Are we Developing Career-Readiness Skills in Australian Science Graduates?
Date
2024
Authors
Hume, R.
Weir, T.
Priest, J.
Krivickas, S.
Riggs, K.
MacKinnon, A.
Coulson, M.
Fahy, O.
Loveys, B.
Botten, J.
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Journal article
Citation
International Journal of Innovation in Science and Mathematics Education, 2024; 32(5):2-24
Statement of Responsibility
Ruby Hume, Trent Weir, Jamie Priest, Sara Krivickas, Karina Riggs, Andrew MacKinnon, Michelle Coulson, Olivier Fahy, Beth Loveys, James Botten, Adrian Hunter, Amanda J. Able
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Abstract
To ensure future career readiness, students must develop a range of skills and capacities including technical expertise, problem-solving abilities, effective communication, social and professional network building, interpersonal and cultural awareness, resilience, and adaptability. The fluidity of careers also requires a greater emphasis on the development of metacognitive and reflective abilities so that graduates will have the capability, capacity, and confidence to use their personal resources appropriately and flexibly, regardless of environment. The research presented aimed to understand more about the employability skills viewed as important by four stakeholder groups - academics, students, graduates and industry - whilst also gauging perceived levels of attainment and confidence in those skills. The confidence and capability of academics to prepare Science students to be career ready was explored by conducting surveys and community-of-practice style workshops. The perspectives of industry employers, students, and graduates was sought via surveys, workshop and/or focus groups. In general, the ranking of the importance of employability skills was similar regardless of stakeholder group. Effective communication, effective management of time and working within a team were commonly deemed most important, while all groups ranked leadership skills and conflict resolution as of lesser importance. However, industry felt that ability to work independently, effectively communicate and time management skills were least likely to have been attained by Science graduates. This contrasted with most graduates indicating they were more confident in having attained these skills, and academics indicating they were more confident to teach these skills. A lack of career awareness was also identified, with many students changing their perspectives on career pathways after interactions with industry.
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