This paper aimed to determine if the field of specialization in the different colleges of RTU graduates and their academic-acquired skills and competencies are related to their present occupations. A modified Graduate Tracer Study (GTS) instrument was utilized to gather the quantitative data. Out of 500 questionnaires administered, there were 250 graduates returned answered questionnaires representing the three Colleges: Education, Arts and Sciences, Business and Entrepreneurial Technology. A face to face interview was also conducted in order to support the gathered data. The SPSS was used to generate results from the acquired quantitative data using the frequency counts, percentage and the Chi-square goodness of fit test. The findings revealed that the graduates claimed that their knowledge, academic-acquired skills and competencies contributed greatly in their job performance. The Chi-square goodness of fit proved that there is a significant relationship between the graduates' fields of specialization and their occupations after graduation. Likewise, the academic-acquired skills and competencies of the graduates are relevant to their chosen occupations. The results further proved that RTU produces marketable and appropriately trained graduates with the majority landing in course-related jobs within a short period after graduation. The study also indicates that the RTU graduates possess the skills and competencies necessary to succeed in this competitive world. However eexpansion of tie-ups with private business entities is made to at least maintain the high employability level of the graduates.

In Malaysia, there is a profusion of evidence of high graduate unemployment since many graduates are found lacking of what are needed to acquire and to maintain their jobs. In this paper, graduate employability skills were analyzed based on four major criteria: qualification, academic score, experience and specific soft skills. The data and information used were extracted from 300 online job advertisements accessed via electronic databases at http://www.JobStreet.com.my from January to March 2011. A simple checklist form was developed to quantify the information from ads into quantitative data that was later keyed in the Statistical Package for Social Science for descriptive analyses. Based on the data, it was concluded that graduates with bachelor degrees were more likely to be employable due to high demand. It was also found that academic excellence based on CGPA was not the utmost factor for graduate employability. However, since less than one-third ads were free from work experiences requirement, fresh graduates only secured a little chance to be recruited. Another factor that limited graduates employability was high demand of specific soft skills requested by employers, among which were graduates with high quality of communication/interpersonal skills, foreign language proficiency, ICT/technical skills, high spirit of teamwork and specific personal attributes. Results concluded that graduate unemployment rate will continue to increase unless the Higher Education Institution (HEI) and the graduates are prepared to sharpen their soft skills according to market niche. It is suggested that the HEI work more closely with industries, professional bodies and society through the establishment of university-industry link cooperation that will become a catalyst for soft skills enhancement.

Most researches on ISO 9001:2008 are related to the business world. In-depth studies are rather scarce in the field of education. Our focus on MDI-Algiers Business School tries to unveil the missing link between ISO and employability. This private school publishes a high rate of graduate integration in the labour market, while graduate unemployment peaks high in Algeria. A new vision is developed to address the impact of the standard on graduate employability through job-relevant training. The impact assessment confirms that the QMS according to the standard contributes as a matching factor. However skills matching have a low function in the employability of graduates

The study pursued to discover the employability of the graduates, as well as their employment profile. The study used quantitative research approach and utilized a descriptive method as research design to present the result thoroughly. It was conducted among 107 Journalism graduates of PUP-COC throughout four academic years. The researchers found out that most of the graduates are indeed employed in jobs connected to arts, media, and communication, which
garnered 36.54% of the total participants. Most of them are single and 24 years of age. 74.77% of the respondents are currently permanent/regular employees in their jobs. With the gathered data, the researchers conclude that through their
competent communication and interpersonal skills, graduates are more likely to land on jobs connected to the degree they’ve studied. The researchers therefore recommend the college, particularly the department to develop its curriculum to cater to the ever-evolving world of journalism that now ventures beyond print and through multimedia.

Increasing globalisation and the interconnectedness of multinational work environments have intensified the demand for graduates capable of operating in culturally diverse contexts. Some of the skills required to function effectively in these contexts have been shown to be developed through international mobility experiences and yet the connection between these outcomes and the generic transferable skills requirements of graduate employers have rarely been made.

The designations employed in ILO publications, which are in conformity with United Nations practice, and the presentation of material therein do not imply the expression of any opinion whatsoever on the part of the International Labour Office concerning the legal status of any country, area or territory or of its authorities, or concerning the delimitation of its frontiers.

The study aimed to determine the graduate's employability of the Bachelor of Science in Business and Computer Management from 2005-2010. It identified the employers' perspective of how LPU-graduates in the respective jobs assigned to them. Descriptive method was utilized in the study. The employability of Bachelor of Science in Business and Computer Management (BSBCM) revealed that 90.32 percent of the graduates are locally employed in their field of specialization, having regular employment status in the manufacturing firms holding clerical positions but pursuing Master's degree hoping to be promoted after years of relevant experience. As employer's feedback, it was noted that the BSBCM graduates have high performance in human skills as evidenced by their high interpersonal relationship with their superiors and officemates. Communication skill, information technology skill, human relation and critical thinking skills are found very useful in their job placement while entrepreneurship skill obtained the least response. As to work values, love for God and honesty and love for truth were relevant among graduates. All professional subjects are considered by the BSBCM graduates to be relevant which include Programming Fundamentals, Data Base Management and HTML Presentation skills. The curriculum of the General education subjects posted importance on Languages. School related factors to job placement in terms of faculty and instruction is the mastery of teacher's subject matter and their quality of instruction.

Since lifetime employment within the same organisation is no longer a prerogative for all, job security has to be safeguarded differently. In this respect, 'lifetime employability' instead of 'lifetime employment' is often put forward as the new protection in the labour market. Although employability became a buzzword in organisational literature, no clear consensus about its meaning and measurement can be found. In this paper, we bring some clarification to the debate about employability. We develop a conceptual model of the 'employability process'. This conceptual model offers a framework for future empirical research on employability. It can help to identify the main factors that may influence labour market transitions for individuals. In addition, it may clarify the role government and employers can play in shaping these career moves.

This study primarily determined the factors associated with the job placement of the graduates of Marine Transportation and Marine Engineering of Lyceum of the Philippines University in Batangas from 2007 -2011. Descriptive type of quantitative research method was used in the study. Results showed that there were 817 BSMT graduates or 80.73 out of 1,012 and 146 BSMarE graduates or 81.11 percent out of 180 surveyed respondents are presently employed during the time of data gathering wherein their first jobs are related to Maritime Program with almost 1 to 6 months of job search employed in international shipping industries and cruise line and tourism vessels. Graduates found communication skills as one of the competencies which is very useful in their first job. The skill in basic safety is considered the number one very relevant and important competence in the marine transportation curriculum.

Randeree, K., Chaudhry, A., Leadership: The Employee Perspective - A Study in Dubai’s Construction Industry, 5th International Business Research (IBR) Conference: “Strands of Development”, 26 - 27 April 2007, Dubai, United Arab Emirates.
Dubai is a regional leader in infrastructure development. Rapid growth has led to project management gaining tremendous importance in the construction sector. Employees are an important part of any industry and their job satisfaction and organisational commitment affects the turnover rate and productivity of a company (Benkhoff, 1997; Randeree and Chaudhry, pending). Leadership has a strong influence on employees' job satisfaction and organisational commitment (Lok & Crawford, 1999). Thus, it is vital to examine leadership styles in a rapidly growing industry in what is also such a cosmopolitan city. Hence, the research undertaken aims to study leadership styles in construction project management in Dubai. The findings show that employees feel that Consensus and Team Management leadership styles are predominant in the industry and employees have shown preference for working under these leadership styles.

Many smart Chemical engineers fail to get good jobs because  they don't succeed in interviews.
Why?
They never respond meaningfully and convincingly on the spot.
Why?
Two reasons: First, their preparation involves only 'technical topics'. Second, they are not aware of their own talking style and likeability.
This brochure is about world's first Chemical Engineering Interview Simulator & Trainer. It provides infinite number of mock interviews with recording and training features.

Employability of graduates is one of the measures of Higher Education Institutions to ensure that the quality of education they provide is suitable to the needs of the industry. This study determined the employment status of engineering graduates in one Private University in the Philippines from the period of 2009 to 2012. Descriptive type of research method was utilized in the study involving the total population of the graduates as respondents. The findings revealed that the engineering graduates are highly employable with 95.54 percent employment rating, with regular status and presently working as associate professionals in the Philippine manufacturing companies related to their college degrees who found their first job as walk-in applicants and stayed on their jobs for more than three (3) years. Communication skill is considered the foremost competency learned in college that found very useful to their job placement.

Recently, Fugate et al. . Employability: A psycho-social construct, its dimensions, and applications. Journal of Vocational Behavior, 65(1), 14] defined employability as a psycho-social construct comprised of three dimensions: (i) adaptability; (ii) career identity; and (iii) human and social capital. The aim of the current paper was to empirically test Fugate et al.'s model in a sample of 416 unemployed Australians (n = 126 for longitudinal sample). Specifically, this research explored employability in relation to three aspects of unemployment: (1) self-esteem during unemployment; (2) job search during unemployment; and (3) re-employment (at a 6-month follow-up). Overall, the results of this longitudinal study provide broad support for the psycho-social construct of employability and demonstrate its applicability to the unemployment context.

""The rise of digital media has been widely regarded as transforming the nature of our social experience in the twenty–first century. The speed with which new forms of connectivity and communication are being incorporated into our everyday lives often gives us little time to stop and consider the social implications of those practices. Nonetheless, it is critically important that we do so, and this sociological introduction to the field of digital technologies is intended to enable a deeper understanding of their prominent role in everyday life. The fundamental theoretical and ethical debates on the sociology of the digital media are presented in accessible summaries, ranging from economy and technology to criminology and sexuality. Key theoretical paradigms are explored through a broad range of contemporary social phenomena – from social networking and virtual lives to the rise of cybercrime and identity theft, from the utopian ideals of virtual democracy to the Orwellian nightmare of the surveillance society, from the free software movement to the implications of online shopping. As an entry–level pathway for students in sociology, media, communications and cultural studies, the aim of this work is to situate the rise of digital media within the context of a complex and rapidly changing world.

‘ Digital Media and Society is a comprehensive, compelling and critical examination of the social and cultural consequences of digital media and communication technologies. The book provides a cohesive and coherent look at the present digital state of society, and it explains how the digital present came to be and what its consequences are. It is written in a clear, jargon–free manner and filled with information and questions that make it a remarkably useful teaching text.’ Steve Jones, University of Illinois at Chicago

‘Adrian Athique’s introduction brings digital media, and its culture, politics and economics, into sharp focus. This book provides an essential outline of the digital world; it is accessible to all while remaining complex enough to be accurate.’ Tim Jordan, King’s College London"

" The book is jammed packed with many current and interesting issues of concern and includes an impressive review of an extensive range of related scholarly publications. The style of the book makes it a great textbook for students of sociology or communication and media studies. All in all, the book is ambitious and impressive, it includes an extensive account of contemporary scholarly work in related fields, and it was easy and enjoyable to read. The book is warmly recommend to other readers." Nasrine Olson, Information Research

"Digital Media and Society’s main strength to provide a concise and eclectic yet satisfactorily rich and well contextualized account of digital life. Athique successfully situates this complex, multifaceted subject with the same proficiency he showed in his explorations of India’s media culture, at the crossroads between cultural practice, economic development, and geopolitical struggle...Digital Media and Society (is) a great didactic tool to introduce sociology and communications students to the advent of the digital society. The author’s ability to situate the complex, interconnected issues and perspectives at stake will without any doubt encourage those students not only to critically engage but also to continue exploring this new indispensable field of sociological inquiry." Louis Melancon, Canadian Journal of Sociology

"Overall, in a context characterised by a lot of published, but at times fragmented, ‘noise’ around digital media and society, Athique’s book provides a clear, well-structured and
comprehensive overview of the historical development of both digital media and the variety of approaches to theorise their impact. If we allow for the duly acknowledged ‘Anglophone bias’, the book convincingly explores a contemporary ‘digital society’." Henk Huijser, Media International Australia"

Even though CAT tools are becoming increasingly important, and almost indispensable, in the translator’s work routine, the academic environment is still very hesitant to implement them into translation and localisation courses. The primary objective of this master’s thesis is to analyse and determine how CAT tools are used in translation courses at selected Balkan universities, which is important from the point of view of translation pedagogy as a baseline for further research. The secondary objective of the dissertation is to possibly, depending on the results of the primary objective, devise pedagogical practices that help universities increase the teaching effectiveness of their current methods of using CAT tools. Finally, the tertiary objective is to eventually design an introductory course that could help potentially interested universities to implement CAT tools in their curricula.
The main motivation of this master’s thesis is that the employment of CAT tools should, in the future, positively affect employability of translation students in comparison with those who do not have such experience. This motivation stems from the fact that there are very few scientific papers and reference works on how to use CAT tools in teaching at institutions of higher education, let alone papers that deal with syllabi reforms which aim at increasing employability in the domain of translation and/or translation studies.
The research is going to be done among universities that are part of the Academic Edition programme of Memsource, a Prague-based translation and project management platform. The introductory course is thus going to be primarily designed for the Memsource platform, but its application will be possible in other cloud-based platforms and tools as well. The best practices defined in the thesis then are applicable with any CAT tool.

The concept of ‘employability’ plays a crucial role in informing labour market policy in the UK, the EU and beyond. This paper analyses current and previous applications of the term and discusses its value as an exploratory concept and a framework for policy analysis. It then traces the development of the concept, discusses its role in current labour market and training strategies (with particular reference to the UK) and seeks to identify an approach to defining employability that can better inform labour market policy, by transcending explanations of employment and unemployment that focus solely on either supply-side or demand-side factors. Although the literature offers a range of definitions of ‘employability’, many policy-makers have recently used the term as shorthand for ‘the individual’s employability skills and attributes’. It is argued that this ‘narrow’ usage can lead to a ‘hollowing out’ of the concept of employability. The paper concludes by presenting a broad framework for analysing employability built around individual factors, personal circumstances and external factors, which acknowledges the importance of both supply- and demand-side factors.

Filipinos have been regarding education as the leading avenue of success. Having the system patterned from the American Education structure, education in the country provides basic learning needs and a foundation on which successive learning can be based on. Aside from traditional learning inside the classroom, extracurricular activities (ECAs) are also provided for students, which basically have the same goal as that of courses in a curriculum. These activities however, let the students have experiences not included in formal education. Moreover, ECAs are being promoted in some college institutions considering that it benefits students in ways that would prepare them for their future. Certain companies focus on investing on leadership development of their employees to make them globally competitive. This paper focused on determining the degree or extent of influence of ECAs to the employability of the University of Santo Tomas (UST) Industrial Engineering graduates of Batches 2013, 2014, and 2015. A survey was administered to 43 sampled graduates. Logistic regression was used in determining the influence of participation in ECAs to the employability of the graduates. Correlational analysis showed that there exists a significant relationship between and among independent variables of number of jobs, number of initial interview, level of participation and soft skills developed through ECAs. Meanwhile, Paired Sample Means Test exhibited that at 95% level of significance, there exists no relationship between the soft skills possessed by the graduates and as expected by the company with which they are employed. Recommendations were provided to enhance the activities offered in UST towards increasing employability rate of graduate students.

Bilim ve teknolojideki gelişmelerin çok hızlı ilerlemesinin ortaya çıkardığı ihtiyaçlara örgün eğitim tek başına cevap
verememektedir. Örgün eğitim kurumlarındaki eğitim, belirli yaşlardaki bireylere, dolayısıyla belirli kesimlere hizmet verebilmektedir
(Kurt, 2000, s.2). Eğitim, toplumun yaratıcı gücü ve verimini artıran, bireye yeteneklerini geliştirme olanağı veren, sosyal adalet fırsat ve
olanak eşitliği ilkelerini gerçekleştiren en etkili araçtır. Çağımızda eğitim yalnızca bilgi aktarmak değil aynı zamanda hayat biçimi
oluşturmak için yapılan tüm faaliyetleri kapsamaktadır (Türkoğlu, 1996, s. 2–3). Yaygın eğitim ise örgün eğitim sistemi dışında kalan
her yaştaki bireylere gereksinim duydukları eğitimi sosyal, ekonomik, kültürel ve eğitsel kurumlar aracılığıyla gereksinimlerine uygun
biçimde pratik yöntemlerle ve çeşitli programlarla sağlamak üzere örgün eğitime paralel ve onu tamamlayıcı nitelikteki eğitimdir (Alkan
vd., 1996, s. 9). Türkiye’de yaygın eğitim Milli Eğitim Bakanlığı Hayat Boyu Öğrenme Genel Müdürlüğüne bağlı halk eğitim
merkezleri ile sunulmaktadır. Halk eğitim merkezlerinin dört ana rolü bulunmaktadır. Bunlar ekonomik nedenler ( işsizlikle mücadele ve
meslek edinmeyi desteklemeyi içermektedir), sosyal nedenler, siyasal ve son olarak kültürel nedenlerdir (Yıldırım, 1996, s.11– 14).
Bu çalışmada yaygın eğitim aracı olan halk eğitimi merkezlerinde açılan ingilizce, bilgisayar, aşçılık, el sanatları gibi kurslara
kayıt yaptıranlar üzerinden iş bulmayı hızlandırmak ve ve meslek edinme amacı ile halk eğitim merkezlerinde açılan programlara
katılmanın rolü kursiyerlerin bakış açısı ile belirlenmeye çalışılmıştır. Bu araştırmada; 2012-2013 eğitim öğretim yılında Mersin
Yenişehir ilçesinde faaliyet gösteren, Yenişehir Halk Eğitimi Merkezinin açmış olduğu kurslara katılan kursiyerlerin tamamı araştırma
evreni olarak kabul edilmiştir. Mevcut kurslardan mezun olmak üzere olan 150 kişi ise araştırma örneklemini oluşturmaktadır.
Kursiyerlerin yaş, cinsiyet, mesleki durum, eğitim durumu gibi demoğrafik değişkenleri ile kursa katılma nedenleri arasındaki ilişki ve
farklılaşma incelenmiştir. Elde edilen verilerin istatistiksel analizi için SPSS adlı paket programının 16. Versiyonu kullanılmıştır.

The question of how to prepare higher education students for employment is at the forefront of higher education, yet in many respects it is the wrong question. This review article poses an alternative question: how might we prepare higher education students to navigate an increasingly complex world and labour market in which they will need to think for a living? I begin by considering the labour market environment into which graduates transition. I align this with contemporary definitions of employability before revisiting my employability and related research undertaken over the past 20 years. In voicing possible solutions, I structure the article's latter sections according to the four challenges posed by the Australian Deputy Vice-Chancellors for response in the 2019 HERD Review: namely, university funding; commitment to change by university staff; dealing with complexity; and building capacity.

This study aimed to determine the employability of Radiologic Technology graduates from 2013 to 2015. Descriptive type of research was utilized in the study. Results showed that there are 93.8 percent of the BSRT graduates are gainfully employed locally with regular or permanent status. Majority of them landed a job one (1) to 2 years. Career challenge and relevance of course completed to job assignment are the reasons of the graduates for accepting and staying on the job. Communication and critical thinking skills are considered very useful in most BSRT graduates in meeting the demands of their present job. The value of hard work contributed very much to the job placement of most Radiologic Technology graduate-respondents followed by leadership, perseverance, honesty and love for truth and courage (3.64). Courses in Natural science are considered the number one (1) useful aspect for their employment in terms of General Education while Human Anatomy & Physiology and Radiographic Anatomy & Physiology are considered two of the most relevant professional courses to their present employment.

The apparent mismatch between industry needs and the educational outcomes of the South African system points to a potential lack of responsiveness on the part of post-school education and training institutions, to enhance the employability of their graduates.This study explores the interface between various dimensions of the curriculum, and the drivers of institutional and curriculum responsiveness, within the context of debates about employment and employability. The lens of curriculum responsiveness was used to conduct seven case studies in two economic sectors:agribusiness, and automotive production and maintenance. Curriculum responsiveness is a complex interplay of multiple factors, and not a simple correspondence between employer needs and the curriculum.

The study explores on the employability of the Master in Business Administration (MBA) graduates. Differences on the responses of the graduates were also tested in the impact of MBA program to their job performance when group according to employment data. Descriptive type of research method was utilized in the study. Results revealed that all of the surveyed MBA graduates or 100 percent are presently employed locally during the data gathering. The MBA degree program gives them better opportunity to get new jobs, to be in a regular or permanent status and be considered for a job promotion. Furthermore, salaries and benefits as well as career challenge are some of the common reasons of MBA graduates for staying in their current jobs. They see themselves in five years time in the company on how they could handle responsibilities and how far they could move up their positions in the organization. The group of respondents with rank or clerical position has significantly higher responses in terms of the impact of MBA program to their job performance compared to the group of graduates with professional/ technical/ supervisory and managerial/ executive positions. The impact of the MBA to job performance could not be considered as factor to describe the competency of the graduates in terms of curriculum and student outcomes. It is suggested that there is a need to strengthen the research activities of the graduates through the initiative of the university to conduct collaborative research studies with the industry where the MBA graduates are currently employed and make them as co-authors to maximize the utilization of their acquired knowledge and skills in addressing the needs and demands of their respective organizations.

This article explores on the employability and skills of the MBA graduates based on reviewed studies and literature. It provides information on the challenges faced by most employers in the selection process of employees where they require MBA degree holders. They commonly need employees who demonstrate abilities related to quantitative, analytical and strategic thinking skills to handle higher responsibilities. Leadership and management skills are essential aspect of student outcomes should be enhanced by the higher educational institutions to their graduates in order to address the needs of the industries. Student development program may include activities and projects that would develop their skills on change management, risk management and human resource management.

Use of the Electronic Portfolio (ePortfolio) is rising around the world and in particular the US and UK. Two main purposes of the ePortfolio include: promotion of studentcentred learning and reflection; career planning and CV building. Weblog use has grown rapidly leading to the development of some excellent programs for keeping a daily online 'diary'. This report explores the possibility of merging weblog technology with ePortfolios, creating a platform for learning reflection.

This study relates to employers assessment of graduates' skills as deemed required by industries. The need for accelerated performance levels in businesses have induced a corresponding need for rapid change in the skills required of university graduates. This changing environment with resultant organizational restructuring means graduates now find jobs more demanding as businesses become more competitive. In the past, managerial competence went hand in hand with specific skills and abilities, today however, it involves much more. Empirical evidence from this research suggests that respondents share a basic commitment to the development of common skills within the context of a business and management studies programme. It is evident that employers participating in this study placed greater emphasis on major subjects on management and business and less on elective subjects. In terms of key skills in management and business programmes, verbal and written communication skills were ranked higher than numeracy skills. This finding is supported by findings in the programme structure, where importance on communication subjects must be emphasized in designing management and business syllabus or curriculum. In academic and intellectual skills, employers placed the ability to be independent and to solve business problems as the most important skills. In line with that, employers also hope that graduates will be able to carry out responsibilities assigned to them and always be on time or can keep appointments.

This study aimed to determine the employability of Mechanical, Industrial and Electronics Engineering graduates of one private higher education institution in the Philippines which also explores the relevance of curriculum and work-related values to the job placement of the graduate-respondents. Descriptive type of research was utilized in the study. Findings showed that engineering graduates of the academic institution under study are highly employable and gainfully employed locally while enjoying the benefits of regular status and handling professional, technical or supervisory positions where they find their present jobs within 1 to 6 months. Relevance of the engineering program to graduates' present work assignment is one of the common reasons in accepting and staying on the job while communication skill is the most common useful ability of the engineering graduates in their job placement and leadership, hard work and professional integrity are the work – related values identified with very much contribution in meeting the demands of their present employment.

This guide constitutes a revised and updated version of the Pedagogy for employability publication first published in 2006. This original publication was produced under the auspices of the Higher Education Academy and the Enhancing Student Employability Co-ordination Team (ESECT), and formed part of the Learning and Employability Series, a set of publications offering guidance and information to staff in higher education institutions involved in the enhancement of student employability.

Employability is one of the important performance measures of higher education institutions and tracking of graduates provides substantial input to the student development program of the institution. This study aimed to determine the present employment status, competencies learned in college and work-related values of the respondents that contributed to their job placement and to determine the employer's feedback on the job performance of the graduates based on the leadership brand. Descriptive type of research method was utilized to analyze the result of the study. Findings show that the average employment rating of BS Computer Engineering graduates from 2013 to 2015 is 84.6 percent. Skills in information technology, problem solving and communication are considered most useful competencies they learned in college. Perseverance, love for God and hard work are the work-related values they considered with very high contribution to their job placement.

Enhancing Graduate Employability skills is considered as an important task within the Sri Lankan university community. This study was conducted with the objectives of identifying the employer skills needs in different countries, various definitions related to employability skills, previous research done in different countries related to the employability skills requirement and their recommendation. The study is based on a literature survey of educational reports, empirical and theoretical research papers. Studies done in Sri Lanka and in other countries as well as those comparing the inter-country situation are also summarized in this paper. Review findings reveled that skills definitions, employer expectation and requirement differ according to different countries. Employers" needs and also the learners" skill enhancement capabilities should be taken into account in formulating future skills assessments. This study concludes that universities should identify skill sets that will best serve the future labor market and align programmes to meet those needs.

Hillary Rodham Clinton's speech delivered at the 1995 Fourth World Conference on Women Plenary Session in Beijing, China stands out as one of her most widely praised and referenced speeches and represents a critical position in the rhetorical framing of women's human rights. This essay examines the political context of this speech and the rhetorical strategies Clinton used to engage audience identification. It provides a historically situated, pragmatic, strategic rationale for the speech's content and form. Furthermore, it articulates the rhetorically grounded reasons why Clinton's speech endures as a summary of a women's movement advocating for the universality of human rights.

Enhancing graduate employability is a priority for many stakeholders in higher education and this research explores graduates’ experiences of, and attitudes towards, the inclusion of employability-related support in undergraduate degree programmes. A literature review is supplemented by primary research on a targeted sample of 104 graduates from humanities, sciences, engineering and social sciences, who span several generations and have over 2,250 years of employment experience. The findings are triangulated to a workshop with 23 graduate careers advisory professionals. The results signal some important trends in experiences and attitudes, as well as variations by discipline and gender. While one in ten graduates prefer a disciplinary focus with just indirect attention to employability, nine in ten want employability to have greater emphasis, albeit that preferences vary between optional and integrated approaches. Experiences of employability-related support signal a significant shift over recent decades in how that support is provided, with professional service groups such as careers taking a much more active role and the overall level of provision rising. A cautionary note however is that the link with the discipline remains critical and the right balance needs to be struck between the provision of such support and embedding it into the curriculum.

Full text available (first 50 downloads) at http://www.tandfonline.com/eprint/yIHwfe8jTI6i58vYrVPY/full

Employability is one of the important performance measures of higher education institutions and tracking of graduates provides substantial input to the student development program of the institution. This study aimed to determine the present employment status, competencies learned in college and work – related values of the respondents that contributed to their job placement and to determine the employer's feedback on the job performance of the graduates based on the leadership brand. Descriptive type of research method was utilized to analyze the result of the study. Findings show that the average employment rating of BS Computer Engineering graduates from 2013 to 2015 is 84.6 percent. Skills in information technology, problem solving and communication are considered most useful competencies they learned in college. Perseverance, love for God and hard work are the work-related values they considered with very high contribution to their job placement.

Internationally, vocational education and training (VET) has been castigated for its failings in quality terms. It has been seen as having poor standards, high costs and weak employment outcomes. However, the resultant combination of human capital, marketisation, new public management and employability has itself been critiqued as practically inefficacious, theoretical inadequate and environmentally illiterate.
The moment is ripe to go beyond critique to develop a new approach. There are two major global policy moves that support this. First, the arrival of the SDGs forces us to ask how VET might fit into a global vision for sustainable development. Second, UNESCO’s new TVET Strategy, 2016-20 seeks to balance the traditional focus of VET on youth employment with a strong commitment to equity and reducing gender inequality, and to promoting sustainable development. Moreover, this is all underpinned by an emphasis on human development and the need to think more seriously about skills for life as well as for work.
If we are going to talk about VET quality in the light of the SDGs, it becomes necessary to ask very different questions than have characterised the debate in recent decades. The logic of the SDGs and the vision of UNESCO fundamentally change understandings of the purpose of VET and require us to think about quality in ways that talk to how far this transformed vision is being achieved. Moreover, in thinking about quality not just as a summative evaluation but as a process of improvement, the new vision suggests the need to revisit existing processes of improving VET quality.
Whilst we are critical of the existing focus on employability and human capital, this is not because we think that these are unimportant. Rather, it is because we insist on these being a partial rather than the exclusive answer so many of their proponents imply. To make it clear that we are not rejecting employability as a component of the quality VET debate, we will organise this paper around the search for an expanded notion of employability. This is informed by a range of work in the employability literature that rejects the narrow “initiative employability” account that has predominated in Anglophone accounts.
Through exploring what “expanded employability” looks like, we can then start to ask what this implies for thinking, and action, about VET quality. Drawing on the human development and capabilities approach, here we offer a five-part characterisation of what an expanded employability notion might look like:
1. a broader awareness of who accesses public VET and why, focusing on data on motivations for accessing VET;
2. a broader conception of what is valued, with a particular emphasis on what learners value. This leads to an exploration of capability lists but also questions of aspirations;
3. a broader understanding of what is in the way of achieving successful outcomes from VET, with a particular emphasis on the multi-dimensional nature of poverty, of endowments and the challenges of conversion;
4. a broader sense of shared responsibility for employability, grounded in an insistence on a political economy of skills reading; and
5. a broader engagement with questions of sustainability, with particular attention to notions of sustainable work, production and consumption.

ABSTRAK Kajian ini bertujuan untuk menganalisis kebolehpasaran graduan Kolej Teknikal Yayasan Sabah (KTYS) pada tahun 2013 berdasarkan status pekerjaan yang diceburi mereka. Seramai 107 orang atau 30% daripada keseluruhan graduan telah berjaya ditemu bual di seluruh daerah di Sabah. Data yang diperolehi kemudian dianalisis menggunakan Statistical Package for the Social Sciences (SPSS) versi 21.0. Kajian mendapati bahawa kadar employability graduan KTYS secara keseluruhannya adalah tinggi iaitu sebanyak 89.0%. Kadar employability responden lelaki (96.0%) lebih tinggi berbanding responden perempuan (84.0%). Dalam aspek status pekerjaan, sebanyak 85% graduan KTYS bekerja berbanding 10% yang masih belum bekerja. Sementara, majoriti (78.9%) graduan berjaya mendapat pekerjaan di syarikat swasta, dengan 91.2% graduan yang bekerja mendapat pekerjaan dalam tempoh 6 bulan selepas tamat pengajian. Secara keseluruhan, dapatan menunjukkan bahawa program-program pengajian di KTYS masih relevan dengan pasaran pekerjaan semasa khususnya di negeri Sabah. Walau bagaimanapun, untuk memastikan kebolehpasaran graduan KTYS lebih berdaya saing maka beberapa langkah perlu diberi perhatian oleh pihak pengurusan KTYS. Langkah-langkah tersebut ialah menaiktaraf kemudahan pembelajaran, kemudahan peralatan amali/bengkel, mutu pengajian, kemudahan asas, tenaga pengajar, kemudahan ICT dan kaedah pembelajaran yang lebih banyak kepada amali serta menampatkan pelajar pada latihan industri yang sesuai. ABSTRACT This study aimed to analyze the graduates of the Technical College of Yayasan Sabah (KTYS) in 2013 based on the employment status of their venture. A total of 107 people or 30% of the graduates have been interviewed in all districts in Sabah. The data obtained were analyzed using the Statistical Package for the Social Sciences (SPSS) version 21.0. The study found that the rate of employability of graduates of the KTYS as a whole is a high of 89.0%. Employability rate of male respondents (96.0%) higher than female respondents (84.0%). In terms of employment status, 85% of graduates of the KTYS to work compared with 10% who are still unemployed. Meanwhile, the majority (78.9%) of graduate's secured employment in private companies, with 91.2% of graduates who work are employed within 6 months after graduation. Overall, the findings indicate that programs of study at the KTYS is still relevant to the current job market, especially in Sabah. However, to ensure that graduates more competitive KTYS then steps must be taken by the management KTYS. Such measures include the upgrading of educational facilities, laboratory equipment facility/workshop, quality education, basic facilities, trainers, ICT facilities and methods that more students to hands-on training and putting the appropriate industry.

– This tracer study determines the employment status of the graduates of Doctor of Dental Medicine of Lyceum of the Philippines University (LPU) from 2008-2012. It assessed the relevance of the Dentistry curriculum, knowledge, skills and attitude acquired by the graduates deemed to be relevant for their employment; identify the personal and professional characteristics and job placement of Dentistry graduates and the school related factors associated with their employment. This tracer study used a descriptive research design. The study described the experiences of the graduates before and after employment. The graduates conveyed their personal observations regarding the situations they faced after graduation. The findings showed that majority of the Dentistry graduate-respondents are presently employed except for one whose primary reason is family concern and decided not to find a job. Most of the graduates had their first job as associate dentist with recommendation from the department or alumni of the college and opted to put up their own private practice after 6 months. Rewarding salaries and benefits are the main reason for staying on the job and are all enjoying a professional career in dentistry with initial gross income of 25,000 pesos and above. The following school related factors for job placement such as curriculum and instruction for the general education and professional subjects, student services and faculty instruction were found to be relevant in meeting the demands of the graduates' dental profession. And the following are the work related values gained by the graduates such a love for God, honesty and truth, professional integrity and leadership. These values were found to be very relevant in the practice of the profession.

Executive Summary

1. Project context
This project responded to growing social and economic demands for higher education graduates who can negotiate rapidly transforming employment contexts. It was based on the premise that higher education institutions have responsibility for helping students gain the skills, knowledge and personal attributes required of them in the initial stages of their careers. The project emerged from the understanding that despite evidence on what is required by employers, the existence of graduate attributes statements, and a large body of scholarly literature, many graduates are not optimally work ready (Fullan & Scott, 2014).

The project was implemented in parallel with two other commissioned projects on graduate employability. Recognising that the number of part-time, casual and/or multiple job-holding workers has never been higher and that traditional forms of employment are increasingly rare, this project focused on disciplines with ill-defined or difficult-to-enter graduate destinations. These included music and dance; biomedical sciences and biotechnology; professional and creative writing; and computer science. In contrast to the employer focus of the other projects, the team focused on students, graduates and academic leaders.

2. Project aims
The project aims were twofold: to increase understanding of critical issues in enhancing graduate employability in higher education; and, to identify support for educators seeking to develop student employability.

3. Project approach
The project adopted a multi-stage approach involving four overlapping core activities:

• To synthesise through a scoping review existing research on employability, its development, and impediments to its adoption within higher education;
• To investigate employability through survey and case study research with students, graduates/practitioners, higher education leaders and careers advisors;
• To showcase good practice with higher education stakeholders through a series of workshops and presentations; and
• To develop a toolkit of employability resources for educators to use with their students.

In Phase 1: Student survey and scoping review, the team designed an online student survey instrument that included items from extant data sets for comparison. The survey was distributed through academic networks and instrumentalised for delivery in English, Spanish and Portuguese. The team also prepared a comprehensive scoping review of extant literature and resources relating to students’ enhancement of employability skills, impediments to practice, and ways in which these impediments might be overcome.

In Phase 2: Case study research and resource development, the findings of Phase 1 informed four distinct case study instruments. Case studies were undertaken with students, graduates/practitioners, leaders and careers advisors. An evidence-based discussion paper synthesised the findings and identified options for improved institutional capacity. This informed a “toolkit” for which team members synthesised resources to develop employability with higher education students. The toolkit is hosted by Curtin University.
 
4. Project outputs
Outputs from the project included:
• Survey data from 415 students and data summaries for four institutions;
• Case study data from 60 stakeholders and 10 vignettes for the targeted disciplines;
• A website and toolkit housing resources from this project and other sources;
• An open-access conference paper;
• Industry snapshots; and
• Guides for educators.
5. Project dissemination and engagement
The team implemented a dissemination and engagement strategy that leveraged the work of this and previous employability projects. Engagement activities included 32 conference presentations, 11 workshops and 6 related papers, including presentations at national events organised by the other commissioned project teams. Half-day workshops and an expert panel were presented at two national conferences and a national forum. The website includes employability toolkit resources organised around the five themes discussed below.

6. Impact of the project (outcomes to date and projected future impact)
• More than 470 stakeholders have contributed to the project’s findings.
• To date, more than 1,500 academics, leaders and practitioners have attended presentations at university learning and teaching events and at conferences;
• 1,720 students and educators have attended in-class workshops.
• Resources trialled with 1,500 students in 2014 have been embedded into their courses.
• Four institutions have received data summaries to inform their employability initiatives.
• Industry organisations with an interest in career support and development have begun to link to and from the website and resources.
• Educators who ran the survey have adapted resources for use with their students.
• Post-project activities, including through the website, will encourage systemic adoption.

7. Key findings and recommendations
This project has enhanced understanding of graduate employability in relation to the contrasting perspectives of different stakeholders. The research confirms that to identify and develop the skills and attributes needed to navigate post-graduation pathways, higher education students need timely and informed support. Graduates assert that the lack (or under development) of these skills and attributes is one of the most critical disadvantages encountered by graduates transitioning into work.

Educators are central to the process of change, but higher education leaders, graduates and students report many educators to be ill equipped for the task. Whilst the team acknowledges the expert and impactful employability work undertaken by many colleagues, one reference group member reminded the team of a “fundamental disconnect” between the development of employability within higher education and those academics who “would say that universities are not ‘responsible’ for anything, except perhaps the pursuit of truth and beauty”. As such, the resources for educators are likely to have three audiences. The first and second of these are most likely to be interested in sharing and accessing resources. These educators became the target audience for the online toolkit:
1. Educators who agree they have a role in the development of employability, and who have the skills and resources to undertake this task;
2. Educators who agree they have a role in the development of employability, but who need some assistance to engage students and others; and
3. Educators who do not agree they have a role in the development of employability and are unlikely to engage unless required to.
The concerns expressed by students, graduates, employers and leaders related largely to academics’ lack of knowledge about the contemporary workplace; however, the case studies also revealed challenges including over-crowded curricula, modularised delivery, research-focused key performance indicators and ranking systems, an increasingly casualised workforce, and graduate destinations metrics that are insufficient for the task. Educators who attended the project’s engagement activities repeated many of these concerns. Combined, these factors highlighted the potential for a systematic approach to the development of effective employability skills. The research concluded that employability development should focus on the five themes illustrated at Figure 1:

Figure 1: Five employability themes

8. Recommendations
Employability is a critical concern for higher education and should be addressed as a matter of urgency. Recommendations are as follows:
1. That institutions embed and resource employability as a key institutional strategy, engaging the expertise of careers advisors and professionals at program and course level and developing an endorsed capacity building strategy for local leaders;
2. That all students explore and apply knowledge relating to self and career as foundational elements of their program. This should be achieved through authentic learning experiences that incorporate critical reflection and ensure that emerging capabilities are evidenced using a valid framework;
3. That program delivery reflects professional practice and that all educators be supported to become industry-aware and pedagogically proficient;
4. That higher education position itself to gather academic and learning analytics that track student behaviour and the development of employability capabilities and competencies;
5. That revisions of the Graduate Destination Survey be consultative and ensure the generation of data which is sufficiently nuanced to capture complex work arrangements, using a validated measure. In addition, that the Office for Learning and Teaching explore the ongoing collection of graduate data through agreement with the Australian Taxation Office and the Department of Education and Training;
6. That the successor to the Office for Learning and Teaching establish a “linkage” program to support industry partnerships that benefit both students and educators; and
7. That higher education institutions develop post-graduation support and professional learning initiatives as an extension of their core business.

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To remain competitive in a technology driven, fast changing, globalised business environment, and pursue sustainable development goals; Companies today are demanding a high degree of professionalism, intellectual common sense, emotional maturity, domain knowledge, competitive techno-functional competencies from the new breed of graduating students, engineers and value chain managers. Human Resource capacity enhancement and development of functional capabilities in new work related skills, per say employability skill improvement, has become a major challenge across organizations and institutions, especially from emerging and developing economies. In the context of higher education, to address these challenges, a structured, systematic and collaborative approach by strengthening Industry Academia Interface [I.A.I.] can inherently supplement professional skill development efforts of graduating students. University Industry Collaboration or I.A.I. is emerging as a key growth area in the context of academic value addition and value integration that would inadvertently supplement conventional classroom learning of traditional education formats. A mutually integrative engagement model for I.A.I. is illustrated as Collaborative Engagement for Organizational Development and Employability (CODE) in this paper. Thereupon to infuse a fresh perspective across various competitive skills desired by the employers, in the categories of hard and soft skills, with a blend of basic and advanced life skill traits; various subset elements of graduate employability are grouped to develop a graphical perspective of an Employability Skill Traits Management Quotient (ESMQ). This paper contains the concept proposal, structure, synthesis and theoretical analysis of the ESMQ model, from various organizational frames of references. It is believed that the proposed ESMQ Model would assist in designing varying levels of training interventions, through Accelerated Learning Programs (ALPs) that would distinctly enhance the overall employability of graduating students; consequently making them ready for speedy absorption in Businesses and Industry.