ABSTRACT Preparing students for employment involves encouraging ownership of their employability and engagement in opportunities that can help them improve it. Industrial placements play an important role in this but declining numbers of students are undertaking them. Using data collected over a three-year period at a Business School in a UK university, this paper will explore an intervention based on nudge theory designed to increase the uptake of these placements. Drawing upon behavioural science, it will explore nudge theory and its criticisms. It will discuss the concept of employability, including the tensions between the necessity of promoting students’ ownership of theirs and the inherent assumptions that they will engage in opportunities to achieve this. Critical assessment of how the nudge intervention worked will be provided, demonstrating how almost half of those ‘nudged’ responded positively, thereby successfully increasing the uptake of placements. It will identify soft outcomes, notably the breaking down of some typical behavioural barriers to placements and encouraging students to think reflectively. It will offer recommendations for replicable practice in other universities; specifically a model for developing nudges not only in relation to employability but within higher education more broadly. It concludes by proposing a new pedagogic definition of employability.

中文翻译：

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能否“压抑”学生以提高他们的就业能力？使用行为改变方法来鼓励工业布局的采用

摘要为学生做好就业准备工作包括鼓励他们拥有自己的就业能力，以及参与可以帮助他们提高就业能力的机会。工业实习在这方面起着重要的作用，但是越来越多的学生开始接受这种实习。本文使用英国大学商学院三年来收集的数据，将探讨一种基于微调理论的干预措施，旨在增加对此类安置的吸收。利用行为科学，它将探索微调理论及其批评。它将讨论可雇用性的概念，包括在促进学生对自己的所有权的促进与他们将参与实现这一目标的机会的内在假设之间的紧张关系。将对微动干预的工作方式进行严格评估，展示了将近一半的“轻率”受访者如何积极回应，从而成功地增加了对展示位置的吸收。它将确定软的结局，特别是打破一些典型的行为行为障碍，并鼓励学生反思。它将为其他大学的复制实践提供建议；具体来说，是一种发展轻率的模型，不仅与就业能力有关，而且在高等教育中更为广泛。最后提出了关于就业能力的新教学法定义。它将为其他大学的复制实践提供建议；具体来说，是一种发展轻率的模型，不仅与就业能力有关，而且在高等教育中更为广泛。最后提出了关于就业能力的新教学法定义。它将为其他大学的复制实践提供建议；具体来说，是一种发展轻率的模型，不仅与就业能力有关，而且在高等教育中更为广泛。最后提出了关于就业能力的新教学法定义。