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There has been little empirical research conducted in relation to graduate employability and diagnostic tools available in this area are very limited. The purpose of this paper is to introduce and explore the factor structure of a new measure of employability development, the CareerEDGE Employability Development Profile (EDP).

The EDP was completed by 807 undergraduate students, providing data for exploratory and confirmatory factor analyses.

The analyses suggest that the EDP is multidimensional and maps clearly onto the CareerEDGE model of graduate employability.

These findings are discussed and interpreted as offering support for the use of the EDP with students as a developmental tool and as a measurement tool for use in the design, implementation and evaluation of employability interventions or other research purposes.

The provision of a practical employability development tool that is suitable for use with students of any Higher Education institution. The findings also add to the limited literature on graduate employability.

The purpose of this paper is to discuss how the terms “employability”, “enterprise” and “entrepreneurship” are currently being used, often interchangeably, within higher education, and to propose how to clarify this issue with the terminology.

The approach taken is to discuss the three terms and some of their current conceptualisations and suggest ways to clarify the terminology. Possible methods of operationalising the three concepts within higher education are also suggested.

Employability, enterprise and entrepreneurship are high on the agendas of many higher education institutions. There is a crucial need for agreement on definitions particularly when strategies are being implemented. It is suggested that currently the terminology is often used carelessly and interchangeably, resulting in confusion for HE staff, students and employers.

The paper offers a clear way of defining the concepts and will be of value to anybody with an interest in employability, enterprise or entrepreneurship within higher education.

The purpose of this paper is to obtain a shared understanding of entrepreneurship education and to evaluate the effectiveness of employability and enterprise division in current fashion courses and amongst the students between a British and a Chinese university (UClan and SCAU).

It is a three‐stage action‐oriented PMI2 project (Second Prime Minister's Initiative for International Education) in fashion entrepreneurship, which was funded by the British Council. This paper presents the findings of the first stage of the research project. A combination of literature reviews, participant observation, semi‐structured interviews and focus groups were employed to deliver the results at this stage.

The findings represent similarities and differences between UClan and SCAU related to enterprise entrepreneurship education: identify rationale of evaluating fashion entrepreneurship education; and clarify a shared understanding of entrepreneurship education and the purpose of evaluating the effectiveness.

Due to geographical restrictions and limited resources, smaller‐scale samples were selected to gain a deeper insight into different approaches to fashion enterprise and entrepreneurship education between UClan and SCAU.

This research will be valuable to academics who wish to develop or enhance fashion entrepreneurship education, in particular with regards to forging links between universities in the UK and China.

This paper will increase awareness of fashion entrepreneurship amongst students, graduates and academics.

This research contributes to the current knowledge and best practice of fashion entrepreneurship education.

The purpose of this paper is to introduce a straightforward, practical model of employability that will allow the concept to be explained easily and that can be used as a framework for working with students to develop their employability.

The model was developed from existing research into employability issues and the experience of the authors. The various elements of employability included in the model are discussed and their inclusion justified on the basis of existing research.

The model sets out exactly what is meant by employability, in clear and simple terms, and the model suggests directions for interaction between the various elements.

The relationships between and the interaction of the elements within the model remain theoretical. Further research to test the model is planned and will be reported on at a later date.

The model can be used to explain the concept of employability to those new to the subject, and particularly to students and their parents. It will be a useful tool for lecturers, personal tutors, careers advisors and any other practitioners involved in employability activities. It will also be used to develop a measurement tool for employability.

This paper seeks to fill the gap between in‐depth, scholarly and complex articles or books about employability and very simple descriptive articles. It will be of value to anybody with an interest in employability issues.

The purpose of this paper is to investigate the relationship between work placements and employability, through an analysis of the impact of a work placement on students’ self-efficacy.

The basis of this paper is a large-scale work-based learning module at the University of Birmingham, the “Professional Development Module”. Students completed questionnaires both before and after they undertaken their placements and the results from the questionnaires were compared. These results were then combined with the results of semi-structured interviews undertaken with students.

The paper's findings support the view that a work placement has a positive impact on students’ self-efficacy, especially in relation to their confidence in making applications and/or attending interviews, and in articulating their skills and strengths.

While the relatively small sample size means that the paper's conclusions must remain provisional, it highlights the need for careers practitioners to encourage students to engage in critical self-reflection. The paper suggests that it is important for careers practitioners and researchers to engage in more collaborative projects in order for a fully rounded picture of the relationship between placements and employability to emerge. The paper shows that more research is needed into the relative impact of short- and long-term placements.

The paper demonstrates the value of assessing students’ views both before and after their work placements so that these views can be compared directly.