A systematic review of employability and enterprise education learning tools: The argument for AGILE reflection
A systematic review of employability and enterprise education learning tools: The argument for AGILE reflection
Definitions of employability, enterprise and entrepreneurship differ greatly, as does practical implementation of related activities in higher education and how outcomes are measured. This may result in students interpreting employability and entrepreneurial capability development as leading to discrete, or even competing graduate exit destinations (eg employed / self-employed). Universities delivering taught and extra-curricular employment and entrepreneurial provision actively discourage this polarised perception and encourage engagement in, and exploration of, alternative destinations. A systematic review of relevant higher education teaching and learning models, examines differences in terminology, approaches and dimensions, to explore explicit connections made. Findings identify connectives between models and common inclusion of reflective narratives, however implementation of methods whereby students record relevant personal and work-related experiences, varies. The AGILE approach is argued to place optimal emphasis on student accounts through the dimensions of being Adaptable, a Gatherer, having Identity Awareness, a Lifelong Learner and having an Enterprising mindset. The chapter concludes that dedicated reflective approaches can help graduates better prepare for employability conversations, increase exploration of entrepreneurial exit routes and recommends adoption of AGILE teaching in further institutions.
Agile, reflection, employability, entrepreneurship, development, mindset, learning and teaching, Higher Education, Narrative
Clinkard, Karen
b8833b53-4684-49cc-b095-dc29c0523396
Clinkard, Karen
b8833b53-4684-49cc-b095-dc29c0523396
Clinkard, Karen
(2024)
A systematic review of employability and enterprise education learning tools: The argument for AGILE reflection.
In,
Lindgreen, Adam, Rosier, Eleri, Marder, Ben and von Wallpach, Sylvia
(eds.)
Business Education in the 21st Century: Developing Discipline Competences and Transformation Capabilities.
Edward Elgar Publishing.
Record type:
Book Section
Abstract
Definitions of employability, enterprise and entrepreneurship differ greatly, as does practical implementation of related activities in higher education and how outcomes are measured. This may result in students interpreting employability and entrepreneurial capability development as leading to discrete, or even competing graduate exit destinations (eg employed / self-employed). Universities delivering taught and extra-curricular employment and entrepreneurial provision actively discourage this polarised perception and encourage engagement in, and exploration of, alternative destinations. A systematic review of relevant higher education teaching and learning models, examines differences in terminology, approaches and dimensions, to explore explicit connections made. Findings identify connectives between models and common inclusion of reflective narratives, however implementation of methods whereby students record relevant personal and work-related experiences, varies. The AGILE approach is argued to place optimal emphasis on student accounts through the dimensions of being Adaptable, a Gatherer, having Identity Awareness, a Lifelong Learner and having an Enterprising mindset. The chapter concludes that dedicated reflective approaches can help graduates better prepare for employability conversations, increase exploration of entrepreneurial exit routes and recommends adoption of AGILE teaching in further institutions.
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More information
Accepted/In Press date: December 2023
e-pub ahead of print date: June 2024
Keywords:
Agile, reflection, employability, entrepreneurship, development, mindset, learning and teaching, Higher Education, Narrative
Identifiers
Local EPrints ID: 485557
URI: http://eprints.soton.ac.uk/id/eprint/485557
PURE UUID: 62c3c9b5-fce0-4785-888d-e111d155d177
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Date deposited: 11 Dec 2023 17:33
Last modified: 16 Jan 2024 02:59
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Contributors
Editor:
Adam Lindgreen
Editor:
Eleri Rosier
Editor:
Ben Marder
Editor:
Sylvia von Wallpach
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