Abstract
Science, Technology, Engineering, and Maths (STEM) graduates are the decision-makers of the future. However, in the past few years, many STEM graduates have chosen other jobs in other industries. The skills they have honed are, in many cases, applicable in other sectors. In short, the traditional studies that led to one specific position have been replaced by studies that include more transferable skills, making them more employable than in the past. Previous studies have suggested that a match between graduate skills and their job may show positive economic results. This study examines the 'graduate-ness' of students, i.e., the period where students become graduates who become employees and citizens of the world. Higher education institutions (HEIs) are introducing new employability skills as part of the curriculum to prepare STEM graduates for a more significant role in society. Nonetheless, this initiative is often met by resistance from the HEI and misunderstanding from the industry employers. Employers want fresh graduates who have all of the technical skills but also have the ability to propose innovative solutions. This paper aims to bridge the gap between academia and employers by focusing on the four most sought-after transferable skills (problem-solving, communication, adaptability, and creativity) and STEM stakeholders' perceptions of such.
This developmental paper is part of an ongoing research project with three objectives:
- to identify the employability skills necessary to flourish in the modern workplace, particularly in STEM disciplines,
- to attempt to fill the gap between STEM graduate student perspectives and employers' perspectives, and
- to make a stronger link between STEM HEIs and the real world.
This paper reports the findings of additional cohorts to understand better how STEM students perceive the skills they will need to succeed in the 21st-century workplace. Through a case study, graduate students self-assess and are assessed by experts on their transferable skills. The results confirm the need for a roadmap for employment in the 21st century that will satisfy both employers and graduates. As our project evolves, we intend to create this roadmap to revamp and innovate STEM programs for the future.