Skill sets: an approach to embed employability in course design

Abstract

Purpose

The purpose of this article is to demonstrate an innovative approach to embedding employability in the design of a university degree scheme using skill sets.

Design/methodology/approach

The paper looks at conventional approaches to course design, which begin with the resources already available within the higher education institute. The skill sets approach, however, begins with employers because they are the ultimate arbiters of employability. Employers working with the academic design team define coherent portfolios of skills: definitions which are then used to provide shape and form to the new degree scheme.

Findings

The paper finds that employers can identify skill sets that relate to long‐term employability as opposed to short‐term employment. These definitions can usefully inform the design of a degree scheme.

Practical implications

The approach of this paper may benefit the design of degree schemes that aim to educate a graduate to fulfil an identifiable role in industry. This approach is based on defining the continuing intellectual and critical thinking skills that enable a graduate to fulfil a role, rather than the immediate task‐related skills that enable a graduate to fulfil a job. The involvement of employers in formulating a portfolio of graduate skills can be applied to the design of other schemes.

Originality/value

This paper presents a new approach to making employability the priority when developing a new degree scheme.

Citation

Cox, S. and King, D. (2006), "Skill sets: an approach to embed employability in course design", Education + Training, Vol. 48 No. 4, pp. 262-274. https://doi.org/10.1108/00400910610671933