Employability drives higher education policy yet despite the investment in developing ‘rounded’ graduates, students experience difficulties in articulating their achievements and capabilities during graduate recruitment. The purpose of this research was to trial and evaluate a career development intervention aimed at drawing on work experiences when applying for graduate roles. Students (N = 136) from two contrasting disciplines, Business and Physiotherapy, and two institutions participated in a two-staged intervention. A focus group was also conducted with career advisors (N = 9) to examine student engagement with career development learning. Findings indicated that students were confident in their ability to draw on relevant work experience in job applications and showed low levels of engagement in the intervention due to time constraints from their study commitments. Despite the varied contexts of the degree programmes investigated, similarities in engagement and student feedback were noted. Factors contributing to weak engagement in career provision along with strategies for improvement are presented.

中文翻译：

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鼓励学生在阐述成就和能力时借鉴工作经验，以提高就业能力

就业推动高等教育政策，尽管投资于培养“全面的”毕业生，但学生在毕业生招聘期间难以表达自己的成就和能力。本研究的目的是试验和评估职业发展干预措施，旨在在申请研究生职位时借鉴工作经验。来自两个不同学科、商业和物理治疗以及两个机构的学生 (N = 136) 参与了两个阶段的干预。还与职业顾问（N = 9）进行了一个焦点小组，以检查学生对职业发展学习的参与。结果表明，学生对自己在工作申请中利用相关工作经验的能力充满信心，并且由于学习承诺的时间限制，他们对干预的参与度较低。尽管所调查的学位课程的背景各不相同，但还是注意到了参与度和学生反馈的相似之处。介绍了导致职业提供参与度低的因素以及改进策略。