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Graduate Employability in the Curriculum: Student 'expectations v outcomes'. Is it a bridge too far? - a real conundrum!

English, John and Ireland, Chris (2014) Graduate Employability in the Curriculum: Student 'expectations v outcomes'. Is it a bridge too far? - a real conundrum! In: Shift 2014: Enhancing Employment Outcomes: What Works?, 10 Jan 2014, University of Greenwich. (Unpublished)

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A presentation given at the invitation of the University of Greenwich. The presentation considers the way in which employability has been embedded into the curriculum of the undergraduate Accountancy and Finance course at the University of Huddersfield. It specifically considers the work carried out in the first year module, 'Accountants in Organisations'

Item Type: Conference or Workshop Item (Keynote)
Uncontrolled Keywords: Employability
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
L Education > LB Theory and practice of education > LB2361 Curriculum
Schools: Huddersfield Business School
Huddersfield Business School > Business Education Research Group
Huddersfield Business School > Quantitative Analysis Research Group
Related URLs:
References: Casner-Lotto, J. & Barrington, L. (2006). Are they really ready to work? Employers’ perspectives on the basic knowledge and applied skills of new entrants to the 21st century U.S. workforce. New York: The Conference Board. Available at: English, J. & Ireland, C. (2010). Employability – A Question of Responsibility. In: ceth Conference 2010 - Employability in the Curriculum; Beyond the Bolt-On?, 22-23rd June, University of Central Lancashire, UK. Available at: English, J. & Ireland, C. (2011) Accountants in Organisations – a module delivering impact. In: Graduates with Impact: through excellence in business education, BMAF Annual Conference, 10th - 11th May 2011, Bournemouth. Fitzgibbon, K. & Prior, J. (2006). Students' early experiences and university interventions-a timeline to aid undergraduate student retention. Widening Participation and Lifelong Learning, 8(3), 17-27. Gray, F. E. (2010). ‘Specific oral communication skills desired in new accountancy graduates’, Business Communication Quarterly, 73(1): 40–67. Ireland, C. & English, J. (2011). Let them plagiarise: Developing academic writing in a safe environment. Journal of Academic Writing, 1(1), 165-172. Ireland, C. & English, J. (2013) Student oral presentations: incorporating peer e-assessment. In: 10th ALDinHE Conference 2013: Celebrating Learning Development, 25-27 March, Plymouth University. Kandiko, C. B. & Mawer, M. (2013). Student  Expectations  and  Perceptions  of  Higher Education: Executive Summary. London: King’s Learning Institute. Downloaded from Leeds Metropolitan University (2009). Designing First-Year Assessment and Feedback. Downloaded from Pettinger, K., Miller, M. & Mott, J. (2004). ‘Using Real‐world Standards to Enhance Students' Presentation Skills’, Communication Quarterly, 67(3): 327-336. Rees, C., Forbes, P., & Kubler, B. (2007). Student employability profiles: A guide for higher education practitioners 2nd ed. York: Higher Education Academy. Stowe, K., Schwartz, L., Parent, J., & Sendall, P. (2010). ‘Are Business School Students Prepared to Present?: The Pedagogy of Presentation Skills in Business Schools’, Journal of the Academy of Business Education. 11. Available at: Wingate, U. (2006). Doing away with ‘study skills’. Teaching in Higher Education, 11(4), 457-469. doi:10.1080/13562510600874268
Depositing User: Chris Ireland
Date Deposited: 21 Jan 2014 10:25
Last Modified: 28 Aug 2021 19:23


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