Turning the PAGE: re-imagining the academic - employment nexus
DOI:
https://doi.org/10.56433/9qd90j92Keywords:
Graduate Employability , Pedagogy, Transformative Learning, Investigative Case-Study, Teaching PracticeAbstract
Preparation of students for the job market, that is characterised by rapid technological advancements and evolving industry needs, presents challenges for higher education institutions (HEIs). Institutions are increasingly called upon to adapt their teaching practices to produce graduates that are both knowledgeable and equipped with practical skills. This dual expectation places pressure on HEIs to balance the delivery of theoretical knowledge with cultivating competencies relevant for the workplace.
This research focuses on understanding and enhancing educational practice towards realising this dual expectation, in the context of a new Irish University, Technological University Dublin (TU Dublin), and in doing so offers a new approach to graduate employability through the Pedagogy Assisting Graduate Employability (PAGE) conceptual framework. This framework was developed, iterated and evaluated through an investigative case study that sought to understand how pedagogical practice shapes and informs employability. Transformative learning, informed the PAGE framework connection-making between pedagogy and employability, underpinned by the discipline area, the desired skills, and the teaching and learning context.
Key influences on teaching practice were identified via thematic analysis of purposefully sampled academic staff focus groups (n=4), combined with documentary analysis of purposefully sampled modules from a range of disciplines across TU Dublin. Initially, the framework was evaluated by academic staff with an affinity for educational development, leading to a clearer understanding of how the PAGE framework could enhance employability. Subsequently, the framework alignment educational policy and strategy was spotlighted to provide a connection between day-to-day teaching practice and the wider strategic needs of higher education.
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