The value of employability-focused assessment: Student perceptions of career readiness

Brooke Harris-Reeves; Andrew  Pearson; Jessica Vanderlelie; Helen Massa

doi:10.21153/jtlge2024vol15no1art1903

Authors

Brooke Harris-Reeves Griffith University https://orcid.org/0000-0001-9669-8674
Andrew Pearson Griffith University https://orcid.org/0000-0003-3458-8351
Jessica Vanderlelie La Trobe University https://orcid.org/0000-0001-8059-5769
Helen Massa Griffith University https://orcid.org/0000-0002-2224-2276

DOI:

https://doi.org/10.21153/jtlge2024vol15no1art1903

Abstract

Post-graduation employment outcomes remain a central focus for students, tertiary institutions, and governments. This interest has seen universities now aiming to provide students with a wide variety of authentic employability or career readiness opportunities to support each student’s work-ready preparedness, in a scalable and transferrable manner. This study explored the extent to which students perceive and value career readiness opportunities undertaken within their undergraduate degrees. Scaffolded opportunities and assessments were undertaken by students enrolled in professional and generic degrees within a Health Faculty. The activities and their assessment design aimed to support student career planning and readiness for future employment. This research affirmed the importance of embedding employability-focused curriculum throughout the degree, especially in first-year subjects within both professional and generic degrees. Whether the employability activity was a stand-alone assessment task, or intentionally designed to explicitly address employability and career readiness over the entire semester, students appreciated it. They recognised the value of these initiatives in enhancing their career readiness and facilitating their transition to employment. Multiple employability assessments scaffolded within subjects and throughout degrees can effectively cater to diverse student groups, providing opportunities to enhance their skills and confidence as they navigate the path to employment.

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Author Biographies

Brooke Harris-Reeves , Griffith University

Associate Professor Harris-Reeves is the Program Director for the suite of Sport Development Programs at Griffith University. Passionate about providing students with engaging, real-life learning experiences, Brooke designs employability focused curriculum ensure students are 'work-ready' upon graduation. Her expertise in designing and delivering innovative curriculum supports students and enables them to reach their potential. She has received widespread recognition for learning and teaching innovations including Group, University and National Citations and Awards.
Andrew Pearson, Griffith University

Dr Pearson is a Senior Lecturer in the School of Pharmacy and Medical Sciences at Griffith University and the Program Director for the Bachelor of Medical Science. He is dedicated to addressing the challenges of scaffolding the academic success of diverse groups of students with a demanding curriculum through the development of diagnostic testing and supplementary academic support, academic recovery, innovative assessment, embedding employability into the curriculum and enhancing student engagement and learning.
Jessica Vanderlelie, La Trobe University

Professor Vanderlelie is the Deputy Vice-Chancellor Academic at La Trobe University leading the university to develop and implement a sustainable, and integrated strategies to deliver an outstanding student experience, transform equity outcomes and deliver excellence in learning and teaching. Jessica has demonstrated sustained leadership in learning and teaching in Australian Higher Education, she is an Australian Learning and Teaching Fellow and has been recognised nationally through receipt of an Australian Award for University Teaching.
Helen Massa, Griffith University

Associate Professor Massa is the Health Group Employability Lead, responsible for the review and oversight of employability indices for Health Group programs. Her focus is to ensure graduates have the opportunity to inform the ongoing design and program renewal of Health group programs to optimise graduate destinations and outcomes to meet market requirements. Helen is a nationally awarded educator who was a program convenor/director for over 12 yrs.

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