Preparing graduates in the everchanging employment market: A New Zealand tertiary case study

Abstract

RESEARCH QUESTION: How can tertiary education providers maintain graduate outcomes perpetually current in their programmes of study?

ABSTRACT: Tertiary education is always heavily implicated in disruptions from global crisis including climate change, improvements in technology and related environmental issues. This research is provocative as it examines the robustness of graduate outcomes in programmes of study offered at Tertiary education institutes. It questions the ability of Tertiary education institutes to update and maintain graduate outcomes that will prepare the future workforce of the country with skills, knowledge and capabilities in an ever-changing work environment caused by global disruptions. A qualitative methodology was used to ascertain how global incidents caused disruptions to the way of work and the changes to skill-sets of employees. Drivers of disruptions were found to be introduction of radical technology, global economic shocks, political upheavals, environmental issues and impact on public health by pandemics. Key findings indicate that tertiary education institutes lack the foresight and funding to maintain and gear up their programmes of study in order to future proof against disruptive changes. The result has been that there is a growing mismatch between graduate outcomes and industry expectation. Discussions are around closing the current and future skills gap as an immediate priority for programmes of study. This research concludes with recommendations for improved funding and resources and a model to enhance validity of student learning experience.