Re-Imagining Employability: An Ontology of Employability Best Practice in Higher Education Institutions

Autor/in	Rees, Sian
Titel	Re-Imagining Employability: An Ontology of Employability Best Practice in Higher Education Institutions
Quelle	In: Teaching in Higher Education, 26 (2021) 5, S.663-678 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rees, Sian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2019.1670637
Schlagwörter	Foreign Countries; Employment Potential; Employment Practices; Best Practices; Higher Education; Entrepreneurship; Performance Based Assessment; Universities; Case Studies; Departments; Art Education; Humanities Instruction; College Students; Student Employment; Job Placement; Case Method (Teaching Technique); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Berufspraxis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unternehmungsgeist; Leistungsermittlung; University; Universität; Case study; Fallstudie; Case Study; Department; Abteilung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Geisteswissenschaftlicher Unterricht; Collegestudent; Studentenarbeit; Employment service; Employment services; Arbeitsvermittlung; Case method; Fallmethode
Abstract	This paper uses a macro, meso- and micro-level analysis of employability best practice in higher education institutions (HEIs) to question how employability is being conceived within higher education settings alongside academic goals. Thematic analysis is applied to: a range of academic articles and papers containing HEI employability best practice case studies (macro-level); papers from the 2016 Swansea University College of Arts and Humanities' Employability Conference (meso-level); and Swansea University Department of Media and Communication employability activities from 2013 to 2018 (micro-level). The results are visualised as an ontology of higher education employability, which has the notion of 'entrepreneurial spirit' at the centre. The paper finds that embedding an entrepreneurial approach can help drive innovation in subject-level teaching in a way which can enhance, rather than inhibit, critical academic enquiry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01