Introduction: the external context

Building employability
The nature of higher education in modern
skills into the higher universities is changing rapidly as institutions
education curriculum: a take account of a number of major external
factors. The work described here derives from
university-wide three such external factors.
initiative (1) There is increasing international
recognition that the transition from the
Stephen Fallows and world of higher education into the world
of employment is not always
Christine Steven straightforward. In the United Kingdom,
the considerable increase in the number
of students passing through the higher
The authors
education system (Higher Education
Stephen Fallows is Reader in Educational Development Statistics Agency, 1998a) now means that
at the University of Luton, Luton, UK the competition for established positions
Christine Steven was a Principal Teaching Fellow within in traditional ``graduate employment''
the Faculty of Science, Design and Technology at the and the professions is fierce and, as a
University of Luton and left the university in summer 1999 consequence, the range and variety of
when she moved to Kent. jobs into which graduates are moving is
becoming increasingly diverse. It is only a
Keywords minority of graduates who are able to gain
Skills, Employment, Higher education, employment which directly utilises the
United Kingdom academic content of their higher
education curriculum (Higher Education
Abstract
Statistics Agency, 1998b).
(2) It is also recognised that the academic
Today's challenging economic situation means that it is curriculum is essentially a vehicle through
no longer sufficient for a new graduate to have which other attributes are delivered; these
knowledge of an academic subject; increasingly it is attributes are largely constant regardless
necessary for students to gain those skills which will of the subject studied. For example, the
enhance their prospects of employment. Employability
essential information retrieval and
skills include the following abilities: the retrieval and
analysis skills required to prepare a review
handling of information; communication and
of the background literature to a topic do
presentation; planning and problem solving; and social
not essentially differ from archaeology to
development and interaction. The University of Luton has
zoology; similarly, these skills are directly
established an initiative to ensure that each of its
transferable into a wide range of
students engages with these skills and has embedded this
employment.
within the academic curriculum for all disciplines. Central
(3) The world of employment is also
to the initiative has been the creation of detailed
changing rapidly. Permanence is no
templates that describe the University's expectations for
longer a significant feature: traditional
each undergraduate level. The article describes the Luton
career paths have disappeared, entire
initiative and includes some initial comments on its
industries have relocated to other areas of
impact.
the world, new technologies have made
established practice and experience
Electronic access irrelevant. However, the story is not all
The research register for this journal is available at gloom; new industries, often (but not
[Link] always) technology driven, have emerged
as major employers (illustrative
The current issue and full text archive of this journal is
technology based examples include
available at
personal computers, mobile telephones,
[Link]
etc.). Similarly, many of those in
employment today are engaged in jobs
Education + Training
Volume 42 . Number 2 . 2000 . pp. 75±82 which simply did not exist 20 or even just
# MCB University Press . ISSN 0040-0912 ten years ago. As the pace of change
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 Building employability skills into the higher education curriculum Education + Training
Stephen Fallows and Christine Steven Volume 42 . Number 2 . 2000 . 75±82

continues to accelerate, new jobs (not yet take responsibility for their own careers. The
thought of) will emerge with increasing AGR noted that many of the skills required of
rapidity whilst old jobs will inevitably the self-reliant graduate were also those
disappear. required of the self-reliant learner; the AGR
thus concluded that there would be benefits
Each of the above points are major
within higher education from the
considerations in the notion of a need for the
promulgation of such capabilities.
population to be flexible and prepared for a
The Higher Education and Employment
lifetime of change and development. The
Division of the Department for Education
concept of ``lifelong learning'' is now central
and Employment has noted, in a Briefing
to official UK Government thinking within
Paper (DfEE, 1995) that:
the (still relatively recently) combined
. . . studies of employer needs have repeatedly
Department of Education and Employment
stressed the priority which they give to ``personal
(DfEE), and Government has announced that transferable skills''. When they recruit graduates
we now must live in a ``learning age'' they are typically seeking individuals not only
(Secretary of State for Education and with specific skills and knowledge, but with
Employment, 1998) in which it will be the ability to be proactive, to see and respond
the norm to engage in retraining and to problems creatively and autonomously, and
all the predicted trends in the world of
personal development throughout the
employment suggest that these pressures will
working life. increase.
Similarly, the European Commission
(1995) has for some time recognised the need The DfEE agree with the AGR that there is
to establish a ``learning society'' which: no conflict between the development of skills
. takes account of the rapid changes which for employment and the development of skills
are taking place in Europe due to the for learning:
internationalisation of trade, the move to The processes which make learning effective in a
changing higher education also develop the
an information society and developments
qualities which are needed in the changing
in science and technology; and workplace (DfEE, 1997).
. utilises education and training to provide
solutions through a mix of formal
qualifications and personal skills. A university-wide initiative

Higher education in particular must provide The University of Luton is England's newest
its graduates with the skills to be able to university, having been granted university
operate professionally within the environment status in July 1993 after its academic
required for the ``learning age'' or ``learning provision had been subjected to exceedingly
society''. The UK National Inquiry into rigorous review and peer evaluation. This
Higher Education (Dearing Committe, 1997) evaluation was in two stages, focusing first of
noted that: all on taught degrees and subsequently on
. . . institutions of higher education [should] research degrees. Although nominally a new
begin immediately to develop, for each institution, the University can trace its roots
programme they offer, a ``programme through earlier colleges to educational
specification'' which . . . gives the intended
establishments established during the 19th
outcomes of the programme in terms of:
. the knowledge and understanding that a
century to serve the growing town of Luton.
student will be expected to have on The town itself is the centre of the largest
completion; conurbation in the South East of England
. key skills: communication, numeracy, the use outside London and a significant industrial
of information technology and learning how to centre in the region.
learn; The University of Luton has always taken
. cognitive skills, such as an understanding of
an overtly vocational focus to its academic
methodologies or ability in critical analysis;
provision and for some years has taken full
. subject specific skills, such as laboratory skills.
account of the concerns which have been
The Dearing recommendation reflects the (more recently) expressed nationally by
views of employer organisations. Research organisations and advisory committees such
conducted for the Association of Graduate as the Association of Graduate Recruiters and
Recruiters (1995) stressed the need for the Dearing committee. Therefore it is not
graduates to become self-reliant and able to surprising that the University of Luton has for
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Stephen Fallows and Christine Steven Volume 42 . Number 2 . 2000 . 75±82

some time been taking the necessary steps to curriculum was an appropriate strategy but
ensure that, in addition to being there were considerable differences of opinion
knowledgeable in the specific subject matter on how the strategy might best be
associated with a particular academic operationalised in a manner that would
discipline or field of study, every student is include every student.
fully equipped, at graduation, with the skills Key matters of debate included:
necessary for the very important transition . Which skills should be highlighted?
into the world of employment and onward to . Should skills be assessed separately from
lifelong learning. the general curriculum?
In 1994, the strategic decision was taken to . If skills are to be assessed, how should
embed employability skills in all this be achieved?
undergraduate programmes at the University . How might the university best recognise a
of Luton (University of Luton, 1994). The meaningful skills progression from level 1
University's most senior management team (first year undergraduate) through to level
adopted the view that the institution would be 3 (final year undergraduate)?
failing its students if they were not fully . How might the university ensure that
equipped, at graduation, with the skills each student is fully exposed to each skill
necessary for entry into the world of work. area?
This decision recognises that it is no longer Similar debates have taken place in other
sufficient to be knowledgeable in an academic universities and each institution has adopted
discipline. It also fully accords with the the strategy considered appropriate to its local
declared mission statement of the university needs. The next section of this article
that makes reference to both ``high quality considers the model of implementation
education'' and ``vocational relevance''. The adopted by the University of Luton.
decision followed a number of pioneering
pilot schemes undertaken as a part of the
University's involvement with the Implementation
Government funded Enterprise in Higher
The university-wide debate led to the
Education (EHE) initiative; evaluation
development of a detailed tabulation of the
exercises conducted on behalf of the
skills expectations for each level of
University EHE programme indicated that:
undergraduate provision. This, not
. Local and national employers had
inconsiderable, exercise defined the desired
concerns about the skills proficiency of
learning outcomes for each skill area (which
many graduates that they employed (this
are grouped under four broad headings as
observation was made irrespective of the
follows: information retrieval and handling,
institution at which the graduates had
communication and presentation, planning
studied).
and problem solving, social development and
. A clear majority of the University's staff
interaction). It also defines the university's
agreed that all students need to develop
expectations with respect to matters such as
job-related skills. (However, a small but
each student's responsibility for their own
vociferous minority maintained that a
learning, the need to recognise ethical
university should concentrate on matters
frameworks for actions, and the essential
with immediate and direct academic
requirement for analysis, synthesis and
significance.
creativity in all academic activity.
. Students generally recognised the need to
Whilst the templates are designed for
develop communication skills,
universal application, they contain sufficient
transactional skills, problem solving skills
opportunity for flexibility to ensure that the
and management skills (Fallows, 1995).
special skills needed for particular disciplines
The 1994 strategic decision was followed by a can be easily incorporated (for instance
significant period of wide-ranging debate that laboratory safety skills in science
included discussion at all levels of the programmes). Similarly, the scheme does not
academic institution to determine the precise proscribe the exact details but rather gives
methodology for the implementation of the those responsible for individual modules or
skills initiative. There was general agreement degree programmes the flexibility to fine-tune
that the adoption of a skills-recognising to their ``local'' requirements.
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Stephen Fallows and Christine Steven Volume 42 . Number 2 . 2000 . 75±82

The skills expectations for each of the three The actual process of implementation has
undergraduate levels are provided as Figures involved four key steps. Steps 1, 2 and 3 took
1, 2 and 3. place before the initiative moved into the
A programme of progressive formal arena of formal delivery to students.
implementation (in terms of course delivery)
began in academic year 1996-1997 across all Step 1. Information gathering
areas at level 1. Since that time, the skills Each of the (over 1,000) modules offered
agenda has been made overt to the new within the university-wide modular credit
students and presented as a benefit. This scheme has been subjected to thorough
cohort of students experienced the skills- review to determine what skills provision was
recognising curriculum at level 2 for the already in place. As with all academic
1997-1998 academic year and at level 3 for programmes there were many instances of
1998-1999. Full-time students graduating skills-related activities already being in place.
from 1999 onwards have had experience of (For instance all degree level programmes had
the skills-recognising curriculum throughout required information retrieval skills and at
their university life. (The university least certain levels of the communication skills
recognises that it will take a few more years with a general focus on writing skills). The
before it can claim that all part-time students key difference was that this had not previously
have engaged with a skills-recognising been given any formal institutional
curriculum throughout their time with the recognition. Once the existing provision had
institution.) been mapped the ``gaps'' could be recognised

Figure 1 University of Luton ± modular credit scheme ± level 1 generic descriptors and core skills

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Stephen Fallows and Christine Steven Volume 42 . Number 2 . 2000 . 75±82

Figure 2 University of Luton ± modular credit scheme ± level 2 generic descriptors and core skills

and actions taken to ensure that the full as the proposed academic content and
complement of skills would be experienced by intended assessment strategy.
each student. The information gathering
activity has inevitably involved almost every Step 3. Module information
member of the teaching staff and thus has Once revalidation was completed, the
served as a significant awareness raising information provided to students (from which
exercise. they choose which modules they wish to study)
was revised. The, so-called, ``MODINF''
(module information) forms now draw specific
Step 2. Validation attention to the skills which will be developed
Once the information on the skills provision and utilised. Similarly, the course booklets
had been gathered and arrangements set in provided to students following their
place to ``plug'' any ``skills gaps'', each module registration on modules have been redrafted to
was subjected to a revalidation process to draw attention to skills addressed in addition to
recognise formally and record the skills the academic content descriptions; the
content. This revalidation process served the statements of expected learning outcomes
additional function of emphasising the make specific reference to skills.
importance placed on the skills initiative by
the institution. Now, as new modules are Step 4. Highlighting skills development
proposed for validation, the examination of Skills development is also brought to the
skills content is undertaken concurrently with students' attention during lectures, seminars
the consideration of pedagogic matters such and, perhaps most commonly, with reference
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Figure 3 University of Luton ± modular credit scheme ± level 3 generic descriptors and core skills

to assignment work. Whilst some lecturers emphasis of the course has shifted from a
have merely revised their assignments to force theoretical discourse to analysis and
the students to develop and utilise skills (for interpretation. Results already show both
example by using a range of both oral and raised academic achievement and
written communication skills), others have improved student motivation (Ahmet and
been encouraged to engage in innovative and Fallows, 1998, 1999).
interesting teaching methodologies which (2) Tom has developed case study exercises
utilise the students' skills in the acquisition of for his travel and tourism students in
the formal academic knowledge. which group working skills are essential to
It is the adoption of innovative teaching completion of the set task since each
methodologies which blend skills provision student receives an incomplete set of
into the academic content which is perhaps information (as is generally the case in
the most exciting and likely to have the reality). The tasks set are not assessed but
greatest long-term impact on teaching and provide Tom with very useful formative
learning. Across the university as whole there information on the abilities of his
are many notable instances, most of which students (Robinson, 1998).
have not been formally recorded; the (3) Lesley has introduced problem-based
following four examples serve as illustration: learning into her teaching. This approach
(1) Kemal has restructured his science is gaining increasing favour within
courses for built environment students to professional disciplines that require both
utilise ``experiential practicals'' that place diagnostic skills and the ability to deal
particular emphasis on the utilisation of effectively with the diagnosis (most
real world data collected by the students particularly by the wide range of health-
themselves during their daily lives. The related disciplines). The approach
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Stephen Fallows and Christine Steven Volume 42 . Number 2 . 2000 . 75±82

recognises that, in many professional lecturers to rethink their teaching to

circumstances, problems can only be include methods which positively utilise
resolved through collaboration between methods which overtly recognise the
individuals with different access to students' skills.
information, personal abilities and . The students are already becoming more
professional skills (Baillie, 1998). aware of their personal responsibilities as
(4) To continue with the theme of problem learners ± and not merely ``sinks'' for facts
solving, Christine used to deliver lectures and opinion provided by the lecturer.
on the theories of problem solving to her (This accords very closely with the view
software engineering students. She expressed by the Association of Graduate
admits that the course did not inspire Recruiters (1995) that being a skilled
student interest. More recently, she has learner able to take advantage of the
utilised a group exercise that provides her opportunities offered is a first step to the
students with a collection of simple skills needed in the workplace.) The
problems (taken from a variety of sources universal promulgation of the skills
including popular puzzle books). The initiative has made all University of Luton
students are, first of all, asked to try to students more conscious of their
solve the problems and then asked to individual need to ensure that their
discuss how they addressed the problems. personal experience of the university
A subsequent session relates the group takes account of their intended
activity to the recognised academic progression into employment.
theory. It seems that the solving of . Assessment remains an issue which
apparently irrelevant problems has continues to attract considerable debate.
provided not only a understanding of how The University has taken the view that
to address problems (which is at the core separate skills assessment is not
of software engineering) but also was a necessary. However, recognition of skills
valuable group working exercise in its is central to the changing assessment
own right) (Steven and Fallows, regime. For instance in the context of
1998)[1]. communication skills, if an assessment
requires an oral presentation there is a
Consequences and impact clear need to recognise the
``performance'' aspects as well as the
The first key question has to be: ``has the skills ``content'' aspects. The management of
initiative had an impact on Luton graduates' an appropriate balance is essential;
job prospects?'' however, there is no consensus of where
As yet there is no definitive answer since the the balance point sits.
first cohort of students who have experienced . It is fair to recognise that there remains a
the initiative from innocent arrival on the philosophical debate about the initiative
university premises through to graduation left and this broadly follows discipline
the institution in summer 1999. boundaries. For some disciplines (such
The second key question that must be as, for instance, electrical engineering)
answered on a university-wide basis, is: ``what there is a clear vocational link to a
has been the impact on the processes of
profession which publicly values skills; in
teaching, learning and assessment?''
some such disciplines the profession may
Here there is already substantial evidence
demand that qualifying programmes
that there has been careful and substantial
include a range of skills-related activities.
reconsideration of the management of each of
For other areas of the university (perhaps
the three processes of teaching, learning and
stereotypically in the humanities) the
assessment.
vocational links are less well defined and
. All of the university's teaching staff have
here there can be a tendency to be less
been required to rethink their approach to
enthusiastic.
the curriculum and four examples have
been outlined above. The evidence, so But, the force of Luton's managerially driven
far, suggests that the initiative has central push has been sufficiently strong that
favoured openness in the presentation of even the doubters have been drawn into the
skills related matters and has led many fold.
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Stephen Fallows and Christine Steven Volume 42 . Number 2 . 2000 . 75±82

However, an interesting disciplinary Notes

paradox is becoming ever more apparent:
. It has to be recognised that the demand 1 In all the examples cited the originator's true name
for, say, history graduates to utilise, in has been used since each has indicated a
subsequent employment, their subject willingness to be approached by colleagues wanting
further information. Each of our colleagues may be
knowledge (regardless of era) is minimal
contacted through the authors of this article.
but the opportunity to utilise their 2 All Internet-based references are active at 1 March
employability skills is tremendous. 2000.
History graduates are rarely employed as
historians and this is not a general References
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. By contrast, graduates whose degree is Paper to 6th International Conference on
Experiential Learning, Tampare, Finland.
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Ahmet, K. and Fallows, S.J. (1999), Experiential Learning
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test will be whether the relative employment England, Birmingham.
Department for Education and Employment (1997),
rates are improved. In making such a
Getting the Most out of HE: Supporting Learning
judgement, however, it will be essential to
Autonomy, DfEE Briefing Paper, DfEE, November,
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