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

Bennett, D; Knight, E; Divan, A; Kuchel, L; Horn, J; van Reyk, D; Burke da Silva, K

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

Bennett, D Knight, E Divan, A Kuchel, L Horn, J van Reyk, D

Burke da Silva, K

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Publication Type:: Journal Article
Citation:: Australian Journal of Career Development, 2017, 26 (2), pp. 52 - 61
Issue Date:: 2017-07-01

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Field	Value	Language
dc.contributor.author	Bennett, D	en_US
dc.contributor.author	Knight, E	en_US
dc.contributor.author	Divan, A	en_US
dc.contributor.author	Kuchel, L	en_US
dc.contributor.author	Horn, J	en_US
dc.contributor.author	van Reyk, D https://orcid.org/0000-0002-7768-8662	en_US
dc.contributor.author	Burke da Silva, K	en_US
dc.date.issued	2017-07-01	en_US
dc.identifier.citation	Australian Journal of Career Development, 2017, 26 (2), pp. 52 - 61	en_US
dc.identifier.uri	http://hdl.handle.net/10453/126064
dc.description.abstract	© Australian Council for Educational Research 2017. 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.	en_US
dc.relation.ispartof	Australian Journal of Career Development	en_US
dc.relation.isbasedon	10.1177/1038416217714475	en_US
dc.title	How do research-intensive universities portray employability strategies? A review of their websites	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	26	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1503 Business and Management	en_US
utslib.for	1701 Psychology	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
pubs.organisational-group	/University of Technology Sydney/Faculty of Science/School of Life Sciences
utslib.copyright.status	open_access
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	26	en_US

Abstract:

© Australian Council for Educational Research 2017. 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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http://hdl.handle.net/10453/126064