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Therefore, it is to be emphasized that an employer with employability focus is looking for an individual with potentials to be realized, rather than suitable skill sets.” (Martin, 1997)

Further research from the UK government stated that:

“Our higher education system is a great asset, both for individuals and the nation. The skills, creativity, and research developed through higher education are a major factor in our success in creating jobs and in our prosperity. Universities and colleges play a vital role in expanding opportunity and promoting social justice. The benefits of higher education for individuals are far-reaching. On average, graduates get better jobs and earn more that those without higher education.” (The Future of Higher Education White Paper. 2003, p4)

The ‘Skills plus Project' highlights and emphasises the importance of ‘personal qualities' and their insertion into the model of employability, further stating how these can have a considerable bearing on student success. (Knight and Yorke, 2001, 2002, 2003; Yorke, 2001)

From the work of Dweck (1999) and Bandura (1997), there is recognition of the two broad categories of self-belief: an individual/permanent/fixed belief, intelligence for example, that cannot be changed, and an incremental/variable/flexible belief that development is achievable and even likely. They further make assumptions that students with a fixed belief about their intelligence are likely to be discouraged by failure; this is derived from the belief that failure is a lack of intelligence. From this assumption it could be fair to say that these students may avoid more demanding work for fear of disappointment. On the contrary, students with a malleable self-belief are more likely to characterise failure to a lack of effort, and believe that poor performance should lead to further learning. ‘Hence, it is the learning that becomes a source of self-esteem.' (Dweck1999. Bandura, 1997)

A range of cognitive, social, emotional and behavioural sub-skills will not be enough on their own, but these skills will have to be integrated into the challenges faced. (Yorke, 2001) Therefore, perceived self-efficacy or capability will play an important role in career choice and personal development. This in turn is essential in the individual's employability.

Personal qualities are also important in the acquirement of subject understanding and the improvement of skills. “A willingness to learn, often from mistakes, implies a preparedness to tolerate a degree of stress in order to achieve success” (Knight and Yorke, 2001; Yorke, 2001).

The self-construct characteristic of self-confidence enables the individual to have a positive, realistic view of their selves or in situations they find themselves. This characteristic refers to the individuals expectation of their ability to achieve, an influential factor in ensuring personal potential is realised. (Stevens, 2005) This statement suggests that a person high in self-confidence has a pragmatic view of themselves and their abilities, which gives them resolution in their endeavours. According to Neill (2005), self-esteem and self-efficacy in combination is what constitute self-confidence. Neill (2005) defines self-esteem as a general feeling of self-worth or self-value. It is widely recognised that an individual with low self-esteem believes that they are insignificant or ins