Sustainable graduate employability

An evaluation of ‘brand me’ presentations as a method for developing self-confidence

Alex Tymon, Charlotte Harrison, Sasa Batistič

Research output: Contribution to journalArticleScientificpeer-review

Abstract

This paper evaluates ‘brand me’ presentations as a method for developing employability-related self-confidence (ERSC). Measurements of ERSC were taken at three points in time from a sample of 105 full-time business and law students at a UK university. These were analysed alongside student feedback, assessment artefacts, and semi-structured interviews with students and lecturers. Findings indicate that ERSC increases over time, skills are learnt, and new behaviours are developed. We contribute to sustainable graduate employability literature by empirically demonstrating theoretically proposed links between career management learning and ERSC. Furthermore, we show that self-confidence may be a situated behaviour, rather than a fixed trait, which generates practical suggestions for career management teaching. We join the teaching excellence debate by demonstrating a method to measure learning gain in higher education. We also add to research methods knowledge by adapting an evaluation framework from the Human Resource Development field for use in this context.
Original languageEnglish
Number of pages13
JournalStudies in Higher Education
DOIs
Publication statusAccepted/In press - 2019

Fingerprint

employability
self-confidence
graduate
evaluation
career
human resources development
student
Teaching
management
learning
research method
artifact
university teacher
Law
university
interview
time
education

Keywords

  • Career management
  • EDUCATION
  • IMPRESSION MANAGEMENT
  • ORGANIZATIONS
  • PERCEIVED EMPLOYABILITY
  • PERFORMANCE
  • PERSPECTIVE
  • POSITION
  • POSSESSION
  • RECRUITMENT
  • learning evaluation
  • self-confidence
  • sustainable employability
  • teaching excellence

Cite this

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title = "Sustainable graduate employability: An evaluation of ‘brand me’ presentations as a method for developing self-confidence",
abstract = "This paper evaluates ‘brand me’ presentations as a method for developing employability-related self-confidence (ERSC). Measurements of ERSC were taken at three points in time from a sample of 105 full-time business and law students at a UK university. These were analysed alongside student feedback, assessment artefacts, and semi-structured interviews with students and lecturers. Findings indicate that ERSC increases over time, skills are learnt, and new behaviours are developed. We contribute to sustainable graduate employability literature by empirically demonstrating theoretically proposed links between career management learning and ERSC. Furthermore, we show that self-confidence may be a situated behaviour, rather than a fixed trait, which generates practical suggestions for career management teaching. We join the teaching excellence debate by demonstrating a method to measure learning gain in higher education. We also add to research methods knowledge by adapting an evaluation framework from the Human Resource Development field for use in this context.",
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author = "Alex Tymon and Charlotte Harrison and Sasa Batistič",
year = "2019",
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language = "English",
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Sustainable graduate employability : An evaluation of ‘brand me’ presentations as a method for developing self-confidence. / Tymon, Alex; Harrison, Charlotte; Batistič, Sasa.

In: Studies in Higher Education, 2019.

Research output: Contribution to journalArticleScientificpeer-review

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T2 - An evaluation of ‘brand me’ presentations as a method for developing self-confidence

AU - Tymon, Alex

AU - Harrison, Charlotte

AU - Batistič, Sasa

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N2 - This paper evaluates ‘brand me’ presentations as a method for developing employability-related self-confidence (ERSC). Measurements of ERSC were taken at three points in time from a sample of 105 full-time business and law students at a UK university. These were analysed alongside student feedback, assessment artefacts, and semi-structured interviews with students and lecturers. Findings indicate that ERSC increases over time, skills are learnt, and new behaviours are developed. We contribute to sustainable graduate employability literature by empirically demonstrating theoretically proposed links between career management learning and ERSC. Furthermore, we show that self-confidence may be a situated behaviour, rather than a fixed trait, which generates practical suggestions for career management teaching. We join the teaching excellence debate by demonstrating a method to measure learning gain in higher education. We also add to research methods knowledge by adapting an evaluation framework from the Human Resource Development field for use in this context.

AB - This paper evaluates ‘brand me’ presentations as a method for developing employability-related self-confidence (ERSC). Measurements of ERSC were taken at three points in time from a sample of 105 full-time business and law students at a UK university. These were analysed alongside student feedback, assessment artefacts, and semi-structured interviews with students and lecturers. Findings indicate that ERSC increases over time, skills are learnt, and new behaviours are developed. We contribute to sustainable graduate employability literature by empirically demonstrating theoretically proposed links between career management learning and ERSC. Furthermore, we show that self-confidence may be a situated behaviour, rather than a fixed trait, which generates practical suggestions for career management teaching. We join the teaching excellence debate by demonstrating a method to measure learning gain in higher education. We also add to research methods knowledge by adapting an evaluation framework from the Human Resource Development field for use in this context.

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KW - ORGANIZATIONS

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KW - PERFORMANCE

KW - PERSPECTIVE

KW - POSITION

KW - POSSESSION

KW - RECRUITMENT

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