IN-PERSON Prague Research & Teaching Conference

Abstract

Universities are under pressure to enhance students’ employability, prompting the adoption of embedded and bolt-on approaches. Embedding practical skills has shown promising results in predicting student employment, likely due to increased student engagement compared to generic employability skills. Academics face the task of designing curricula that emphasise employability, and while some argue that fostering employability is not a core academic responsibility, others view it favourably due to its effectiveness. Research indicates academics positively influence employability and skill development, but challenges persist, such as limited empirical evidence, occasional feedback on teaching practices, difficulties in assessing employability skills, and insufficient support for curricular adjustments. Additionally, the role of lecturers in employability education remains unclear, with existing literature focusing more on interventions than on defining this role. This study aims to explore the effectiveness of a collaborative matrix approach in embedding employability within one UG module and its impact on students’ skill development. It also explores the individual role of lecturers in such approaches. Using longitudinal practical, mutual-collaborative action research, the study investigates a second-year undergraduate module involving 70 students at University of the West of Scotland. The matrix approach integrates academics, career services, and employers to embed specific employability skills into the module. Self-administered surveys and focus groups will be adopted to assess students’ skills at the term’s start and end, with skill tailored module activities. This research aims to evaluate the collaborative matrix approach and define lecturers’ roles in advancing employability in higher education.