摘要:本文是论大学生就业能力的留学生论文,就业能力理论可以很难被定义;有助于被雇用的因素有很多。Little在2001年表明,它是一个多维度的概念,相关的工作所需的因素和准备工作之间需要区分。
longer be enough to get a graduate job. There is evidence that graduate recruiters are looking beyond qualifications; they are looking for people with qualities to enable them to cope with the changing demands of the job in an uncertain and competitive world.
Employability has been used as a performance indicator for higher education institutions (Smith et al, 2000) and represents a form of work specific (pro) active adaptability that consists of three dimensions: career identity, personal adaptability and social and human capital (Fugate et al, 2004). At the same time, Knight and Yorke (2004) have put forward the four broad and interlocking components of USEM account of employability:
Understanding (of the subject discipline)
Skilful practices in context
Efficacy beliefs
Meta-cognition
Nabi (2003) says that employability is about graduates possessing an appropriate level of skills and attributes, and being able to use them to gain and remain in appropriate employment. From a human resource development view, employability is a concept that emerged through the 1990s along with a growing perception among employees that they cannot count on their employers for long-term employment. Employability is a promise to employees that they will have the skills to find new jobs quickly if their jobs end unexpectedly (Baruch, 2001). Prior to this, Harvey (2001) has defined employability in various ways from individual and institutional perspectives. Individual employability is defined as graduates being able to demonstrate the attributes to obtain jobs. Commonly, institutional employability relates to the employment rates of the university graduates. However, Harvey argued that employment outcomes of graduates are not an indicator of institutional employability.
2.4 Transferable Skills
Amongst the numerous listings which identify the skills and attributes sought by employers, AGCAS Employability Briefing7(2003), suggests the most important are: “motivation and enthusiasm, interpersonal skills, team working, oral communication, flexibility and adaptability, initiative, productivity, problem solving, planning and organisation, managing own development and written communication”. (HEA, 2006)
Atkins (1999) questions how transferable key skills are into employment contexts. Often, the skills most in demand by employers, as measured by the wide range of skills asked of future employees, are typically the least in supply, as measured by the skills, abilities, and competencies that university graduates bring to the job.
Eraut (1994) sees transfer as a learning process in its own right, although this may be easier for skills in relation to objects, rather than the ‘softer' skills of interacting with and managing people effectively. Brown (1999) believes that the learning development, and transferring the understanding of that learning, is most likely to be effective if the learning situation closely resembles the work place. Knight and Yorke (2000) suggest that for there to be a transfer of learning from one context to another, the learner needs to use that knowledge in a variety of different situations. From these comments, it would seem that practice in a number of contexts is fundamental for the development of employability skills and attributes.
Dearing (1997) regarded key skills to consist of
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