Evaluating the efficacy of embedding employability into a second-year undergraduate module

Employability is a primary concern for many students who face competitive job market in the aftermath of COVID-19. It also pressing universities with governments increasing pressure on to deliver courses that bring value money whilst positively contributing economy. To address these demands some and have embedded employability within their degree (embedded approach) others offer teaching through career services separate from students’ (parallel approach). This article experimentally examines impact embedding curriculum planning, knowledge, confidence completing common graduate selection tasks (i.e. application forms, psychometrics, interviews, etc.). A longitudinal pre–post experiment containing 64 second-year undergraduates found received course reported an increased sense higher levels knowledge greater intentions attain relevant work experience compared those control group. These findings highlight important role can play smoothing transition into workplace.