Assessing Learners’ Perceptions of Graduate Employability
2. Graduate Employability
2.1. Work Integrated Learning
2.2. Graduate Career Training
2.3. Social Responsibility and Extra-Curricular Activities
2.4. Career Advancement and Industrial Networking
2.5. Learning through Capstone Projects
2.6. Professional Memberships
2.7. International Exchange
2.8. Part-Time Employability
2.9. Social Media Networks
3. Design/Research Methodology
4. Learners’ Perspectives on Graduate Employability
Conflicts of Interest
- What is your age?
- What is your gender?
- Are you an international student?
- Which of these fields best describe your major/discipline of study?
- Your area of study?
- Have you secured graduate employment now?
- In which year of your course did you realise the importance of knowing about the skills required for employability?
- Could you please tick the list of strategies that are imposed in your course of study to improve graduate employability?
- Please complete the following questionnaire specific to your year of study, by giving individual rating for every year based on your expectations/ experiences? (1—expected and experienced, 2—expected but not experienced, 3—experienced but not expected, 4—Not expected nor experienced, 5—not applicable).
- Question 1—Does your course emphasis on the discipline-specific knowledge and capabilities associated with one’s degree?—Comprehensive, conceptual, and an in-depth understanding of engineering fundamentals is delivered.
- Question 2—Does your university engage you with respect to oral, written and interpersonal communication in line with the course structure?—Effective oral and written communication in professional and lay domains in the forms of assignments and presentations.
- Question 3—Does your course underpin the use of digital technologies to find, use and disseminate information form the digital world effectively?—Fluent use of engineering techniques, tools and resources to enhance the research.
- Question 4—Does your course give you a chance to improve your critical thinking by in-depth analysis of the problem and evaluation of information?—Helps you in using engineering methods to solve a complex engineering problem.
- Question 5—Does your course give you a chance to quickly adapt to the change and incorporate new perspectives to solve a problem?—Gives you a chance to be creative, innovative and pro-active in incorporating new ideas to solve a problem.
- Question 6—Does your course involve phases of study which make you work and learn independently and take responsibility for your own actions?—Do you manage yourself independently and maintain professional conduct.
- Question 7—Does your course give you an opportunity to work in a group to effectively collaborate your ideas?—Effective team membership and team leadership.
- Question 8—Does your course engage you ethically in a professional context to mingle with diversified communities and culture in a global aspect?—Ethical conduct and professional accountability.
- What is your opinion about graduate employability and how effectively is this incorporated in your curriculum?
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|Age of participants||18–20||25|
|27 or more||4|
|Native of participants||International||58|
|Discipline of study||Software Engineering||4|
|Electrical and Electronics Engineering||25|
|Year of study||First Year||9|
|Participants who secure graduate employment||Yes||0|
|Students realize the importance of skills required for employability||First Year||28|
|Strategies imposed to improve graduate employability||Internship/Placement Opportunities||89|
|Involvement in extra-curricular activities||50|
|Help in developing portfolios and records of achievement||33|
|Industrial networking events||50|
|Career enhancement programs from external sources||22|
|Capstone/Final year projects||67|
|Professional membership (IEEE, SAE, etc.)||56|
|Part-time employability within the organization||39|
|Student ID||Comments||NLP Sentiment|
|A||I think the employment rate of graduating electrical/electronic engineers is moderate, however, I don’t think the university helped to make this happen for its students. In my curriculum, I heard nothing about graduating jobs or about what would happen after University. The only jobs I got offered were from Engineering lecturers on Deakin email that were irrelevant to my course.||Negative|
|B||I feel graduate employability is of utmost importance. Through various industry engagement programs like networking events and Internship programs, I feel Deakin Engineering is providing the best opportunities for students.||Positive|
|C||Graduate employability should ensure that students have the skills, knowledge, and attributes needed to successfully negotiate future career paths. University prepares you with the skill sets, but doesn’t prepare you for the constraints and obstacles faced in the workforce.||Positive|
|D||It makes it hard for students to undertake unpaid internships. Students generally are struggling for money without forcing work without pay. All internships should come with some form of payment to cover basic costs.||Negative|
|E||Graduate employability is very important and Deakin Engineering trains us for it, however, opportunities for internships for international students should be increased.||Objective|
|F||Graduate employability is very hard to find, starting even from finding an internship. International students especially don’t seem to get a window to showcase their skills even if they are hard-working individuals. I feel the university should have more industry connections too.||Negative|
|G||It is too hard to find work experience by yourself and there is a need for Deakin to connect with businesses to allow a certain number of students per year/trimester/month to start work experience/networking opportunities. I have several ideas such as Deakin business workshops, community work programs for engineer students, research opportunities for undergraduates.||Negative|
|H||I believe that more discipline-specific knowledge should be delivered in order to form a fully qualified engineer in the said field.||Objective|
|I||They try to aim for it, but it is still not that effective as of yet.||Positive|
|J||As I am a first-year student, I have not been exposed to most of the programs for graduate employability, but I have attended talks by engineers Australia which have emphasized the importance of employability.||Positive|
|K||More information/case studies needed in units to emphasize how the skills being taught can be applied in industry, and which employers look for these particular skills.||Positive|
|L||I believe that the practices within the Course well initiate you for later employability in the field if the work is put in.||Positive|
|M||There are no opportunities for work placements because these help us understand professional engineering environment.||Objective|
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Thirunavukarasu, G.; Chandrasekaran, S.; Subhash Betageri, V.; Long, J. Assessing Learners’ Perceptions of Graduate Employability. Sustainability 2020, 12, 460. https://doi.org/10.3390/su12020460
Thirunavukarasu G, Chandrasekaran S, Subhash Betageri V, Long J. Assessing Learners’ Perceptions of Graduate Employability. Sustainability. 2020; 12(2):460. https://doi.org/10.3390/su12020460Chicago/Turabian Style
Thirunavukarasu, Gokul, Siva Chandrasekaran, Varsha Subhash Betageri, and John Long. 2020. "Assessing Learners’ Perceptions of Graduate Employability" Sustainability 12, no. 2: 460. https://doi.org/10.3390/su12020460