Future-proofing career readiness in science graduates: where, when and how?

Ruby Hume; Trent Weir; Jamie Priest; Beth Loveys; Karina Riggs; Sara Krivickas; Andrew MacKinnon; Michelle Coulson; Olivier Fahy; Adrian Hunter; James Botten; Amanda J. Able

Authors

Ruby Hume Faculty of Sciences, Engineering and Technology, The University of Adelaide, Adelaide, SA, 5000, Australia
Trent Weir Faculty of Sciences, Engineering and Technology, The University of Adelaide, Adelaide, SA, 5000, Australia
Jamie Priest Faculty of Sciences, Engineering and Technology, The University of Adelaide, Adelaide, SA, 5000, Australia
Beth Loveys Faculty of Sciences, Engineering and Technology, The University of Adelaide, Adelaide, SA, 5000, Australia
Karina Riggs Faculty of Sciences, Engineering and Technology, The University of Adelaide, Adelaide, SA, 5000, Australia
Sara Krivickas Faculty of Sciences, Engineering and Technology, The University of Adelaide, Adelaide, SA, 5000, Australia
Andrew MacKinnon Faculty of Sciences, Engineering and Technology, The University of Adelaide, Adelaide, SA, 5000, Australia
Michelle Coulson Faculty of Sciences, Engineering and Technology, The University of Adelaide, Adelaide, SA, 5000, Australia
Olivier Fahy Faculty of Sciences, Engineering and Technology, The University of Adelaide, Adelaide, SA, 5000, Australia
Adrian Hunter Faculty of Sciences, Engineering and Technology, The University of Adelaide, Adelaide, SA, 5000, Australia
James Botten Faculty of Sciences, Engineering and Technology, The University of Adelaide, Adelaide, SA, 5000, Australia
Amanda J. Able School of Agriculture, Food and Wine, The University of Adelaide, Waite Campus, Glen Osmond SA 5064, Australia

Keywords:

employability skills, curricular co-creation, work-integrated learning

Abstract

BACKGROUND

To ensure future career readiness, students must develop a range of skills and capacities including technical expertise, problem-solving abilities, effective communication, social and professional network building, interpersonal and cultural awareness, resilience, and adaptability (Jackson, 2018; Roberts, 2016; Tomlinson, 2017) as well as develop a well-grounded self-identity (Jackson, 2017). Given that careers are continuously evolving and perpetually fluid (Starr-Glass, 2019), graduates also need to critically perceive, engage, and reflect on their own identity and self-efficacy (Sarkar et al., 2016). However, recent research has shown that there is a lack of generic skill development in undergraduate science curricula (Sarkar et al., 2020) and academics have expressed concerns about their ability to provide reflective practice opportunities for students. This project, funded by the Australian Council of Deans of Science, aims to enhance the confidence and capability of academics to enhance their students career readiness; promote collaborative curriculum development between industry partners, graduates, and students; and develop national best practice guidelines for the enhancement of science graduate employability skills.

THE WORKSHOP

You are invited to join us for a collaborative and interactive workshop to explore where, when, and how employability skills could be implemented within the Sciences curriculum. We have used insights from students, graduates, industry employers and academics to propose possible best practice guidelines. This workshop will specifically road-test the co-created guidelines while also providing an opportunity for participants to further explore the following aspects:

development of generic skills identified as more difficult to teach (such as metacognitive and reflective abilities, resilience and adaptability)
enhancing the knowledge of career pathways and connecting with employers
scaffolding and integration of work integrated learning activities into the curriculum (both in the workplace and in the classroom).

REFERENCES

Jackson, D. (2017). Developing pre-professional identity in undergraduates through work-integrated learning. Higher Education, 74, 833–853.

Jackson, D. (2018) Developing graduate career readiness in Australia: Shifting from extra-curricular internships to work-integrated learning. International J Work-Integrated Learning, 19, 23-35.

Roberts, S. (2016). Capital limits: Social class, motivations for term-time job searching and the consequences of joblessness among UK university students. Journal of Youth Studies, 20, 1–18. https://doi.org/10.1080/13676261.2016.1260697

Sarkar, M., Overton, T., Thompson, C. D., & Rayner, G. (2016) Graduate employability: View of recent science graduates and employers. International Journal of Innovation in Science and Mathematics Education, 24(3), 31-48.

Sarkar, M., Overton, T., Thompson, C. D., & Rayner, G. (2020). Academics’ perspectives of the teaching and development of generic employability skills in science curricula. Higher Education Research & Development, 39(2), 346–361.

Starr-Glass D (2019) Doing and being: future graduates, careers and Industry 4.0. On the Horizon, 27, 145–152.

Tomlinson M (2017) Forms of graduate capital and their relationship to graduate employability. Education + Training, 59, 338-352.