The Psychology of Graduate Employability – Development of The Graduate Employability Indicator A PhD research project by Saffron Passam Supervised by Professor.

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The Psychology of Graduate Employability – Development of The Graduate Employability Indicator A PhD research project by Saffron Passam Supervised by Professor Kate Bullen & Professor John Grattan Funded by the Mike Baker Doctoral Programme

The Higher Education Context Employability is : Key educational outcome Measured Comparable Higher Education Statistics Agency (2013)

What are the problems? What is it? If anything? What should we call it? How do we develop it? Who is responsible for encouraging it? Can we measure it? Students are under pressure to develop sophisticated employability profiles to meet the demands of a complex labour market.

Graduate Employability Indicator Is there a relationship between aspects of self- regulated learning and employability development? Can a screening tool identify students at risk of dis- engagement with employability? What are the most effective curriculum strategies?

Graduate Employability Indicator Guiding goal-directed activities over time Our world view Thinking we can do something Thinking about our thinking Schraw, Crippen, & Hartley (2006)

Employability Indicator Technical Awareness Communication Awareness Commercial Awareness Project Awareness Ethical Awareness

(Very) Provisional Results 203 students participated (aged 18-21) mixed gender, nationality, HEI, and discipline. Top 5 skills the students rated themselves as having least experience of in comparison to peers Awareness of profitability Awareness of quality control processes Awareness of risk management Using database software Being creative about problems

(Very) Provisional Results Moderate to strong correlation between knowledge of cognition regulation of cognition Weak to moderate positive correlation between metacognition, self-efficacy,work self-efficacy and GEI simple t(200)=.907,p< No significant difference between typical student work and GEI simple. Significant difference between graduate-type work experience and GEI simple t(201)=2.5,<0.05.

Can you help?

References Rees, C., Forbes, P., & Keble, B. (2006). Student employability profiles. The Higher Education Academy, York. Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1-2), Image credits to flickr ralph and jenny