Graduate Employability: Student Perceptions of PBL and its Effectiveness in Facilitating their Employability Skills
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The percentage of recent graduates employed in lower skilled jobs increased from 26.7 per cent in 2001 to 35.9 per cent, in the final quarter of 2011, while approximately one new graduate in every five available to work is unemployed (ONS, 2012). It is therefore a matter of urgency for higher educational institutions to investigate ways that can increase student opportunities to develop their employability skills within the curriculum. This study implemented a problem-based learning (PBL) approach in to the curriculum across all three levels of an undergraduate Sports Psychology program. Student perceptions of their satisfaction with and how important they felt a PBL approach was in facilitating their employability skills were investigated. Results indicate that regardless of whether students liked, disliked or were unsure of PBL, they all reported that PBL facilitated their employability skills. The paper concluded that PBL is a viable form of teaching when looking to facilitate student employability skills.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.016 | 0.019 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it