An examination of the impact of online global experiences on university students' employability development

Abstract

As a key strategic priority for universities and governments around the world, employability has captured the attention of educators and scholars for some decades. Contemporary conceptions of employability argue that it is complex and multidimensional (Álvarez-González et al., 2017; Fugate et al., 2004). Yet, the dominant discourse in research and practice continues to focus narrowly on employability in terms of the development of skills and knowledge (Holmes, 2013). This human capital approach to employability, while important, does not sufficiently explain how other important dimensions of employability are developed among university students. Thus, this program of research responds to the call for a greater understanding of how universities can develop students' employability beyond a skills-based approach (Hinchliffe & Jolly, 2011; Holmes, 2013). Through an integrated conceptual model drawn from theories of career construction (Savickas, 2005, 2013) and identity development (Erikson, 1980; Porfeli et al., 2011), this research focuses on two important yet less understood dimensions of employability--adaptability and career identity--and explores how they may be influenced by students' participation in online global experiences (OGEs). [...]