates is analyzed. Secondly, an in-depth interview analysis of fresh graduates and experts is conducted. Finally, the quantitative analysis of non-fresh graduates is carried out. The results show that the supply of fresh graduates does not match the job demand in the labor market and non-fresh graduates who are married find it difficult to return to work. Through further analysis of the causes, this study finds that fresh graduates are restricted by four aspects: high expectations and low abilities, less family pressure, insufficient in-depth school guidance, and inadequate support from employers. Non-fresh graduates are subjected to gender barriers that make it difficult for them to find jobs. This study provides a new perspective for understanding and has reference value for promoting the employment of college graduates. [ABSTRACT FROM AUTHOR]

Postgraduate Taught study (PGT) students are often assumed to be confident and independent learners, and many possess a strong sense of professional identity and thus are perceived as not requiring support. This paper aims to address these perceptions. This paper presents a qualitative study of the experiences of PGT students at an Australian university who participated in a Transition In program that has been embedded in the curriculum. The primary aim was to explore the effectiveness of the Transition In program, which is the first step in a program-wide employability curriculum strategy. The findings of this study demonstrated that students' levels of confidence and engagement as well as their connection with their profession increased as a direct result of feeling supported. This paper highlights the importance of, and benefits gained by providing PGT students structured support to enable them to successfully transition into their program of study. [ABSTRACT FROM AUTHOR]

The authors investigate reasons unemployment insurance (UI) claims have declined dramatically over the past 3 decades. The fall is concerning because it suggests a reduced countercyclical effectiveness of the UI program. Additionally, weekly initial UI claims are an important leading indicator of aggregate economic activity, so their meaning has changed. The authors identify the main factors that changed with the decline in claims. Their procedure suggests what the level of claims would have been later in the period, had values of variables or parameters of the system been at levels observed earlier in the period. The analysis of state-year data suggests that the decline in UI claims stems largely from changes in the industrial and occupational mix of employment interacting with changes in UI program features set by individual states. This decline could be offset by federal rules for states to improve benefit access, replacement rates, and potential UI durations. [ABSTRACT FROM AUTHOR]

Managerial bias is a major source of workplace inequality and a central target of employer diversity efforts, yet we know little about the content of stereotypes and where they prevail. Stereotypes can be ambivalent, mixing negative and positive dimensions. Ambivalent stereotypes can rationalize discriminatory decision-making but they may also be more amenable to change. This article examines the prevalence of wholly negative and ambivalent age-based stereotypes across organizational contexts. Data on 551 managers reveals, first, that the modal manager holds ambivalent stereotypes about older workers, with positive perceptions of their personal attributes and negative perceptions regarding their employability. Second, both negative and ambivalent stereotypes are common in the presence of a labour union. Their prevalence declines, however, in different contexts: ambivalent stereotypes decline with increased intergroup contact and negative stereotypes decline when accountability triggers are implmented. Implications for research on work, organizations, older workers, and diversity management are discussed. [ABSTRACT FROM AUTHOR]

This research aims to identify the principles of designing the objects of the inclusive environment with the employment of additive manufacturing technologies, and to discover methods and techniques for creating an inclusive objective environment using the example of our own development. The results of the survey, which has been directed to investigate the topicality of the problem of inclusiveness in Ukraine and the means of its solution, are presented in the article. In the course of work, the principal peculiarities of three-dimensional (3D) modelling and printing technologies have been established, and promising areas of their application have been proposed. The principles of designing an inclusive objective environment have been detected with the use of photogrammetry and 3D printing, due to which the model can be constructed by considering a person's individual physical characteristics. Moreover, due to the wide range of materials for 3D printing, various types of objects can be realized. It gives great potential for the employment of 3D printing when designing an inclusive environment and considerably simplifies the manufacturing process while taking the individual characteristics of every person into consideration. [ABSTRACT FROM AUTHOR]

Copyright of Revista Española de Orientación y Psicopedagogía (REOP) is the property of Revista Espanola de Orientacion y Psicopedagogia (REOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Much research has investigated international graduate employability in home or host countries. However, limited studies have accounted for such employability across the home and the host. Drawing on Bourdieu's relational and reflexive sociology, this paper critically examined the first author's narrative of his employment experiences as a doctoral graduate navigating across Chinese and Australian academic fields after completing ten years of higher education and research training in Australia. While he encountered various challenges due to capital deficiency and habitus-field mismatch, he also reflexively learned to capitalise on his transnational academic dispositions and decode different logics of practice across different academic fields. Thus, he underwent constant changes of identity, agency, and belonging in his cross-field employment journey, which potentially shaped his transnational habitus. This Bourdieusian reflexive narrative contributes to research and practice on graduate employability and reflexivity from a sociological perspective. [ABSTRACT FROM AUTHOR]

Despite the increasing research attention on international graduates' employability and vocational development, most studies have focused on their employability in developed countries; little is known about their employability in developing countries such as China. In this qualitative study, 15 international graduates from two Chinese universities voluntarily participated in in-depth interviews to share their insights about how they negotiated employability in China. The study employed Bourdieu's cultural theory, Tomlinson's graduate capital model, and Pham's employability agency framework as complementary conceptual frameworks. The findings revealed that international graduates in China strategically developed various capital (e.g., human, social, identity, cultural, psychological, identity, and agentic) to navigate the Chinese labour market. To some extent, the role of these capitals in the Chinese context was distinct. This study suggests that different stakeholders should collaboratively support international students in China to develop and utilise various employability capital during and after their study programme. [ABSTRACT FROM AUTHOR]

Employability development has become a central concern of higher education, with many students attending university to enhance their employability and career development. Universities offer a range of curricular, co-curricular and extracurricular employability-building activities, including work-integrated learning, mentoring and career counselling. However, participation in these activities, barriers to engagement and their impact on employability are unclear. This paper examines student engagement in diverse employability-building activities, barriers impeding participation and their perspectives on how activities develop aspects of employability. The methodological approach encompassed an online survey of recent bachelor graduates (n = 324) from two Australian universities and focus groups to further explore participants' experiences (n = 11). Findings showed relatively low participation rates in most activities, with the greatest engagement in external paid employment and work-related activities (e.g., internship). These activities were also perceived as the most useful for developing a sense of professional self, networks and securing work. Barriers to participation included work/study commitments, financial/health pressures and lack of confidence and awareness, somewhat varying by graduates' background characteristics. Benefits from activities varied by their type, along with students' personal characteristics. Findings highlight the importance of embedding employability-building activities in the curriculum and signal potential ways to increase engagement in diverse cohorts. [ABSTRACT FROM AUTHOR]

Although ‘student-migrant-workers’ is increasingly recognised as an important subcategory of temporary, high-skilled and ‘backdoor’ migrants, research on this group and their participation in the labour market, especially their entering precarious employment, remains limited. Using in-depth interview data with participants in the US F-1 OPT program, a type of post-graduation work permit, this study explores why many student visa holders enter temporary agency work, a precarious employment form. Findings suggest that student-migrant-workers make employment choices within the frame of reference of immigration regulations, weighing their labour market disadvantages against these regulations’ restrictions and offered opportunities. Despite the inherent employment precariousness of temporary agency work, student-migrant-workers find them a viable solution for managing their precarious legal status and the unfavourable labour market position. The employment has the potential to facilitate maintaining their legal residence, extending work authorisations and transitioning to a ‘front door’ entry. [ABSTRACT FROM AUTHOR]

This paper explores the relationship between digital literacy and employability within Australian university libraries through institutional digital literacy frameworks through the research question: How do Australian university libraries incorporate employability discourse within their digital literacy frameworks? There is an established discourse on the practical application of information and digital literacies in professional contexts, espoused by universities. However, there has not been obvious linkages between employability and digital literacy, but rather implicit linkages that digital literacy is critical in enhancing student employability. The value of information and digital literacy is evident in many Australian university libraries’ initiatives as they respond to the focus on graduate employability by acknowledging changes in workplace skills with the increasing proliferation of digital technologies. Overall, this paper explores what relationships there are among Australian Universities’ digital literacy frameworks within the larger context of universities’ responsibility in enhancing their graduates’ employability and how and to what extent, if any these have been communicated with the content of the frameworks. [ABSTRACT FROM AUTHOR]

BackgroundObjectiveMethodsResultsConclusionRecent research has identified six domains of work readiness: Practical Wisdom, Interpersonal Capabilities, Personal Attributes, Organisational Acumen, Profession Specific Knowledge and Skills, and Professionally Relevant Experiences.Using a case study, the aim of this study was to demonstrate the process of curriculum mapping to evaluate the alignment of a university program to the work readiness framework.A retrospective audit of curriculum material for one cohort of Macquarie University’s Doctor of Physiotherapy (DPT) was undertaken. Curriculum was categorized as declared, delivered, or assessed, mapped to the six work readiness domains through qualitative content analysis, and then quantitatively scored and expressed as percentages of maximum possible scores per unit, and average units scores per semester.Mapping curriculum to a six domain work readiness framework revealed declared, delivered, and assessed curriculum within all six work readiness domains, with varying contributions across the degree. Mapping revealed that the Profession Specific Knowledge and Skills domain had the highest coverage of declared (M = 63%, SD = 12), delivered (M = 88%, SD = 11) and assessed (M = 80%, SD = 7) curriculum, highlighting a strength of the program. The Personal Attributes domain had the lowest coverage of declared (M = 5%, SD = 5), delivered (M = 48%, SD = 24) and assessed (M = 29%, SD = 20) curriculum, highlighting opportunities for development.Mapping curriculum to a work readiness framework allows universities to consider alignment, and the strength and opportunities for the improvement of work readiness within its curriculum. [ABSTRACT FROM AUTHOR]

Rising inflation and slow growth globally have led to governments focussing on value for money, and in the sphere of higher education policy that is often translated into graduate outcomes. In England, the Office for Students (OfS) has created the progression metric which for full-time, first degree and UK domiciled students requires courses to have 60% of graduates with positive outcomes 15 months after graduation. This paper utilises simulations to evaluate the likelihood that the OfS’s approach will fail to identify courses below the threshold (false positives) and incorrectly identify courses at or above the threshold (false negatives). The simulation adapts the levels of positive outcomes within the population (20-90%), sample size (40–1000), percentage sampled (30-90%) and crucially confidence intervals applied (90%, 95% and 99%) to identify courses below threshold. The three main findings are: the choice of 90% CI minimises the likelihood of false positives compared to 95% or 99% CIs; second, larger samples are essential to reduce likelihood of false positives; and third, preferring the 95% confidence interval instead of 99% for taking regulatory action will result in more courses incorrectly identified as below threshold. Governments that choose a statistical approach to regulate educational standards, like the application of confidence intervals to identify provision below quality standards, should utilise simulations to check the likelihood of false positives and false negatives since failure to do so could lead to both: (a) courses below standard not being identified and (b) regulatory action taken incorrectly against provision at or above standards. [ABSTRACT FROM AUTHOR]

Background: Medical assistants (MAs) are crucial for affordable, high-quality primary care, but what motivates this low-wage occupational group to stay in their job remains underexplored. This paper identifies the work aspects that MAs value ("capabilities"), and how they affect sustainable employability, which refers to employees' long-term ability to function and remain in their job. Methods: We used structural equation modelling to assess how capabilities relate to four outcomes among MAs: burnout, job satisfaction, intention to quit, and experiencing work as meaningful. Results: We find that earning a good income, developing knowledge and skills, and having meaningful relationships at work relate to the outcomes. Meaningful relationships represent a stronger predictor than salary for one's intention to quit. Conclusions: Competitive salaries are necessary but not sufficient to motivate low-wage health care workers like MAs to stay in their job. Health care leaders and managers should also structure work so that MAs can foster meaningful relationships with others as well as develop competencies. [ABSTRACT FROM AUTHOR]

Background Methods Results Conclusions Interest in the role of employability in student–dietitian transitions is increasing. However, little is known about the cross‐cultural transition‐to‐work experience of Australian‐trained dietetic graduates of international backgrounds, as well as strategies to optimise work‐readiness. The present study aimed to explore graduates’ career narratives and identify employability capitals that enabled successful transitions to work.A qualitative interpretive approach was employed via a cultural lens. Eighteen participants from five Asian countries who had graduated from an Australian university within 3–15 years, with work experience in Australia or in their respective home countries, took part in in‐depth interviews. Thematic analysis was performed, guided by the graduate capitals based approach.Transition‐to‐work was dynamic and non‐linear; four themes and 12 subthemes identified: (1) upon graduation, participants felt ambivalent about their decision to either stay in Australia or return home, influenced by graduate visa restrictions, and individual perceptions of their ability to mobilise cultural strengths to gain employment; (2) to get a foot in the door, participants demonstrated resilience, embraced uncertainty and utilised social networks to increase employment opportunities in Australia and their home countries; (3) regardless of which country they worked, graduates reported struggling with their cross‐cultural identities in the workplace; and (4) eventually, these graduates appreciated their ethnic capital, thrived in their work and extended a helping hand to their junior cross‐cultural dietitians.Initiatives facilitating connections to the host country and supporting cultural and ethnic capital development, along with ongoing research reviewing employability capital applications, will benefit cross‐cultural dietetic graduates and the communities they potentially will serve. [ABSTRACT FROM AUTHOR]

Despite the booming reverse student mobility in international higher education, pertinent literature is limited due to a narrow focus on the employability and employment of returning graduates, without considering their holistic lived experience in the home context that is subjected to shaping forces of grand narratives that emerge alongside shifting sociohistorical discourses. Shedding light on the emerging ‘Haifei,’ or ‘overseas returning waste’ narrative in China, this study conducted a qualitative inquiry into returnees’ self-identification of and action upon this collective identity. It makes new contributions in revealing some deep-seated contextualized dynamics that underpin the emergence of the new narrative, which are captured in the Sang culture currently engulfing Chinese youths and the concomitant self-formation as identity construction. [ABSTRACT FROM AUTHOR]

In the present study, we combined the Focus on Multilingualism approach with the human capital theory to investigate multilingual profiles among first-generation adult immigrants in Germany and the relationship between immigrants’ multiliteracy and their employment status. We used data representative for Germany on the self-reported literacy skills in the majority, heritage, and foreign languages of first-generation immigrants (n = 451, age 18–64) gathered in the LEO 2018 study. To analyze multilingual literacy skills, we estimated adults’ multilingual profiles using LCA. In a second step, we conducted logistic regression models with multiliteracy and employment status. We found two multilingual profiles of first-generation immigrants: a profile with higher and a profile with lower literacy skills in all investigated languages. The profiles differed by the level of adults’ literacy skills in all investigated languages and showed a unique non-overlapping language ordering pattern. The results gained from the logistic regressions revealed that multiliteracy in first-generation immigrants may represent human capital in Germany. After controlling for additional variables (age, gender, education), the analysis showed that higher multiliteracy increases the probability of adult immigrants’ employment. Furthermore, our findings indicated independent positive effects of literacy in each language in multilingual repertoires on employment probability. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Due to the digitalisation of communication-related productive sectors (journalism, advertising, audiovisual creation, corporate and strategic communications, etc.), having up-todate technological skills is crucial for joining and remaining in the labour market. In this study, the technological skills demanded from Journalism graduates in Spain by potential employers are analysed using a sample (n=433) of job postings aimed at such graduates on the specialist online platforms LinkedIn and Infojobs. The results show that the labour market available to Journalism graduates is broadly shared with graduates in other disciplines (especially Advertising and Public Relations, and Marketing). Only about 8% of the job postings analysed came from media outlets. Almost 70% were addressed to graduates in Journalism or other graduates in the field of communication and marketing, and only about 20% demanded functions connected with the production of journalistic information. Regarding the technological skills sought, about 60% of the job postings demanded knowledge of at least one specific technological tool, mainly for the tasks of graphic design, layout and image editing; data processing; web content design and management; text editing and presentations; web analytics; and social media. The results suggest that the variety of technological tools used in Journalism university programme teaching will need to be increased in order to facilitate graduate employability. [ABSTRACT FROM AUTHOR]

One of the main challenges in modern labour markets is to improve the mobility and employability of workers among workplaces, jobs and roles. This paper explores the factors that might influence people's beliefs about and attitudes towards the mechanisms for improving employability through training. We develop a research model and test it in Israel using surveys that were distributed at two points in time – before and during an acute crisis in the labour market – the Covid-19 pandemic. Perceptions about personal mobility and employability and prior educational experience play a major role in explaining citizens' attitudes towards training. Beliefs about the effectiveness of government training providers as well as employment security are relatively marginal in explaining the demand for training. Policy implications follow. [ABSTRACT FROM AUTHOR]

Past decades have seen increased emphasis on graduate employability as a driver of higher education policy. In the Australian context, employability discourses in the public domain have become inflected with anti-intellectual sentiment, serving to reproduce the perception that the humanities and social sciences are of less value to graduates' employability than are science, technology, engineering, mathematics and medicine. Against this backdrop, and with particular reference to the Job-ready Graduates Package, we investigate how diverse notions of employability shape student-hood for working-class female students who are largely engaged in the social sciences. Attending to affective dynamics, we show how employability imperatives 'land' for these students, individually, and as an 'equity group'. While employability policies are typically positioned as a salve for class inequalities, they can also discredit educational and employment endeavours of working-class students, and reproduce class tensions. To enhance employability policies, there is a need to move beyond reductionist models of job-readiness, towards responding to the complexities of policy as enacted through lived relations. We propose attending to the variability of both identity and value positions and recognising the contribution of affect and emotion to this complex set of policy dynamics. [ABSTRACT FROM AUTHOR]

Educators are responsible for developing generic graduate capabilities, but the theoretical justification for teaching techniques is infrequently articulated. This conceptual paper aims to provide theory-informed principles to guide teaching practice in developing future-focused generic capabilities. The paper describes future-focused generic capabilities and then considers how cognitive constructivist, transformational and social learning theories inform the development of these capabilities. From these theories, four principles (4Es) for teaching generic capabilities are identified: students need to 1) be Enthused to develop personally relevant generic capabilities, 2) have opportunities to Explore by intellectually and emotionally connecting learning to processes, topics and situations, 3) develop by purposefully Extending their capabilities within varied and progressively more complex contexts, and 4) be given opportunities to Exhibit their capabilities. We contend that the development of generic capabilities can be informed by this set of principles. By unearthing and researching them, educators can become more versatile, informed, and impactful. [ABSTRACT FROM AUTHOR]

Enterprise challenges are teaching activities that allow students to develop and pitch a creative idea in response to a real-life challenge, usually posed by a charitable organisation. Students work in teams to develop their ideas and draw on their subject knowledge, as well as entrepreneurial processes, to articulate their product or service that addresses the challenge. These activities have the potential to enhance psychological literacy as they provide an opportunity to utilise psychological knowledge and skills in novel and unfamiliar ways and urges students to find creative solutions to societal problems. This article presents the rationale and structure to design an enterprise challenge in psychology teaching and uses two case studies to show diverse ways of delivering these teaching events. Evaluation data from six previous challenges show that students self-rate their perceived psychological literacy and entrepreneurial orientation higher after having participated in an enterprise challenge. These teaching activities present a propitious way of enhancing psychological literacy in the curriculum and supporting students on their journey to develop as global citizens. [ABSTRACT FROM AUTHOR]

We propose that psychology graduates are uniquely placed to work in the cybersecurity industry due to their understanding of human behavior and the possession of skills needed to address cybersecurity issues. However, there are challenges in attracting psychology graduates to the cybersecurity industry as they may not be fully aware of how skills developed in a psychology degree can be applied to a cybersecurity career. This small-scale evaluation explored psychology students' understanding of what working in cybersecurity entailed and what psychology skills and knowledge (their psychological literacies) they thought were needed for working in psychology and cybersecurity roles. Undergraduate psychology students (N = 66) answered two open-ended questions about skills needed to work in cybersecurity and then judged the importance of nine psychological literacy items for working in cybersecurity and psychology. A content analysis revealed that students recognized not just the technical aspects of cybersecurity work but also aspects relating to human behavior. Seven of the nine psychological literacy items were perceived as significantly more important for working in psychology than cybersecurity. This study is the first to link psychological literacy to working in cybersecurity. The implications of the results are discussed in terms of supporting students to recognize their psychological literacies for cybersecurity careers and suggestions are made for awareness-raising initiatives. [ABSTRACT FROM AUTHOR]

Students entering contemporary higher education have the question of employability at the forefront of their minds, both when deciding which institution to study at and which subject to study. However, the notion of the "employability agenda" is not often welcomed by academics. Focusing on teaching and learning in the UK, this article draws on Daubney's (2022) concept of "extracted employability" to ask what students of Politics and International Relations can expect in terms of employability outcomes from their degree and how that employability value can best be communicated. Highlighting resistance from academics and students to integrating employability into a demanding curriculum, this article, referencing the 2023 QAA Subject Benchmark Statement for Politics and International Relations, offers a subject-specific employability proposal. This suggestion could enhance Politics and International Relations degrees and be incorporated into institution-wide curricula and student recruitment activities. The Subject Benchmark Statement is utilized as a common understanding of the nature and standards of study in a subject area; one that can be applied in the delivery and promotion of degrees to help answer the call for those delivering Politics and International Relations teaching and learning to be more confident in their articulation of the employability value of a degree in the field. [ABSTRACT FROM AUTHOR]