Simon Stephens, Camelia Gabriela Balan and Shaun Callaghan
The paper aims to explore the experience of graduates in the workplace. The aim is to study how these experiences differ from the expectations of the graduates and the aspirations…
Abstract
Purpose
The paper aims to explore the experience of graduates in the workplace. The aim is to study how these experiences differ from the expectations of the graduates and the aspirations of their academics.
Design/methodology/approach
The research involved two phases: first, a survey was conducted of marketing academics. This survey examined how the academics conceived the relevance of their teaching strategies to the work environment in small‐to medium‐sized enterprises (SMEs). Second, marketing graduates who are employed by SMEs were interviewed. The interviews explored the experience of graduates in the SME workplace environment.
Findings
The findings from this paper indicate that a graduate's perception of the skills and competencies they will use in the workplace are different to the reality of working in an SMEs.
Practical implications
Graduates need to be cognisant that although academic theory and principles have value in the planning of workplace activities their employers will focus appraisal on the outcomes/outputs of their actions rather than the theoretical basis for these actions. Furthermore, the reality of the workplace is that the application of theory and subject‐specific knowledge is only one element of the activities required by SMEs.
Originality/value
The paper focuses on research that seeks to enhance the understanding of the experience of graduates in the workplace.
Details
Keywords
Abstract
Details
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Carl Senior and Robert Cubbidge
The purpose of this paper is to place all of the contributions to this special issue into a theoretical framework and to highlight the role that the so‐called “information age…
Abstract
Purpose
The purpose of this paper is to place all of the contributions to this special issue into a theoretical framework and to highlight the role that the so‐called “information age mindset” has in the facilitation of employability skills.
Design/methodology/approach
The paper discusses the major themes of this special issue.
Findings
Undergraduate students do see the importance of technological innovation in the classroom but they see the development of experiential or work‐based skills to be more important.
Practical implications
Future curriculum design should consider the expectations and attitudes of the modern day undergraduate student to ensure that potential employability is maximised.
Originality/value
The findings are placed into the wider context of the emerging field of evolutionary educational psychology.