Abstract

This paper presents on an ongoing dialogue in England and Wales regarding the readiness of STEM (Science, Technology, Engineering and Maths) graduates for the world of work. Employers often identify generic employability skills as a non-discipline specific priority for business when recruiting graduates and highlight that STEM graduates in particular are not sufficiently demonstrating these at recruitment. In addition, there is wider recognition of the importance of ‘T-shaped’ skills sets, where the depth of disciplinary skill is enhanced by the ability to apply knowledge across various work-based situations. The paper outlines a range of interventions across Higher Education that aim to enhance the employability of graduates. In addition, this paper raises the question as to whether future Higher Education curriculum development should focus on further graduate skills development or on better articulation of existing graduate skills among the graduate body. Is the answer, at least in part, related to how the language of employability is used by employers, interpreted by academia, and understood by graduates?