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 …show more content…
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 …show more content…
Faster than the past, the nature of the labour market is continually changing, so the need for preparedness and high performing graduates. For example, the set of skills and capabilities were needed in the last five or ten years ago are different from those demanded at this time, which might be because of the emerging market and rapid expansion of the knowledge economy. Organizations today are looking for those graduates who have greater ownership of their employment skills learned in HE and who can lead change and not only respond to it. Dearing (1997) reported that learning should focus on the development of learners’ skills, attitudes, abilities and knowledge widely required and valued by
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 …show more content…
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 …show more content…
Faster than the past, the nature of the labour market is continually changing, so the need for preparedness and high performing graduates. For example, the set of skills and capabilities were needed in the last five or ten years ago are different from those demanded at this time, which might be because of the emerging market and rapid expansion of the knowledge economy. Organizations today are looking for those graduates who have greater ownership of their employment skills learned in HE and who can lead change and not only respond to it. Dearing (1997) reported that learning should focus on the development of learners’ skills, attitudes, abilities and knowledge widely required and valued by