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    How do research-intensive universities portray employability strategies? A review of their websites

    257616.pdf (482.1Kb)
    Access Status
    Open access
    Authors
    Bennett, Dawn
    Knight, E.
    Divan, A.
    Kuchel, L.
    Horn, J.
    van Reyk, D.
    da Silva, K.
    Date
    2017
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Bennett, D. and Knight, E. and Divan, A. and Kuchel, L. and Horn, J. and van Reyk, D. and da Silva, K. 2017. How do research-intensive universities portray employability strategies? A review of their websites. Australian Journal of Career Development. 26 (2): pp. 52-61.
    Source Title
    Australian Journal of Career Development
    DOI
    10.1177/1038416217714475
    ISSN
    1038-4162
    School
    School of Education
    Remarks

    Bennett, D. and Knight, E. and Divan, A. and Kuchel, L. and Horn, J. and van Reyk, D. and da Silva, K. How do research-intensive universities portray employability strategies? A review of their websites. Australian Journal of Career Development. 26 (2): pp. 52-61. Copyright © 2017 Australian Council for Educational Research. Reprinted by permission of SAGE Publications

    URI
    http://hdl.handle.net/20.500.11937/59293
    Collection
    • Curtin Research Publications
    Abstract

    Employability development is a strategic priority for universities across advanced western economies. Despite this, there is no systematic study of employability development approaches internationally. In this study, we considered how universities portray employability on the public pages of their websites. We undertook website content analysis of 107 research-intensive universities in Australia, Canada, the United Kingdom and the United States. Following Farenga and Quinlan, we classified these strategies as Portfolio, Hands-off, Award and Non-embedded. Portfolio or Award strategies were the most common across all four locations; Hands-off and Non-embedded strategies were more common to US universities; and Award was more common in the United Kingdom. Universities focused on either possessional or positional approaches to employability. We advocate for a pedagogical shift towards processual approaches in which responsibility for employability development is shared.

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