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This guide, produced by the HEA, constitutes a revised and updated version of the Pedagogy for Employability publication first published in 2006. This original publication was produced under the auspices of the Higher Education Academy and the Enhancing Student Employability Co-ordination Team (ESECT), and formed part of the Learning and Employability Series, a set of publications offering guidance and information to staff in higher education institutions involved in the enhancement of student employability.

This is an ESCalate research project that aims to research employer perceptions of graduate employability. The project aims to research employer perceptions of graduate employability. There has been insufficient recent systematic research undertaken into

"Information literacy meets employability -Social media training and the library"

The Report identifies key challenges for effective policy making and implementation in a rapidly changing, globalised, technology-rich, and densely networked UK. It focuses on implications for: crime prevention and criminal justice; health, the environment and wellbeing; skills, employment and education; preventing radicalisation and extremism; social mobility; and social integration.

"Many learners enter further and higher education lacking the skills needed to apply digital technologies to education. As 90% of new jobs will require excellent digital skills, improving digital literacy is an essential component of developing employable graduates. Courses that embed core digital skills, as well as subject specific use of technology, enable students to gain the skills and confidence they need to use digital technology not only to support their learning but also in the workplace. We're working with colleges and universities to embed core digital skills into the curriculum. By digital literacy we mean those capabilities which fit an individual for living, learning and working in a digital society: for example, the skills to use digital tools to undertake academic research, writing and critical thinking; as part of personal development planning; and as a way of showcasing achievements. "

A report detailing the outcomes of the recent BMAF workshop 'Changing Universities through Internationalisation: from strategy to pedagogy' The report was written by David Dowdeswell-Allaway, Director of Skills Development and Employability at Norwich B

A collection of case studies on initiatives from institutions in Wales around two different themes - innovation in first-year assessment and enabling employability through the first-year curriculum. This publication follows the success of the 2009 "First-

This seminar is part of the Academy's Evidence-based Practice Seminar Series 2010 and is offered by the Higher Education Academy and its Business, Management, Accountancy and Finance Subject Centre, and the University of Wales, Newport. The seminar was du

The requirement to meet the skills needs of employers, for example, is an "elephant trap", as these are "complex and sometimes conflicting" and there may be strong arguments why they cannot or should not always be met at public expense.

eReturn - using ePortfolios to support women returners to employment

"This document summarises the key findings of a review of the National Student Survey (NSS). The NSS, first launched in 2005 , collects feedback from undergraduate students in the UK, via a survey, on their experiences of various aspects of their courses. The review was commissioned by the UK Higher Education funding bodies, and undertaken by NatCen Social Research in partnership with the Institute of Education and the Institute for Employment Studies."