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RESEARCH AND TRENDS IN THE STUDIES OF

EMPLOYABILITY SKILLS: A CONTENT
ANALYSIS ON SELECTED JOURNALS

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RESEARCH AND TRENDS IN THE STUDIES OF EMPLOYABILITY
SKILLS: A CONTENT ANALYSIS ON SELECTED JOURNALS

Bishanani Omar1, Sharifah Norul Akmar Syed Zamri2 and Norlidah Alias3
1
Faculty of Education, University of Malaya, 50603 Kuala Lumpur
2
Department of Mathematics and Science Education, Faculty of Education, University of Malaya, 50603 Kuala
Lumpur
3
Department of Curriculum and Instructional, Faculty of Education, University of Malaya, 50603 Kuala Lumpur
1
bishanani@siswa.um.edu.my 2snorul@um.edu.my 3drnorlidah@um.edu.my

Abstract: Employability skills for graduates in various fields are different. The current study is aimed to map the
trends in the selected 17 studies obtained from various educational journals. This analysis is focused on mapping
the trends on: a) research settings, b) target sample, c) method or instrument used, d) common focus or issues
covered, and e) pattern in the findings for each of the selected studies. The study found that most the current
studies did not focus on determining employers demand for graduate employability skills, especially in the field
of business and management. Despite the strengths of employability skills, this study has also discovered the
discrepancies in the findings of the current studies and provided recommendations regarding employability skills
required by the employers in the industry.

Keywords: employability skills, business graduates, skills development, curriculum, extracurricular activities.

INTRODUCTION

The significance of employability skills has been emphasised in education due the changing business environment
in the last century where the focus is on the development of key skills and work experience(Mansour & Dean,
2016). In this regard, the shift of focus from graduate theoretical background to the contemporary practice is
needed, as practice will enhance the employability of graduates(Jackson, 2015). Employers demand for human
resources with core competencies that are rare, valuable, non-imitable, non-substitutable and non-transferable to
secure sustained competitive advantage, (McMurray, Dutton, McQuaid, & Richard, 2016). Jackson & Chapman
(2012) stated that, over the past two decades, business and accounting education has been criticised by
practitioners and accounting professionals for the deficiencies in graduate’s skills. In order to help accounting
educators to prepare accounting students based on the market and employer’s needs, so that the need determine
skills for accounting graduates (Jackling and DeLange, 2009; Ting, et.al. 2011; Lin, 2008; Crawford, et.al. 2011).
Historically, business education is complaint does not have the same level of rigor as other content areas, which
is focused on vocational skills at the expense of research based concepts, and does not help students learn
employability skills (Molly J.Wickam, 2015).
To further investigate the above argument, the current paper explored 17 recent studies (from 2011 to 2016) in
understanding and mapping the trends and patterns of the selected studies.

RESEARCH PURPOSE

It is hoped that current paper would enlighten readers on the trends of the research and their findings in justifying
the employability skills needed for business graduates at work as expected by employers. Seventeen recent articles
published in 2011 to 2016 were selected from the Web of Science under the keywords of ‘employability skills’,
‘employability’ and ‘business graduate employability skills’. Only the studies that investigate of the business
graduate employability skills were selected for the analysis. It is our attention to provide an analysis of the selected
research as it is believed to serve as a relevant reference to understand the business graduate employability skills.
In doing so, this study explored the research questions below:
1.   Which research setting had high frequency in the selected studies?
2.   What was the frequent target sample used in the selected studies?
3.   What was the frequent method/instrument used in the selected studies?

1
 4.   What was the current focus or issue explored in the selected studies?
5.   What was the pattern of the findings in the selected studies?

METHOD

The 17 selected articles were retrieved from the Web of Science and various educational journals published
between 2011 to 2016. The articles were from a)Journal Education Training, b)Active Learning in Higher
Education, c)Studies in Higher Education, d)Journal of Education, e)Economics of Education
Review,f)Computers in Human Behaviour, g)Educational Studies, h)Assessment & Evaluation in Higher
Education, i)Revista de Education, j)British Educational Research Journal, k)Human Resource Management and
l)Amfiteatru Economic.
To identify the trends, all the selected articles were cross analysed based on their journal details, research
objectives, participants, data collection and analysis method, research findings, and focus or issues discovered.
The variables, such as participants and settings, research design, and research focus were further analysed
statistically to map the trends of the current studies. In addition, a content analysis was conducted to explore the
common issues and patterns in the findings by analysing the research questions and focus of the selected studies.
The frequency and percentage counts were also used to visually represent and describe the trend and patterns of
the selected current studies. Table 1 below summarises the analysis of variables of all studies according to selected
participants, research design, data collection method, data analysis, research setting, findings and focus or issue
explored.

Table 1 Content Analysis Of Selected Eleven Articles

Bil Author / Participant / Location Data Research Findings Focus / Issues
Collection/
Year Analysis
A1 Lenton All degree graduating Survey Emphasis on student Students satisfaction
(2015) student UK university (Questionnaire) support, personal score across
(Business Administration /Quantitative development and 11 subject areas
included) employability skills yield
/ UNITED KINGDOM advantage in higher
education marketplace
A2 Benson postgraduate and Survey Employability needs in Use of social
et al undergraduate students (Questionnaire) the curriculum and networks by
(2014) (UK Business School)/ / Quantitative developing such skills students and
UNITED KINGDOM across each level (years of professionals
        study)    
A3 Finch Employers (random Interview / For specific resources, University graduates
et al selected industry Qualitative university graduates can take specific
(2016) / Canada(USA) should acquire: steps to enhance
intellectual, personality, their competitive
meta skills and job advantage in
specific labour market
A4 Jackson completed work placement Online survey Practitioners(expert) Classroom and
(2015) (degree Business and Law/ (Questionnaire) discussed that student placement activities
Engineering/ Education, / Qualitative Emphasise on basic skill develop employability
Health and Science ) theory with real skills and identify
/ AUSTRALIA practice opportunities factors blocking skills
prior to placement during placement

2
Bil Author / Participant / Location Data Research Findings Focus / Issues
Collection/
Year Analysis

A5 Bullock Bioscience undergraduates Survey Work placement- more Investigate the

et al / UNITED KINGDOM (Questionnaire) positive about the impact conflict that learning
(2012) / Quantitative of this experience on the outcomes, usually
development of their attributed to extended
transferable and academic undergraduate work
skills placement
A6 Jackling International accounting Survey 1.   Team skills is one of To report on the
et al degree students (Questionnaire) highly develop skills perceptions of
(2014) (Bachelor or Master) / Quantitative 2.   Interns had failed internship providers
/ AUSTRALIA to demonstrate the with respect to the
capacity to be “work employability skills of
ready”, capacity to handle international
unfamiliar problems Accounting
and communication Students
skills
A7 Collet Australian organisation Literature + 1.   Skills are considered To assess graduate
et al (all government and Survey essential for industry skills requirement
(2015) private sector) (Questionnaire) activity/success and those in a knowledge
/ AUSTRALIA / Quantitative evident in recent intensive industry
graduates from demand
2.   Perception of a perspective as
deficiency in graduate distinct from a
skills implies curriculum (supply)
3.   Categorised the skills
so that they can be
better understood for the
purpose of change and
redesign of curriculum
in the higher education
Sector
4.   Difference between
skills importance to the
organisation and skills
evidence in graduates as
perceived by employers
as a measure of the
employability skills gap
5.   Skills domain in
intensive industry

3
Bil Author / Participant / Location Data Research Findings
Collection/
Year Analysis
a.   Cognitive
b.   Interpersonal
c.   Intrapersonal
A8 Deeley Public Policy Interview 1.   Co-assessment
undergraduate / Qualitative of their presentations
(2013) (Social Science) was a fairer system than
/ UNITED KINGDOM self-assessment alone
2.   Self-assessment
strengthening their
learning and giving
them more
self-confidence it also
increased their awareness
of the gaps in their
knowledge or areas
of weakness in their
Skills
3.   Oral presentation
critical self-reflection in
preparation for their oral
presentations on
employability and the
necessity for clear
expression were factors
conducive to their deep
learning
A9 Lau Business school graduates Survey 1.   Student core member
et al / TAIWAN (Questionnaire) extracurricular activities
(2014) / Quantitative positively own
employability
(communication,
leadership, creativity and
self-promotion skills)
2.   Different types of
extracurricular activities
contributed unequally
to different employability
Skills
a)   Leadership skills :
Sport Club
Focus / Issues
To investigate
the effects of using
type of assessment
in which student were
required to give oral
examined college
graduate presentation
of their critical
reflections on the
employability skills
and attributes they
had developed
evaluations during
the course
Employability skills
associated with
graduate participant
on various extra
curricular activities
including being a core
member of
a)   student
administration
b)   service
c)   sports
d)   music
e)   arts clubs
4
Bil Author / Participant / Location Data Research Findings Focus / Issues
Collection/
Year Analysis
b)   Creativity skills :
Music Club
c)   Communication /
Self Promotion :
Moderate all extra
Curricular activities
A10 Jackson Australian business Online Self assessment of Certain employability
undergraduates Survey employability skills skills of business
(2014) / AUSTRALIA (Questionnaire) outcomes among undergraduates
/ Quantitative undergraduates same
rating on average
from first year through
to final year students
A11 Tymon Business students Survey 1.   Lack of involvement Explore views 400
et al (business administration / (Questionnaire) development related students about
(2013) business / marketing / / Qualitative employability employability skills
Human resource) 2.   Most cited skills to report on research
a)   communication carried out with
b)   team working : employers
planning and organisation
, information technology
skills
c)   Personal attributes :
Flexibility, adaptability,
hardworking,
commitment, dedication
d)   Less said academic
be connected to
employability
A12 McMurray Employers Survey 1. Increasing training To determine
et al (all business sectors) (Questionnaire) performed economic demand for business
(2016) / UNITED KINGDOM + Interview development and management
/ Mixed 2.   Factors recruiting skills in Scottish
Method graduates : workforce
personal attitude,
employability skills,
relevant work experience,
value degree result,

 
 
 
  3.   Transferable skills
 

 
 
 
  4.   Key area needed
 

5
Bil Author / Participant / Location Data Research Findings Focus / Issues
Collection/
Year Analysis
A13 Torres- Undergraduates student Content 1.   Informational and To analyse the
Coronas Social Science and Analysis technological skills gap between
et al Engineering + Survey 2.   Lack of curriculum market requirement
  (2015)   / SPAIN (Europe)   (Questionnaire)   content and competences  
/ Quantitative required by employer
A14 Gordon Alumni undergraduates Survey Most extracurricular To explores students’
Clark degree (Questionnaire) activities can develop extracurricular
et al (Management School /Arts + Interview most employability skills activities and uniquely
  (2015)   and Social Sciences / / Mixed   but that not each activity their short and long
Science and Technology ) Method affects each skills equally term effects on
/ UNITED KINGDOM employability skills
A15 Gbadamosi Undergraduates business Survey Student work part time Examines relationship
et al students (Questionnaire) Enhance their between students’
(2015) / UNITED KINGDOM / Quantitative employability skills part time work career
      but that not each activity aspiration and
self efficacy
A16 Akkermans Employees Survey Participant Career Skills Effectiveness of the
et al (with intermediate (Questionnaire) increases Career Skills program
(2015) vocational education & / Quantitative a)   6 career competencies a career development
special reintegration Reflection of motivation, intervention based on
program) Reflection on qualities, career competencies
/ Netherland Networking, and job methodology,
Self-profiling, stimulate career
Work exploration, and self-management and
Career control well being of young
b)   self-efficiency employees
c)   resilience against
setbacks
d)   behaviours
e)   perceived
employability, and
f)   work engagement
A17 Plaias Employers Survey Quality of training Marketing received
et al ( Marketing) (Questionnaire) provided by various by entry employees
(2011) / ROMANIA (Europe) / Quantitative universities are also and improve the
perceived differently in curriculum to increase
terms of the competences graduates’ employability

acquired by graduates

6
 RESULT AND DISCUSSION

The analysis has focused on mapping the trends on: a) research settings, b) target sample, c)method or instrument
used, c)common focus or issues covered, and e)pattern in the findings of all selected studies.  

a)   Research settings

From the 17 selected studies, most studies were conducted in United Kingdom (47.06%) followed by Australia
(23.53%), European countries (17.65%); Both United State of America (USA) and Taiwan share the same
frequency (1) and percentage (5.88%), as represented in Table 2.

Table 2 Summary Of Research Settings Of Selected 17 Articles.

Research setting Frequency Percentage
United Kingdom 8 47.06
Australia 4 23.53
European countries 3 17.65
United States 1 5.88
Taiwan 1 5.88
Poor quality graduates as reflected in their employability skills, was mentioned as a problems in a survey of
700 United Kingdom based employers (Branine, 2008). Evidences from the previous research shows that many
universities are expending a great deal of efforts on increasing the employability of their students, although the
provision of employability skills is not consistent (Harvey 2005; Yorke 2004). Graduates do not have the skills
needed for the modern workplace (Bowers-Brown and Harvey 2004; Cumming 2010; Heaton, McCracken, and
Harrison 2008). For instance, Collet et al.(2015) study explored the issue of a deficiency of in graduate skills
implies that industry considers it can do better and may be being held back by graduates in its pursuits of
productivity. On the other hand, Plaias et al.(2011);Torres-Coronas; & Vidal-Blasco(2015) and Collet et al.(2015)
explored that the lack of a direct relationship between the content of the academic curriculum and the competence
needed by employers. The depth of the literature in the United Kingdom has provided a research of employability
skills, which started from various of industry, institution and shareholders which is involved employers, educators,
employees, students, graduates and post graduate to improve skills needed from different angles.
On the other hand, the other studies focused on gathering an overall overview of employability skills at national
level; Lenton(2015) study focused on investigating student satisfaction across subject in 121 United Kingdom
universities by generally related employability skills at national level. Similarly, Torres-Coronas; Vidal-
Blasco(2015); (Akkermans;Brenninkmeijer;Wi lmar B. Schaufel I(2015) and Plaias et al.(2011) focused on extra
activities to increase graduate employability at international level, in European countries including Spain,
Netherland and Romania. Moreover, research in Australia investigated classroom and work placement (Jackson,
2015), internship (Jackling Beverly and Natoli Ricardo, 2014) relationship with employability skills. Furthermore,
research about the use of social networks by students and professionals, which was piloted among European and
United Kingdom business graduates(Benson, Morgan, & Filippaios, 2014). Only one study was conducted in
Taiwan to study the impact of business graduates’ in extracurricular activities during college on their graduate
employability (Lau, Hsu, Acosta, & Hsu, 2014).

b)   Sample selection.

From seventeen articles selected, the sample selections are categorised as in Table 3.

Table 3 Summary Of Sample Selection Of Selected Seventeen Articles.

Sample selection Frequency Percentage(%)
Business Undergraduate & Postgraduate only 8 47.06
All Graduates (Business + Others / Bioscience) 5 29.41
Employers Others (Business + Others) 2 11.765
Employers Business only 2 11.765

Most researchers (47.06%) have selected business undergraduate and post graduates as their sample. Business
undergraduates and postgraduates are the main source of human resources for various industrial fields and their
contributions in the organisation will help develop the country. As reported in Future Track (Purcell et al., 2012),
in the highest levels of employment, making it an attractive discipline with high employability potentials.

7
Mintzberg (2004) found that business administration is the most common course in business education worldwide.
However, from the eight articles, a study by Jackling Beverly and Natoli Ricardo (2015) investigated business
accounting graduates in both undergraduate and postgraduate settings. The study expanded the perspective of
employability skills among business graduates, which is typically being associated with business administration
graduates. Preparation can produce accounting graduates with highly developed employability skills as it prepare
graduates for working in the field of accounting profession (Jackling Beverly and Natoli Ricardo, 2015).
In the meantime, Tymon(2013) and Benson et al.(2014) explored the differences between the perspective on
employability skills among first year, second year and third year business graduates, these two studies focused
courses backgrounds to describe the differences in employability skills. Lenton(2015) observed the benefits of
employability skills in the higher education are all degree include business and administration backgrounds.
Moreover, Tymon(2013) studied the development related employability skills among business graduates majoring
in business studies/business administration, human resources and marketing. In addition, from the eight articles,
studies by Benson et al. (2014) and Jackling Beverly and Natoli Ricardo(2015) involved business graduates in the
post graduates settings.
Meanwhile, five studies focused on graduates employability skills among graduates from various field,
including business(Jackson, 2015; Torres-Coronas & Vidal-Blasco, 2015; Gordon Clark et al. 2015; Akkermans
et al., 2015) and bioscience (Bullock et al., 2012). In contrast, Gordon Clark, et al. (2015) sampled university
alumnae to investigate whether the employability skills they gained from extracurricular activities in universities
had helped them to gain employment. Furthermore, Akkermans et al.(2015) sampled graduates of intermediate
vocational education majoring in administrative work. All of these studies had investigated graduates’
employability skills and discovered that universities curriculum, classroom/work placement activities and
extracurricular during study in mismatch employer requirement for first time job seekers.
Equally important, there are two studies that focused on employability skills from the perspective of employers
in various industries including business. A study by Finch et al.(2016) focused on employers from randomly
selected industry in Canada to analyse the competitive advantage of university graduates in the labour market.
Moreover, Collet et al. (2015) focused on employers from all government and private sectors to identify the
difference between skills needed by organisations and skills observed among graduates as perceived by the
employer as a measure of the gap in employability skills gap in Australia.
Two other studies focused on graduates employability skills as perceived by employers in business industry.
McMurray et al.(2016) focused on employers from various business sectors in United Kingdom to determine
business and management skills required by the Scottish workforce. Lastly, Plaias et al. (2011) focused on
employers particularly the marketing departments of production companies, commercial enterprises, financial
services, tourist services, transport services and others.

c)   Data collection method

All seventeen studies had used three different types of methods or instruments, as shown in Table 4. Some of the
studies had used the combination of more than one instrument.

Table 4 Summary Of Method/Instrument Used In Seventeen Studies.

Method/instrument Frequency (n/17) Percentage (%)
Survey (Questionnaire) / Online Survey (Questionnaire) 11 64.71
Survey (Questionnaire) + Interviews 2 11.77
Interview 1 5.88
Literature + Interviews 1 5.88
Literature + Survey (Questionnaire) 1 5.88
Content Analysis + Survey (Questionnaire) 1 5.88

The majority of the studies (64.71%) used surveys or questionnaires used as the main instrument for data
collection, this is followed by survey or questionnaire with interviews (11.77%). The remaining four methods -
interview, literature with interview, literature with survey or questionnaire; content analysis with survey or
questionnaire (5.88%). The surveys or questionnaires used in fifteen of the studies have different focused and can
be categorised into six themes: a) assessment (Lenton, 2015; Jackson, 2015; Jackson, 2014), b) use of social
networks by students and professionals (Benson et al., 2014), c) enhanced skill development during classroom
learning and work placement learning (Jackson, 2015; Bullock et al.,2012), internship (Jackling Beverly and
Natoli Ricardo, 2015; Plaias et al., 2011), d) skills demanded by the firms (Collet et al., 2015;Torres-Coronas; &
Vidal-Blasco, 2015; Akkermans et al., 2015; Plaias et al., 2011), e) the effects of extracurricular activities on
employability (Gbadamosi et al., 2015; Gordon et al., 2015; Lau et al., 2014) and f) adjusting curriculum to
improve graduates employability (Gbadamosi et al., 2015; Gordon et al., 2015; Lau et al., 2014).

8
 Two studies used interviews for data collection, (Finch et al., 2016; McMurray et al., 2016) conducted
interviews with employers while (Deeley, 2013; Gordon et al., 2015) conducted interviews with students and used
thematic prompts to gather the insights on employability skills. In this light, McMurray et al.(2016) used the
interview technique to accelerate data collection from survey. In addition, past literature were used to develop a
conceptual model for employability (Finch et al., 2016) while (Collet et al., 2015) derived skills demanded by
firms from a breadth of disciplines across academic, policy and industry. Lastly, content analysis was used to
define the components of the e-competence profile demanded by the labour market (Torres-Coronas; & Vidal-
Blasco, 2015).
Wilton (2011) claimed that the employment prospects for newer universities graduates are worse than
traditional universities despite the emphasis on the provision employability skills is more emphasised by newer
universities. The lack of substantive empirical evidence on the benefits of skill development in higher education,
in terms of improved graduate employment prospects, is problematic, yet often attributed to inappropriate
measures.
Past studies only explored and described the desired employability skills for business and management
graduates and have overlooked the catalysts for employability skills learning and development. However, the
above findings have added details in describing the trend of the current studies in the area of employability skills
development and practices. It is apparent that these recent studies have explored and gathered empirical-based
evidences in describing the catalysts for employability skills development and practices. In this light, employers
want business graduates to have a wide variety of employability skills, however there is yet any clear agreement
to what these skills should be.
Thus, catalysts like extra-curricular activities could develop different employability skills among graduates of
various course (Lau et al., 2014; Gordon et al., 2015; Gbadamosi et al., 2015), while, Bullock et al.(2012)
traditionally attributed the extended undergraduate work placements in developing more employability skills.
Similarly Deeley(2013) posited that enhancing employability skills and attributes can be done through summative
co-assessment which is a deep learning approach. Finally, the studies only probed on the impact of compulsory
activities in the classroom and work placements in the development of employability skills and identified various
impending factors (Jackson, 2015; Jackling Beverly & Natoli Ricardo, 2015; Akkermans et al., 2015; Plaias et
al., 2011). The studies had similarly explored the relevance of activities from different angles, and proposed a
strong empirical evidences to support employability skills development.

d)   Focus and issue covered.

The studies in othe area of employability skills had explored various angles and perspectives in describing and
justifying the relevance of employability skills in helping graduates to land their first job. Table 5 represents the
focus or issue explored in all seventeen articles.

Table 5 Focus Or Issue Covered In Selected Seventeen Studies.

Focus/Issue Frequency Percentage(%
Business and management employability skills 6 )
35.29
Classroom and placement activities develop employability skills 5 29.41
Curriculum content enhance employability skills 3 17.95
Extra-curricular activities build employability skills 3 11.76

6 of these studies (35.29%) examined the employability skills of business and management graduates. Out of
all six studies, two uncovered the gap between employability skills and market requirements (Benson et al., 2014;
Torres-Coronas & Vidal-Blasco, 2015). These studies illustrated the need to include employability into the
curriculum to fill the gap in the market requirement. Meanwhile, two other studies focused on the skills demanded
by employers from business graduates (Collet et al., 2015) and skills needed industry (McMurray et al., 2016),
and the other two studies discussed ways to enhance employability skills as well as to develop graduates’ ability
to integrate and reuse key resources (Finch et al., 2016), getting a work placement and gaining experience (Tymon,
2013). These findings above are supported by Rae (2007) which observed, researched and provided the anecdotal
account on graduates’ lack of engagement with placement-related activities.
On the other hand, five studies explored how mapping the classroom and placement activities could develop
employability skills. It is apparent that the employability skills practices might vary terms of their implementation.
Collaborative small-group activities (Jackson, 2015), development of transferable and academic skills during
work placement(Bullock et al., 2012), internship and capacity for work readiness (Jackling Beverly and Natoli
Ricardo, 2015), oral presentation (Deeley, 2013) and CareerSKILLS program are deemed to increase the level of
career competencies (Akkermans et al., 2015).

9
 Three study investigated the curriculum content that could enhance employability skills. Lenton(2015)
measured and focused eleven subjects, and business administration identify skills that could yield an advantage
in the marketplace. Jackson(2014) investigated the potential influence of demographic variables by seen
difference between academic and student assessments. Last but not least, Plaias et al. (2011) studied how to
improve the curriculum in order to increase graduates employability. This study provides a different angle on how
educational inspections might help to accommodate and shape a ‘standardised’ employability skills development.
To compete effectively in the market, it is imperative for graduates to have more than subject-specific skills,
especially if their degree subject is non-vocational, as employers seek a wide range of skills when recruiting
graduates (Hinchliffe and Jolly, 2011; Knight, 2006)
Lastly, three studies found that extra-curricular activities can help cultivate effective employability skills. All
these study have contributed in representing the ‘ideal’ extracurricular structure and implementation to suit the
context of employability skills for business graduates. Lau et al.(2014) stated that employability skills associated
with graduate participation in various extra-curricular activities including being a core member. In addition,
Gordon et al.(2015) investigate short and long term effects on employability from alumnae University of Lancaster
United Kingdom. Finally, Gbadamosi et al. (2015) found a strong link between the ability of graduates to
maximise the opportunities and value added skills through engaging in part time work before getting their first
full time employment. In short, the above studies have contributed to the lacuna of literature by exploring the
employability skills in different angles and the findings might serve as a relevant point of reference to improve
the current practices.

e)   Themes of the findings across all studies.

There are 4 common themes that have emerged in how the studies discussed the development graduate
employability skills in universities. Firstly, interviewing employers to determine graduate employability skills
demand. Second, providing student with work placement and exposure to professional settings and providing
advice and guidance through career services. Third, integrating employability skills into curriculum and course
design, and lastly, providing graduates with the opportunities for developing themselves through participation in
clubs and societies and institution life. Meaning that, employability skills could be associated to graduate
participation in various extracurricular activities.

To determine graduate employability skills demand from employers

The present study has indicated the trends in current literature on employability skills practices. Most studies show
positive outcomes in support of employability skills. Employers’ involvement in graduate’s work placement has
been observed as a catalyst to success. Workplace supervisor is the most important person in assisting students to
develop employability skills (Jackson, 2015). One of the reasons to enhance employability skills implementation
is the inability existing institution to support the employers’ needs in the business industry (Deeley, 2013;
McMurray et al., 2016; Torres-Coronas; & Vidal-Blasco, 2015; Plaias et al., 2011).
There are three dimensions where skills can help graduates gain employment, a) providing the most common
domains of employability skills according to job offers, b) developing significant transferable skills in real
workplace, and c) providing adequate and appropriate skills for the business graduates, accounting and marketing.
Employers progressively demand business graduates to demonstrate skills outside the subject area of their course.
In this light, some studies focused on the employability skills demanded by the business industry while other
focused on other fields, particularly engineering.
The research mostly agreed that communication skills and team working most commonly domains of
employability skills meaningful supporting to job offer. For instance, Tymon(2013) found that communication
skills and team working are commonly cited in the literature. Having graduates with language skills will fill the
gap between supply and demand. Responses from recruitment agencies indicate that employers are looking for
graduates with advanced foreign language skills that can be used in the business context. Similarly, interpersonal
and intrapersonal(team work) are deemed as a prominent skills in the industry (Collet et al., 2015). This may
attribute to the application success of the graduate interview. Second, there is a need to create foremost transferable
skills in real workplace for recruiting graduates. Useful transferable skills include trustworthiness, reliability,
motivation, communication skills and willingness to learn (McMurray et al., 2016). On the other hand, the most
commonly mentioned personal attributes employability include flexibility, adaptability, hardworking,
commitment and dedication (Tymon, 2013). Lastly, the studies outlined the adequate and appropriate skills for
the business graduates (Benson et al., 2014; Lau et al., 2014; Jackson, 2014; Tymon, 2013; Gbadamosi et al.,
2015), accounting(Jackling Beverly and Natoli Ricardo, 2015) and marketing(Tymon, 2013; Plaias et al. 2011).
Graduates’ skills across a wide range of areas, including basic literacy and numeracy skills are higher transferable
(McMurray et al., 2016), but there are differences in the lack of employability development among first, second
and third year graduates (Tymon, 2013). Other attributes that regularly appear in employability skills frameworks

10
are enhanced communication skills and self-confidence which may suggest that these skills should be developed
over the academic years (Benson et al., 2014; Tymon, 2013). Nevertheless, internship providers’ view team skills
as the most developed skills among accounting graduates (Jackling Beverly and Natoli Ricardo, 2015). Plaias et
al.(2011) listed eight employability skills that marketing graduates should possess, including competency in using
computers and specialised software (technology skills), linguistic competency in at least one international
language(communication skills), transversal negotiation and persuasiveness competences (initiative and
enterprise), teamwork, well developed observation skills, high synthesis ability (problem solving), organisational
abilities (planning and organising) and finally ongoing willingness to learn and improve (life long learning).
As we know, marketing and business administration graduates will work in various of enterprise such as
production, tourism, transport, financial and trade. Most employers these enterprise demand for employees with
computer competency, teamwork ability, foreign language proficiency, synthesis ability, communication skills
and persuasiveness, well developed observation skills, and finally ongoing willingness to learn and improve. In
contrast, the previous studies on final-year students placed a great deal of importance on their qualifications and
believed employers would use degree classification as a way to differentiate graduates from the increasingly large
pools of graduates. (Tomlinson, 2008).

The classroom and work placement activities which develop employability skills
The present study has indicated that employability skills are important in the contemporary labour market. The
selected articles for this study have discovered that there are two common activities that prepared graduate with
the real world of working, a) classroom activities and b) work placement. In this regard, more employable they
are based on their previous classroom activities and work placement. Most employers recruiting university and
college graduate for their first job found them to be well or very well prepared for work.
First, classroom activities will produce graduates with self-awareness, self-management, critical thinking,
problem solving, communication skills, professionalism and ability to work effectively with others (Jackson,
2015). Besides that, collaborative based small group activities, such as role play provide students with a clear
insight into problems or situation that might arise during their work placement. Group activities will also build
confidence and develop their team work and communication skills, also enhance problem solving, critical
thinking, self-management, social responsibility and professionalism (Jackson, 2015). In this light, the lack time
and opportunity to develop skills fully during work placement can be compensated with skills development in the
classroom.
Second, internship, exposure to professional settings and providing advice and guidance through career services
will prepare graduate for the working environment. As employability skills are transferable skills, and the
challenge faced include is (1) how to assist students to obtain jobs which are more directly linked to their intended
career path and (2) how to assist these students to identify the employability skills they are learning in college and
link these skills to their professional goals. In addition, relevant work experience during the work placement has
a highly positive influence on employability, as does employer involvement in course design and delivery
(Bullock et al., 2012; Akkermans; Brenninkmeijer; Wi lmar B. Schaufel I, 2015; Plaias et al.,2011). Furthermore,
all activities such as fieldwork, industry-based learning, sandwich years, cooperative education, work placements
and internships, or commonly known as Work Integrated Learning (WIL) programmes, are example of methods
employed by universities to equip students with the knowledge of current workplace practices. All these work
placement activities help develop and refine the skills needed for professional success (Jackson, 2015).
In conclusion, combining and scaffolding development across the classroom and work placement settings have
many advantages. In the beginning, skills are taught in class through the discussion of theory, suitable case studies
and role play activities followed by opportunities to practice and further improvement in a professional work
environment and subsequently replicating on performance upon returning to the classroom was considered
valuable (Jackson, 2015). Finally, the important of having a supportive environment greatly increases the ability
to perform task competently and confidently based on moderators like as supportive environment.

The improvements the curriculum in order to increase graduates employability skills

The selected articles for this study have considered and recommend integrating these skills into curriculum and
course design for an effective employability skills practice. In thus light, the practice should give attention to
industry-institution goals and learning structure. Most of these studies have also highlighted the importance of
correlation between curriculum approach to suit employer’s needs (Lenton, 2015; Benson et al., 2014; Jackling
Beverly and Natoli Ricardo, 2015; Torres-Coronas; & Vidal-Blasco, 2015; Plaias et al. 2011).
Furthermore, the studies also discussed the measure and focus of each subject within a university (Lenton,
2015), adjusting the curriculum to improve graduates employability skills (Plaias et al., 2011), to fill gap between
market requirements and institution (Torres-Coronas; & Vidal-Blasco, 2015), developing employability skills
such as internship and teamwork (Jackling Beverly and Natoli Ricardo, 2015) into the curriculum across each

11
level of study (Benson et al., 2014). On the other hand, the lack of an integrated curriculum approach to suit
employer’s needs could be caused by the lack of a direct or uniform relationship between the content of the
curriculum and the competences required by the employers (Torres-Coronas; & Vidal-Blasco(2015).

Graduates participation in extra-curricular activities

The selected articles have discovered that there are two dimensions where extracurricular activities could prepare
graduates for the reality of the working world, a) employability skills are linked to graduate participation in
extracurricular activities and b) graduates do not strategically plan their extracurricular activities to help them to
get their first job.
First, graduates participation in extracurricular activities is linked with employability skills. In addition,
institution play important role in developing graduates’ employability skills, and it should be recognised that most
graduates are concurrently developing these skills through part time employment, volunteer work and community
participation. Moreover, graduates who are core members of extracurricular activities positively construct their
own employability skills (Lau et al., 2014; Gbadamosi et al., 2015). Gordon Clark, et al. (2015) stated that the
most significant employability skills identified could be enhanced through extracurricular activities, which are
(1)communication skills, (2)interpersonal skills and (3) self-confidence and self-awareness. Lau et al.(2014) stated
that five employability skills that benefit for graduates are communication, leadership, creativity and self-
promotion skills, and each extracurricular activities developed different employability skills (Gordon Clark, et al.,
2015). Furthers more, self-confidence and self-awareness (Gordon Clark, et al., 2015), as well as leadership skills
(Lau et al., 2014) are developed when graduates participate in sports. Creativity skills could enhanced by working
in arts (Gordon Clark, et al., 2015) and joining musical clubs (Lau et al., 2014). Meanwhile, participating in social
groups could develop interpersonal skills (Gordon Clark, et al. 2015), communication and self-promotion skills
benefit moderately from all extracurricular activities (Lau et al., 2014). Gordon Clark, et al. (2015) found that,
graduates from different fields develop various skills from extracurricular activities- biology graduates often learn
skills for speaking and meeting people, marketing graduates learn to deal with people, management graduate learn
teamwork and social interaction, engineering graduate often develop self-confidence, and finally software trainer
develop self-confidence.
In contrast, some studies found that extracurricular activities did not helped new graduates to gain employment,
particularly in term of time management (Gordon Clark, et al., 2015; Tymon, 2013). In this light, graduates do
not strategically plan their extracurricular activities to help the gain employment (Gordon Clark, et al., 2015).
Four reasons were given, (a) extracurricular activities are just for fun, (b) any extracurricular activity will benefit
them, so there is no need to plan, (c) students lack a clear career path and not able to plan extracurricular activities
and (d) extracurricular activities pursued to bolster a career will lack conviction of quality among recruiters.
Significantly, extracurricular activities such as work experience, volunteering and involvement in clubs and
societies are perceived to have equal importance in this context as the knowledge and experience acquired through
academic study. Finally, universities offer students opportunities to develop themselves through participation in
clubs and societies and university life.

CONLUSION

The overall aim of this paper is to map the trends of the current studies in the area of development and
practices business graduate employability skills demanded by employers, through the analysis of the research
settings, sample selection, methods and instruments, focus and issue covered and the similarities and differences
between the selected studies. Overall, it is apparent that most studies had been conducted in United Kingdom.
These studies have discovered numerous issues, ranging from expertise employability skills to filling the gap
between employability skills demanded by employers. Most studies focused on gathering insights from the
students to review the practices of employability skills. This is most significant focus of most studies, which were
aimed to evaluate the efficiency of employability skills in providing new skilled employees work immediately
without to be trained because while these skills can be directly and indirectly embedded in their curriculum,
extracurricular, activities in the classroom and experience during work placement.
Developing employability skills is a continuum; students learn these skills directly and indirectly through their
academic work, paid employment, community and on and off campus social connections and life experience.
Developing students’ employability skills requires teaching staff with suitable skills, resources and awareness of
current industry practice. Students’ employability skills will also be strengthened when students have access to
relevant work experiences through quality work-integrated learning programs, cooperative learning or mentoring
programs.

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 Researchers have developed several models to support the development of employability. Tomlinson (2007)
constructed an ideal type model based on a graduate’s market orientation and degree of ownership. Dacre Pool
and Sewell’s (2007) ‘CareerEDGE’ model was designed to enhance both employability of the link between
academia and employers. The model incorporates experience, generic skills and emotional intelligence into a
reflective process to develop graduate self-efficacy, confidence and esteem. Jackson (2014) focused on a model
of graduate competence in employability skills. The ‘Employability Strategy Matrix’ model (O’Leary, 2013) aims
to monitor a graduate’s readiness for employment in an identified role, and is based on evaluations of a student or
graduate’s 3C’s of Content, Capability and Character (O’Leary, 2012): which contained the accumulation of
relevant knowledge; capability, the ability to apply that knowledge in a relevant way; and character, the personal
qualities to work effectively alone and in teams. Creasey’s (2013) study corroborates this approach by identifying
that employers need graduates with a sound education (content), demonstrable skills (capability) and personal
attributes (character). Nabi, Holden, and Walmsley (2010) focused on the transition from student to entrepreneur
with a model based on entrepreneurial maturity and business complexity. Gibson (2014) proposes an ELVIS
model to institutionalise a focus on employability: embedding enterprise; link to the education ecosystem; valuing
all resources; innovative approaches and student centeredness.

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