Student perceptions of embedded employability skills in a problem-based learning natural sciences programme
DOI:
https://doi.org/10.56433/7rytrz54Keywords:
Embedding employability, Problem-based Learning, Interdisciplinary Science, Graduate skillsAbstract
Employability has become globally an explicit graduate outcome usually, although not without challenge, articulated as a set of graduate skills or capitals. It is therefore important to consider curriculum design and pedagogies that support these outcomes. Problem-based learning (PBL) is often cited as an effective pedagogy in this regard, particularly in education for the professions. Much less attention has been paid to pedagogies for employability in the pure sciences. Here we survey student perceptions of employability skills in an interdisciplinary science degree, taught by PBL, as they develop in the course of an undergraduate programme encompassing seven cohorts over five years. We present evidence that students’ beliefs in their acquisition of skills and their importance grows over the years of the degree. We emphasise the importance of conceptualising and embedding employability (as with the science content) as a developmental activity with multiple opportunities for systematic practice.
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