Understanding pedagogical essentials of employability embedded curricula for business school undergraduates: a multi-generational cohort perspective

The concepts of employability and generational effects are emerging disciplines within the context of business education management research, but their complementary role in curriculum development and enrichment is yet to be explored. The study employs a work-related employability course for a busin...

Full description

Saved in:
Bibliographic Details
Published in:Higher education pedagogies 2020-01, Vol.5 (1), p.360-380
Main Authors: Yawson, David Eshun, Yamoah, Fred Amofa
Format: Article
Language:English
Subjects:
Business Administration Education
Career Planning
College Curriculum
Core curriculum
Curriculum Enrichment
Decision Making
Employability
employability embedded curricula
Employment Potential
Foreign Countries
Generational Differences
generational effects
Job Skills
Learning
learning experience
multi-generational student perceptions
Professional Development
Student Satisfaction
Undergraduate Students
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The concepts of employability and generational effects are emerging disciplines within the context of business education management research, but their complementary role in curriculum development and enrichment is yet to be explored. The study employs a work-related employability course for a business school undergraduate cohort (N = 267) consisting of various generations to examine the generational effects from the student stakeholder perspective of work-related learning outcomes in employability embedded curricula. This research shows the differences in students' perceptions based on age generations as shown to be marked by the Generations X, Y and Z, which also produces a different inter-generational learning opportunity with distinct characteristics. We established that undergraduate multi-generational cohorts expect contextualised employability-related teaching to accompany designing and embedding work-related employability curricula. We show that an employability embedded curriculum is likely to improve students' employability decisions when different inter-generational learning environments are factored into programme development, delivery, and assessment.
ISSN:2375-2696
2375-2696
DOI:10.1080/23752696.2020.1846134