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This paper aims to examine the actions lecturers, universities and their administrators can take in improving and making political science undergraduate degrees more relevant in the twenty-first century. This paper will reflect on specific measures undertaken by institutions globally to equip students with unique skills to enhance the value and relevance of their programmes in the context of an increased technologically driven environment.

This paper uses a qualitative approach to the review of the literature with implications for practice in examining how universities globally are applying strategies in raising students’ skill levels to enhance future workplace value. A review of select institutions obtained from the Times Higher Ranked (2019) universities was used in identifying best practices to prepare a political science student for better employability.

Contrary to prevailing opinions, a huge skills gap exists for filling the demand for twenty-first century political science-related careers in the public and private sector. The attainment of twenty-first century skill sets and the deployment of technology-driven teaching and learning methods are vital elements in unlocking the value of political science education and providing students with opportunities to advance their professional and career objectives.

Higher education institutions need to reconsider their strategies in the delivery of political science degrees, bearing in mind the increased use of technology and innovative teaching practices. This paper offers insight into how to tailor an exciting and relevant political science programme for the future of work.

The purpose of this paper is to share the author’s viewpoint on how to increase student response rate in course evaluation surveys.

The approach is to highlight measures which increased student response rate in online surveys of the author’s teaching evaluation at The University of the West Indies, Jamaica.

This viewpoint suggests that student response rate to course evaluation can be improved by the lecturer’s effective communication. The examples of effective communication are given in this paper.

This work will encourage the lecturers to initiate more student engagement to improve response rate of their teaching evaluation.