Pedagogy for employability

There is an expectation that students should develop a range of skills, understandings, qualities and dispositions appropriate to employment.

Two ways of teaching the same content can lead to similar performances on tests of content mastery and to significant differences in other respects. For example, problem based
learning and conventional presentations of material can be associated with similar levels of content mastery but the former is also frequently associated with better problem solving, a better grasp of practicalities and greater client-centredness.

This kind of difference is common enough to make the point that different teaching approaches often have different outcomes.
In this Part we take the stance that there is no undue tension between a concern with good learning in a subject and an interest in promoting employability. However, reconciling the two means carefully considering the ways in which we teach and students learn, and our assessment practices. There is sufficient research to indicate that our stance need not compromise a commitment to promote subject understanding and practices.