Dr David Bozward

Tag: student outcomes

  • The Graduate Employability Illusion: Degrees Without Direction

    The Graduate Employability Illusion: Degrees Without Direction

    There is a quiet but deeply consequential illusion at the heart of modern higher education: the belief that a degree, in and of itself, leads to employability. It is an assumption embedded in policy, marketing, and institutional metrics. Universities promote graduate outcomes as a proxy for value. Students enrol with the expectation of career progression. Governments measure success through employment statistics. Yet beneath this shared narrative lies a more uncomfortable truth.

    Degrees do not create employability. At best, they create potential. At worst, they create false confidence.

    This distinction matters. Because when potential is mistaken for readiness, graduates enter the labour market without direction, employers struggle to find capability, and institutions continue to optimise for the wrong outcomes.

    This is the graduate employability illusion.

    The Problem: Employment Is Not Employability

    One of the most persistent errors in higher education is the conflation of employment with employability. The two are related, but fundamentally different.

    • Employment is an outcome — a job secured within a given timeframe.
    • Employability is a capability — the ability to create, secure, and sustain meaningful work over time.

    Universities overwhelmingly measure the former. Metrics such as graduate employment rates, salary benchmarks, and progression statistics dominate league tables and regulatory frameworks. But these indicators are lagging and often misleading.

    A graduate may secure a job that:

    • Is unrelated to their field of study
    • Requires minimal graduate-level skill
    • Offers limited progression or development

    In such cases, employment exists — but employability does not.

    The illusion persists because employment is easy to measure. Employability is not.

    The Structural Mismatch: Degrees vs Labour Market Reality

    Higher education systems were not originally designed to produce employable graduates at scale. They were designed to:

    • Advance knowledge
    • Develop intellectual capacity
    • Prepare elites for professional roles

    Massification has changed the landscape, but not the underlying structures.

    Today, millions of students graduate each year into labour markets that are:

    • Rapidly evolving
    • Digitally transformed
    • Increasingly uncertain
    • Highly competitive

    Yet degree programmes often remain:

    • Curriculum-centric rather than capability-centric
    • Assessment-driven rather than experience-driven
    • Knowledge-heavy but context-light

    The result is a structural mismatch.

    Graduates leave with:

    • Subject knowledge
    • Academic credentials
    • Limited practical experience
    • Weak professional identity

    Employers, meanwhile, are seeking:

    • Problem-solving ability
    • Communication and collaboration skills
    • Commercial awareness
    • Adaptability and initiative

    This gap is not new — but it is widening.

    The Myth of Linear Progression

    Another element of the illusion is the belief in a linear pathway:

    Degree → Graduate Job → Career Progression

    This pathway may have held true for previous generations, particularly in stable industries. It no longer reflects reality.

    Modern careers are:

    • Non-linear
    • Portfolio-based
    • Iterative
    • Often self-directed

    Graduates increasingly:

    • Move between roles and sectors
    • Combine employment with freelance or entrepreneurial activity
    • Create opportunities rather than simply apply for them

    Yet higher education continues to prepare students for a single transition point — the moment of graduation.

    This creates a dangerous gap. Students are trained to exit education, not to navigate work.

    The Hidden Cost: Directionless Graduates

    The most significant consequence of the employability illusion is not unemployment. It is misdirection.

    Graduates leave university without:

    • A clear sense of what they want to do
    • An understanding of where their value lies
    • A strategy for entering the labour market

    This leads to:

    • Prolonged job searching
    • Acceptance of suboptimal roles
    • Underemployment
    • Loss of confidence

    Over time, this compounds into broader economic inefficiency:

    • Skills underutilisation
    • Reduced productivity
    • Delayed career progression

    From a policy perspective, this is a failure of system design, not individual effort.

    Why the System Persists

    If the problem is so visible, why does it persist?

    1. Metrics Drive Behaviour

    Universities respond to what is measured. When regulatory frameworks prioritise employment outcomes, institutions optimise for short-term job placement rather than long-term capability development.

    This leads to:

    • Superficial employability interventions
    • Last-minute career support
    • Emphasis on CV writing over capability building

    2. Fragmented Responsibility

    Employability is often treated as:

    • A careers service issue
    • An optional add-on
    • A student responsibility

    Rather than a core institutional function embedded across curriculum, pedagogy, and assessment.

    3. Academic Identity

    Many degree programmes remain rooted in disciplinary traditions that prioritise knowledge over application. While intellectually valuable, this can limit alignment with labour market needs.

    4. Student Expectations

    Students themselves often reinforce the illusion. The promise of a degree as a pathway to a “good job” remains deeply embedded in societal narratives.

    Rethinking Employability: From Outcome to Capability

    To move beyond the illusion, we need to redefine employability not as a destination, but as a developmental process.

    Employability should be understood as the ability to:

    • Identify opportunities
    • Create value
    • Communicate that value
    • Adapt over time

    This aligns closely with entrepreneurial thinking — not in the narrow sense of starting a business, but in the broader sense of navigating uncertainty and creating pathways.

    In this context, employability becomes:

    • Dynamic rather than static
    • Personalised rather than standardised
    • Continuous rather than time-bound

    A More Realistic Model: Direction Before Destination

    If degrees are not enough, what is missing?

    The answer is direction.

    Direction sits at the intersection of:

    • Self-awareness (skills, interests, values)
    • Market awareness (opportunities, sectors, roles)
    • Strategic action (experience, networks, positioning)

    Without direction, graduates default to:

    • Generic job applications
    • Reactive decision-making
    • Short-term thinking

    With direction, they can:

    • Target opportunities
    • Build relevant experience
    • Articulate their value clearly

    This is not about certainty. It is about intentionality.

    Embedding Direction into Higher Education

    The challenge, then, is how to embed direction into the student experience.

    This requires a shift from:
    “What do students know?”
    to
    “What can students do, and where can they apply it?”

    1. Early Engagement

    Employability cannot be left to the final year. Students need structured engagement from the outset:

    • Exposure to different career pathways
    • Opportunities to test interests
    • Reflection on strengths and preferences

    2. Integrated Curriculum

    Employability should not sit outside the curriculum. It should be embedded within it:

    • Real-world projects
    • Industry collaboration
    • Applied assessment

    3. Experiential Learning

    Experience is the bridge between education and employment. This includes:

    • Placements
    • Internships
    • Live projects
    • Entrepreneurial activity

    4. Professional Identity Development

    Students need to develop a sense of:

    • Who they are
    • What they offer
    • Where they fit

    This goes beyond CVs and LinkedIn profiles. It is about narrative and positioning.

    5. Continuous Support

    Employability is not a one-off intervention. It requires:

    • Ongoing guidance
    • Personalised coaching
    • Access to networks and opportunities

    The Role of Entrepreneurship

    One of the most powerful ways to address the employability illusion is to reframe employability through an entrepreneurial lens.

    Entrepreneurship, in this sense, is not about venture creation alone. It is about:

    • Opportunity recognition
    • Resource mobilisation
    • Value creation

    These are precisely the capabilities required in modern labour markets.

    By embedding entrepreneurial thinking into education, we:

    • Equip students to create opportunities, not just seek them
    • Develop resilience and adaptability
    • Encourage proactive career management

    This aligns with a broader shift from:
    Employment readiness → Value creation capability

    Implications for Policy and Practice

    If we accept that the employability illusion is real, then incremental change is not enough. What is required is a systemic shift.

    For Universities

    • Redesign programmes around capability, not just content
    • Integrate employability across all years and modules
    • Measure long-term outcomes, not just first destinations

    For Policymakers

    • Move beyond narrow employment metrics
    • Incentivise capability development and experiential learning
    • Support collaboration between education and industry

    For Employers

    • Engage earlier in the student journey
    • Value potential and capability, not just experience
    • Co-create pathways into employment

    For Students

    • Take ownership of their development
    • Seek experiences beyond the classroom
    • Build networks and explore opportunities proactively

    From Illusion to Reality

    The graduate employability illusion persists because it is convenient. It allows institutions to signal value, policymakers to measure outcomes, and students to believe in a predictable future.

    But convenience comes at a cost.

    A degree without direction is not a pathway — it is a placeholder.

    If we are serious about improving graduate outcomes, we must move beyond the illusion and confront the reality:

    • Employability is not guaranteed
    • Careers are not linear
    • Value must be created, not assumed

    The role of higher education, therefore, is not simply to confer knowledge, but to enable navigation — of opportunity, uncertainty, and change.

    This requires a fundamental shift in how we think about degrees, students, and success.

    Because in the end, the question is not:

    “Did the graduate get a job?”

    But:

    “Can the graduate build a meaningful and sustainable working life?”

    Until we answer that question differently, the illusion will remain — and so will the gap between education and employment.

  • Why Universities Are Measuring Employability Completely Wrong

    Employability has become one of the defining metrics of higher education. It sits at the centre of league tables, regulatory frameworks, and institutional strategy. Yet, despite the attention it receives, most universities are measuring it in ways that fundamentally misunderstand what employability actually is—and how it is created.

    This is not a minor technical issue. It is a structural flaw. And it is quietly shaping the behaviour of institutions, the design of curricula, and the experiences of students in ways that ultimately undermine the very outcomes universities claim to prioritise.

    The Problem: Measuring Outcomes, Ignoring Systems

    Most universities measure employability through a narrow set of outcome indicators:

    • Graduate employment rates (often within 6–15 months)
    • Salary levels
    • Progression into “highly skilled” roles
    • Further study rates

    These metrics are attractive because they are simple, comparable, and quantifiable. They allow regulators and rankings to create clean hierarchies. But they also create a dangerous illusion: that employability is an endpoint rather than a process.

    In reality, employability is not something that happens after graduation. It is something that is developed—often unevenly—over time.

    By focusing only on outcomes, universities overlook the underlying systems that produce those outcomes. This leads to three critical distortions:

    1. Short-termism – prioritising immediate employment over long-term career capability
    2. Attribution errors – assuming university input is the primary driver of outcomes
    3. Metric gaming – designing interventions to improve scores rather than substance

    The result is a measurement system that is precise, but not accurate.

    Employability Is Not Employment

    The first conceptual error is simple but profound: employability is not the same as employment.

    A graduate securing a job within six months tells us very little about their underlying capability. It tells us even less about their long-term trajectory.

    Employment outcomes are shaped by multiple external variables:

    • Local and national labour market conditions
    • Socio-economic background and networks
    • Prior work experience
    • Industry demand cycles
    • Geographic mobility

    A student with strong social capital and access to networks may secure employment quickly, even with relatively underdeveloped skills. Conversely, a highly capable student without those advantages may take longer to secure a role.

    If we measure employability purely through employment outcomes, we are effectively measuring advantage, not capability.

    This distinction matters. Because universities are not primarily responsible for labour markets—but they are responsible for capability development.

    The Missing Layer: Capability Development

    At its core, employability is about the development of capabilities that allow individuals to:

    • Enter the labour market
    • Navigate uncertainty
    • Create and capture value
    • Adapt over time

    These capabilities are multi-dimensional. They include:

    • Human capital (skills, knowledge, competencies)
    • Social capital (networks, relationships, signalling)
    • Cultural capital (confidence, norms, behaviours)
    • Experiential capital (practical application, real-world exposure)

    Most employability metrics fail to capture these dimensions in any meaningful way.

    Instead, they rely on proxy indicators—such as employment status—that sit several steps removed from the actual developmental process.

    This creates a measurement gap: universities are judged on outcomes they only partially control, while the capabilities they do influence remain largely invisible.

    The Pipeline Fallacy

    Universities often treat employability as a linear pipeline:

    Education → Graduation → Employment

    This model is intuitive—but wrong.

    In reality, employability is a complex, iterative process that begins long before university and continues long after graduation.

    Students do not enter university as blank slates. They bring with them:

    • Prior educational experiences
    • Family expectations
    • Networks and connections
    • Confidence (or lack of it)
    • Exposure to the world of work

    Similarly, graduation is not a fixed endpoint. Careers are no longer linear. They involve transitions, pivots, and periods of uncertainty.

    By imposing a linear model onto a non-linear reality, universities create systems that are poorly aligned with how careers actually develop.

    The Timing Problem: Measuring Too Late

    One of the most significant flaws in current employability metrics is timing.

    Most measurements occur after graduation—often 6 to 15 months later. By this point:

    • The student has left the institution
    • Multiple external factors have influenced outcomes
    • The opportunity for intervention has passed

    This is equivalent to evaluating a learning process only after the exam, without ever assessing progress during the course.

    If universities are serious about employability, measurement must shift upstream.

    We need to ask:

    • What capabilities are students developing during their studies?
    • How are these capabilities evolving over time?
    • Where are the gaps—and how can they be addressed early?

    Without this, employability becomes a retrospective exercise rather than a developmental one.

    The Behavioural Consequences of Bad Metrics

    Metrics do not just measure behaviour—they shape it.

    When universities are judged primarily on graduate outcomes, they respond rationally:

    • Focusing resources on final-year students
    • Prioritising “quick wins” in employment outcomes
    • Targeting students who are easiest to place
    • Investing in reporting systems rather than developmental systems

    This creates a skewed distribution of support, where those who need the most help often receive the least.

    It also encourages surface-level interventions:

    • CV workshops without real experience
    • Mock interviews without industry context
    • Job boards without network development

    These activities are not inherently bad—but they are insufficient on their own. They treat employability as a set of discrete tasks rather than a deeply embedded process.

    The Employability Illusion

    Many universities can point to impressive employability statistics. High employment rates. Strong salary outcomes. Positive graduate surveys.

    But these metrics often mask underlying issues:

    • Students lacking confidence in real-world environments
    • Graduates struggling to progress beyond entry-level roles
    • Limited entrepreneurial capability
    • Weak industry integration within curricula

    This creates what might be called the employability illusion: the appearance of success without the underlying substance.

    The danger is that institutions begin to believe their own metrics—while students experience a very different reality.

    Reframing Employability: A Systems Perspective

    To fix this problem, we need to move from an outcome-based model to a systems-based model.

    Employability should be understood as the interaction of multiple systems:

    1. Curriculum systems – how learning is designed and delivered
    2. Experience systems – access to placements, projects, and real-world exposure
    3. Support systems – careers services, mentoring, coaching
    4. Network systems – employer engagement, alumni connections
    5. Student systems – motivation, agency, identity

    Measurement must reflect this complexity.

    Instead of asking, “Did the student get a job?” we should be asking:

    • What capabilities has the student developed?
    • What experiences have they accumulated?
    • What networks have they built?
    • How confident are they in navigating uncertainty?

    These are harder questions—but they are the right ones.

    A Better Model: Measuring Development, Not Just Outcomes

    A more effective employability measurement framework would include three layers:

    1. Input Measures (What Universities Provide)

    • Integration of employability into curriculum
    • Access to industry projects and placements
    • Quality of employer engagement
    • Availability of mentoring and coaching

    2. Process Measures (What Students Do)

    • Participation in work-based learning
    • Engagement with careers services
    • Development of portfolios and projects
    • Network-building activities

    3. Capability Measures (What Students Become)

    • Problem-solving ability
    • Communication and collaboration
    • Adaptability and resilience
    • Entrepreneurial thinking

    Outcome measures (employment, salary) should still exist—but as one part of a broader system.

    This shifts the focus from what happened to how it happened.

    Embedding Employability, Not Bolting It On

    One of the most persistent challenges is that employability is often treated as an add-on rather than a core function.

    Careers services operate in parallel to academic departments. Workshops are optional. Engagement is uneven.

    This model does not work.

    Employability must be embedded into the curriculum itself:

    • Assessment linked to real-world problems
    • Industry projects integrated into modules
    • Reflection on skills and development built into learning
    • Continuous exposure to professional contexts

    This requires a fundamental shift in how universities design education.

    It also requires academic staff to see employability not as an external requirement—but as part of their core role.

    The Role of Data: From Reporting to Insight

    Universities are not short of data. The problem is how it is used.

    Most employability data is designed for reporting—to regulators, rankings, and stakeholders. It is retrospective and static.

    What is needed is developmental data:

    • Real-time insights into student engagement
    • Tracking of capability development over time
    • Identification of at-risk students early
    • Feedback loops that inform intervention

    This is where systems such as integrated dashboards, longitudinal tracking, and learning analytics become critical.

    But the purpose must be clear: not to produce better reports, but to enable better decisions.

    The Equity Dimension

    Current employability metrics also obscure issues of equity.

    Students from disadvantaged backgrounds often face structural barriers:

    • Limited access to networks
    • Financial constraints limiting unpaid opportunities
    • Lower confidence in professional environments
    • Fewer role models

    If universities are judged purely on outcomes, there is little incentive to address these deeper issues.

    A capability-based model, by contrast, allows institutions to:

    • Identify gaps early
    • Target support where it is needed most
    • Measure progress in a more nuanced way

    This is not just a measurement issue—it is a question of fairness.

    Entrepreneurship: The Missing Piece

    Another major omission in employability measurement is entrepreneurship.

    Most frameworks assume that success means entering employment. But for many students, particularly in a changing economy, value creation may take different forms:

    • Starting a business
    • Freelancing or portfolio careers
    • Creating social enterprises
    • Innovating within organisations

    Entrepreneurial capability is increasingly central to employability. It includes:

    • Opportunity recognition
    • Resource mobilisation
    • Risk management
    • Value creation

    Yet it is rarely measured explicitly.

    This reflects a deeper issue: universities are still operating with an industrial-era model of employment, while the economy is moving towards a more fluid, entrepreneurial reality.

    Towards a More Honest System

    Fixing employability measurement does not require abandoning metrics. It requires making them more honest.

    An honest system would:

    • Acknowledge the limits of outcome data
    • Measure capability development explicitly
    • Track student engagement over time
    • Reflect the diversity of career pathways
    • Prioritise long-term outcomes over short-term wins

    It would also require regulators and rankings to evolve—moving beyond simplistic indicators towards more nuanced frameworks.

    Conclusion: From Metrics to Meaning

    The current approach to employability measurement is not failing because it lacks data. It is failing because it is measuring the wrong things.

    By focusing on outcomes rather than systems, employment rather than capability, and short-term metrics rather than long-term development, universities have created a model that is easy to report—but difficult to defend.

    If we are serious about preparing students for a complex, uncertain, and rapidly changing world, we need to rethink what employability means—and how it is measured.

    This is not just a technical adjustment. It is a strategic shift.

    Because in the end, employability is not about whether a graduate gets a job.

    It is about whether they can build a career, create value, and adapt over time.

    And that is something no single metric can capture—but a well-designed system can support.

  • Why Employability Metrics Are Failing Universities

    Why Employability Metrics Are Failing Universities

    Universities are under increasing pressure to demonstrate that their graduates secure meaningful employment. In response, governments and regulators have embedded employability metrics into performance frameworks, funding models, and league tables. In the UK, for example, graduate outcomes (B3) data has become a central feature of regulatory oversight and institutional strategy.

    On the surface, this seems entirely reasonable. Students invest significant time and money into higher education, and they expect a return in the form of improved career prospects. Policymakers, in turn, want assurance that universities are delivering value.

    Yet, despite this growing emphasis, a fundamental problem persists:

    Employability metrics, as currently designed, are failing universities—and more importantly, they are failing students.

    The Illusion of Measurement

    At the heart of the issue lies a simple but powerful question: what exactly are we measuring?

    Most employability metrics rely on narrow indicators such as:

    • Graduate employment rates
    • Salaries after 15 months
    • Job classification (e.g. “professional” roles)(Don’t ask me about Models)

    While these measures provide a snapshot, they do not capture the complexity of graduate outcomes.

    Employment is not a binary state. Nor is it a static endpoint. Careers evolve over time, often through nonlinear and unpredictable pathways. By reducing employability to short-term outcomes, metrics create an illusion of precision while obscuring the reality of graduate transitions.

    The Timing Problem

    One of the most widely used measures in the UK is based on graduate destinations approximately 15 months after completion. This timeframe is deeply problematic.

    Many graduates:

    • Pursue further study
    • Start businesses (which at 15 months is traveling through the valley of death)
    • Take interim roles while exploring career options
    • Enter industries with longer entry pathways

    For these individuals, early outcomes may appear weak, even though their long-term trajectories are strong.

    The result is a systematic distortion: universities are judged on when outcomes occur, rather than how meaningful those outcomes ultimately become.

    Penalising the Wrong Institutions

    Employability metrics often fail to account for differences in student demographics and institutional missions.

    Universities that:

    • Serve widening participation students
    • Operate in economically disadvantaged regions
    • Recruit non-traditional learners

    are frequently penalised.

    These institutions play a critical role in social mobility, yet their graduates may face structural barriers in the labour market. Lower short-term employment outcomes do not necessarily reflect poor educational quality—they often reflect inequality in opportunity.

    By ignoring context, current metrics risk reinforcing the very inequalities they are meant to address.

    The Narrow Definition of Success

    Another major limitation is the narrow definition of what constitutes “success.”

    Metrics typically prioritise:

    • Full-time employment
    • High salaries
    • Traditional career pathways (Occupation codes last changed on 4 April 2024)

    However, this excludes a wide range of valuable outcomes, including:

    • Entrepreneurship and self-employment
    • Portfolio careers
    • Social impact work
    • Creative and cultural industries

    In an economy increasingly characterised by flexibility and diversity, these pathways are not marginal—they are central.

    Yet, because they do not fit neatly into existing metrics, they are often undervalued or ignored.

    Behavioural Distortions

    Perhaps the most concerning consequence of current employability metrics is how they shape institutional behaviour.

    When universities are measured on specific indicators, they naturally optimise for those indicators.

    This can lead to:

    • Overemphasis on short-term job outcomes
    • Strategic steering of students towards “safe” careers
    • Reduced support for entrepreneurship or risk-taking
    • Gaming of data through selective reporting or classification

    In extreme cases, employability becomes less about empowering students and more about managing metrics.

    This is a classic example of Goodhart’s Law:
    When a measure becomes a target, it ceases to be a good measure.

    The Missing Middle: Capability Development

    One of the most significant gaps in current frameworks is the absence of capability-based measures.

    Employability is not just about outcomes; it is about:

    • Skills development
    • Confidence and agency
    • Networks and social capital
    • The ability to navigate uncertainty

    These capabilities are developed over time and are often invisible in traditional metrics.

    For example, a student who:

    • Builds strong professional networks
    • Develops entrepreneurial skills
    • Gains meaningful project experience

    may be highly employable, even if their first job is not immediately “high status.”

    By focusing only on outcomes, metrics ignore the underlying processes that drive long-term success.

    Regional and Structural Blind Spots

    Employability metrics also fail to account for regional economic conditions.

    Graduates in areas with:

    • Limited job opportunities
    • Lower average wages
    • Sectoral decline

    are inherently disadvantaged in outcome-based measures.

    Universities cannot control local labour markets, yet they are judged as if they can.

    This creates a disconnect between:

    • Institutional performance
    • Regional economic realities

    and further disadvantages institutions located outside major economic hubs.

    Data Without Insight

    Another challenge is the overreliance on quantitative data without sufficient qualitative insight.

    Large-scale surveys provide valuable information, but they often lack depth. They do not capture:

    • Graduate experiences
    • Career aspirations
    • Barriers faced
    • Non-linear pathways

    Without this context, data can be misleading.

    For example, a graduate in a “non-professional” role may be:

    • Building experience in a chosen field
    • Transitioning between careers
    • Prioritising personal circumstances

    Yet, the metric records this simply as a negative outcome.

    Towards Better Employability Measures

    If current metrics are failing, what should replace them?

    A more effective approach would involve a shift from outcomes-only measurement to a multi-dimensional framework.

    1. Longitudinal Tracking

    Instead of focusing on short-term outcomes, metrics should track graduates over time:

    • 3 years
    • 5 years
    • 10 years

    This would provide a more accurate picture of career development.

    2. Contextualisation

    Metrics must account for:

    • Student demographics
    • Regional economic conditions
    • Institutional mission

    This would create fairer comparisons and more meaningful insights.

    3. Inclusion of Diverse Pathways

    Entrepreneurship, self-employment, and portfolio careers should be fully recognised and valued.

    This requires:

    • New classification systems
    • Better data collection methods

    4. Capability-Based Indicators

    Universities should be assessed on their ability to develop:

    • Skills
    • Networks
    • Confidence
    • Career management capabilities

    These are the foundations of employability.

    5. Integration with Skills Frameworks

    Linking outcomes to frameworks such as ESCO (European Skills, Competences, Qualifications and Occupations) would enable:

    • Better alignment with labour market needs
    • More granular analysis of skills development

    Reframing the Purpose of Employability

    Ultimately, the issue is not just technical—it is philosophical.

    What is the purpose of higher education?

    If employability is reduced to:

    • Immediate job outcomes
    • Salary levels

    then universities become training providers for the labour market.

    But higher education has a broader role:

    • Developing critical thinkers
    • Enabling social mobility
    • Fostering innovation and entrepreneurship
    • Contributing to society

    Employability should be understood as the capacity to create value over a lifetime, not just secure a job in the short term.

    Conclusion

    Employability metrics were introduced with good intentions: to ensure accountability, improve outcomes, and provide transparency.

    However, in their current form, they fall short.

    They:

    • Oversimplify complex realities
    • Ignore context
    • Distort behaviour
    • Undervalue diverse pathways

    Most importantly, they fail to capture what truly matters: the long-term ability of graduates to navigate, contribute to, and shape an ever-changing world.

    If universities are to fulfil their role in society, we must move beyond narrow metrics and embrace a richer, more nuanced understanding of employability.

    Because the goal is not just to produce graduates who get jobs.

    It is to develop individuals who can build careers, create opportunities, and drive the future of our economies.