This article reports on a study for the Higher Education Funding Council for England on the impact of employability skills teaching and learning on graduate labour market prospects. The findings of the study cast doubt on the assumption that these skills can be effectively developed within classrooms.
Detailed information gathered at university department level is drawn on to assess how academics perceive and engage in the teaching and learning of employability skills. It is argued that, despite the best intentions of academics to enhance graduates’ employability, the limitations inherent within the agenda will consistently produce mixed outcomes. Furthermore, it is argued that resources would be better utilised to increase employment-based training and experience, and/or employer involvement in courses, which were found to positively affect immediate graduate prospects in the labour market and, therefore, support graduates in the transitional stage into employment.