Effective Approaches To Enhancing GE: An Analysis

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By investigating education stakeholders’ views on effective approaches of enhancing GE, a variety of theoretical frameworks were suggested. Some of these approaches are; Understanding, skilfulness, efficacy beliefs, and meta-cognition (USEM), Key Skills (KS), and Graduate Identity (GI).
The USEM model

The USEM academic model was established by Knight and Yorke (2004). It is believed that, this model aims to develop advanced term of employability that explains more than the narrow skills agenda and shows the degree programs that could bring to employability (Hinchliffe and Jolly, 2011). For them, this model focuses on deeper learning and broader experience of students correlating with HE providers. As a definition of employability, Knight
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b) Learn generic and specific skills to be able to improve their productivity at work. Prokou (2008) and Wilton (2008) concur with by emphasizing the importance of learning generic and specific skills.
c) Be aware of behaviours (e.g. How one can act).
d) Be aware of how to appraise their skills’ strengths and weaknesses, and how to develop them.
The Key Skills Approach (KSA)

Key skills approach ‘KSA’ explains employability in terms of skills required (e.g. Soft and hard) to perform tasks effectively in the workplace. It is argued that learning work-related skills and understanding how to apply them in workplace help students to be employed shortly after graduation (Imran Matin et al., 2003). Hence, HEIs need to equip students with amount of attributes according to their perceived value by organizations. According to Raybould and Sheedy (2005), the type of required skills depends on the type of job duty in a particular position at any stage of a career. Much of literature on employability skills pays particular attention to the types of skills demanded in the workplace (refer to employability competencies/skills
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As discussed earlier, the importance of GE seems to be agreed by HE stakeholders; however, the debate on how best can HE develop students to perform effectively and sufficiently in the workplace and how can governments ensure a successful management of the transition process from education to work exist (Knight and Yorke, 2004). For Bridgstock (2009); Gracia (2009); Prokou (2008); continues learning, seeking job experience, and improving graduate’s key skills and abilities are some factors that should be considered in the development process of GE. A considerable amount of literature (see Dunne at al., 2000; Hills et al., 2003; Knight and Yorke, 2003, 2004; Mason et al., 2003) has been carried out on investigating the effective strategies of enhancing and producing qualified graduates by HEIs. Some of the suggested strategies

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