Understanding attitudes to and increasing recognition and articulation of employability skills amongst science undergraduates

This study investigated whether science undergraduates recognise that they are developing employability (transferable) skills during their degree and understand the importance of such skills in employment. It established that students’ views of their skill development were narrow and that they failed to recognise that employers are seeking graduates with a wide range of transferable skills. The study explored two interventions that may assist students and concluded that students’ recognition of their skill development may be enhanced by displaying skills badges on curriculum materials and through written reflection. Reflecting on skill development experiences improved students’ ability to articulate their skills.