Dr Claudia Bordogna, Nottingham Business School Employability Manager, shares her thoughts on embedding a reflective employability activity into the conclusion sessions of core modules, which generated interesting results.
As Employability Manager, a key aspect of my role is to encourage students to see the connection between their academic modules and their employability development. When I began lecturing in higher education in 2009, I drew heavily on my industry experience to make my sessions as authentic as possible – aware that these challenges would later confront students in the workplace. While I understood the purpose and relevance of the content I was delivering, I now reflect on whether I made the value of this learning – and the associated skills – explicit enough. Although many of my students have gone on to enjoy successful careers, I recognise that I could have done more to articulate why this knowledge matters and how it equips them for life beyond university.
From September to May 2024–25, I conducted a small pilot project to explore ways of strengthening the link between module learning and workplace skills and behaviours. While recognising the existing good practice in this area, I aimed to identify opportunities for further enhancement. I developed a simple reflective activity requiring no prior employability or careers training from academic staff. Students worked in small groups to answer three key questions about what they had learned on the module and how it related to their employability and career aspirations.
Research method
Two undergraduate programmes – Business and Business and Marketing – were invited to pilot the reflective activity within four modules (two from each course). The aim was to embed a 15-minute exercise designed to prompt students to reflect on their module learning in relation to employability and career planning.
Four module leaders volunteered to participate, and the activity was integrated into the concluding sessions of their respective modules. These included one research methods module and three subject-focused modules: international management, marketing communications and general management principles.
Given the scale of some modules, multiple seminar groups were overseen by different tutors, resulting in relatively large teaching teams. A total of 178 students consented to take part in the pilot and completed a brief survey. The survey, administered via Microsoft Forms, contained seven questions: two gathered course and module information, while the remaining five explored students’ perceptions of how the module supported their employability development and future career thinking.
Findings
The results presented here provide a topline summary of all four modules, across both courses. Data can be further filtered to course and module level for course and module leaders to further evaluate. The questions used in the form are outlined below:
- I feel I have developed specific key employability skills on this module i.e., teamwork, communication, resilience, time management, problem-solving etc.
148 Agreed, 22 Neither, 8 Disagree
The key challenge lies in understanding why 30 students perceive no development, whereas 148 do. Potential contributing factors may include differences in student demographics, levels of classroom engagement, and patterns of attendance.
- The module allowed me to apply my learning in practical activities such as case studies, simulations, or projects.
151 Agreed, 23 Neither, 4 Disagree
The challenge lies in understanding how students are interpreting the term ‘apply’, given that 151 reported having the opportunity to apply their learning, while 27 did not perceive any such application within the module. These findings are best explored at the local level, as the extent to which application opportunities are embedded may vary across modules.
- I feel the module has encouraged me to think about what skills I need to develop for my career.
137 Agree, 33 Neither, 8 Disagree
This result is a cause for concern, with 41 students indicating a lack of clarity regarding how the module contributes to skill development relevant to future career planning. Ideally, all modules should incorporate at least one learning component that students can meaningfully apply beyond the academic context to enhance their employability or support their career development.
- I think the most significant employability knowledge, skills or behaviours I have developed on this module are…(open text)
168 responded with various learnings: Communication, cultural awareness, data analysis, research skills and critical thinking.
10 students recorded no response.
The majority of students are able to articulate the skills they feel they have learnt.
- I feel this module has helped me develop the knowledge, skills or behaviours I think I will need in my future.
Knowledge: Agree 90%, Neither or Disagree 10%
Skills: Agree 80%, Neither or Disagree 20%
Behaviours: Agree 74%, Neither or Disagree 26%
This question yielded the most insightful responses. When asked to rank their development of knowledge, skills, and behaviours, the majority of students clearly recognised the knowledge they had gained. However, approximately 10% did not indicate any perceived knowledge acquisition or appreciation of knowledge transfer—an area that warrants further investigation. Skills appeared more challenging for students to identify or extract from the module content. 20% suggesting they struggle, a potential gap in how skill development is communicated or experienced. Moreover, while many students were able to articulate the relevance of certain skills (as reflected in responses to question four), there was a common perception that opportunities to practise, apply, or demonstrate these skills within the module were limited. This suggests that, in some cases, the practical implementation or experiential aspect of skill development may need strengthening.
Curriculum development recommendations
It is acknowledged that this research is limited, with only top-line findings presented. A much larger sample and more detailed analysis would be required before definite conclusions could be drawn between module teaching and employability learning.
1. Embed structured reflective practice
While many students agree they developed knowledge and skills, fewer feel the module encouraged reflection on future career skills (noted in weaker agreement with statements around behavioural development and career planning). Improvements: Integrate a formative reflective assessment or journal entry focused on identifying employability strengths and gaps.
2. Strengthen behavioural skill development
There was more variation in agreement regarding behavioural competencies such as adaptability, leadership, and resilience. Improvements: Design team-based experiential activities (e.g., simulations, consultancy briefs) that require students to take on rotating roles such as project leader, analyst, or presenter. Include peer assessment focused on behaviours (e.g., feedback on collaboration, time management, resilience).
3. Emphasise the Transferability of Learning
Many students acknowledge skill development but may not clearly see how to transfer these to real-world contexts. Improvements: Include a final activity requiring students to translate learning into a CV, cover letter, or LinkedIn post, explaining how module experiences have developed specific employability skills. Develop a “skill-to-task” mapping exercise where students link module outcomes to job descriptions in real-time using job boards (e.g., LinkedIn, Prospects).
4. Feedback loops on employability outcomes
Closing the loop between learning objectives and employability impact can enhance student motivation and self-efficacy. Improvements: At the beginning and end of the module, run a self-assessment diagnostic of employability capabilities to demonstrate progress. Introduce “You Said, We Did” sessions showing how feedback has shaped employability design in the module.
5. Increase Visibility of Employability Language
Rationale: Students may be developing employability skills without recognising them as such due to implicit framing. Improvements: Use clear employability signposting in lectures and materials, labelling activities with skills tags (e.g., “Critical Thinking,” “Resilience”). Align module ILOs with employability competency frameworks (e.g., AGCAS, CBI, World Economic Forum).
