Journal of Teaching and Learning for Graduate Employability

This journal is a scholarly forum for the dissemination of research and exemplary evidence-based practice in higher education teaching and learning for graduate employability.

Contributions are welcome in relation to any aspect of higher education teaching and learning which relates to the broad topic of graduate employability, including but not confined to:

  • How graduate employability can be evaluated, assessed, judged or measured
  • The relationship between graduate employability and the achievement of graduate attributes, professional competencies and skills and capabilities associated with civic engagement and global citizenship
  • Teaching and learning innovations, experiences, resources and assessments which enhance graduate employability
  • Industry partnerships and perspectives
  • Lifelong learning for capability and professional development.

We welcome the submission of scholarly papers (up to 8000 words for double-blind refereeing) on :

  • Research-based evaluations of innovations and practices
  • Scholarly investigations of the theoretical literature in the field, including new theoretical approaches derived from current literature
  • We particularly encourage papers which are partnerships between stakeholders (industry, graduates, students and academics).

Submissions to date include:

  • Assuring curriculum quality for standards of graduate capability achievement
  • Portfolio approaches to the assessment of graduate capabilities
  • Work-integrated learning and authentic assessment across the spectrum (including service learning, scenario-based case studies, simulations, role play, field work, clinical placements, internships)
  • Career development learning
  • Building teaching staff capacity to model and assess graduate capabilities
  • Co-operative education and the implications for pedagogy.

The Journal of Teaching and Learning for Graduate Employability has a continuous publication system, offering scholars an efficient timeline for publication.

Editor: Professor Beverley Oliver, Pro Vice-Chancellor (Learning Futures), Deakin University

Deputy Editor: Ms Beatrice Tucker, Associate Director, Manager Evaluation, Curtin Teaching and Learning, Curtin University

Editorial Committee:
Professor Stephen Billett, Emeritus Professor Adult and Vocational Education, Griffith University
Dr Helen Chen, Stanford Centre for Innovations in Learning, Stanford University
Mr Bruce Guthrie, Director, Graduate Careers Australia
Dr Sara Hammer, Learning and Teaching Support, University of Southern Queensland
Professor Lynne Hunt, Emeritus Professor University of Southern Queensland, Adjunct Professor The University of Western Australia
Professor Elizabeth Johnson, Pro Vice-Chancellor Teaching and Learning, Deakin Learning Futures, Deakin University
Ms Judie Kay, Assistant Director Careers and Employment, RMIT University
Dr Deborah Peach, Director, Work Integrated Learning, Faculty of Built Environment and Engineering, Queensland University of Technology
Professor Phil Race, Senior Fellow, Higher Education Academy, United Kingdom
Professor Geoff Scott, Emeritus Professor University of Western Sydney
Dr Cassandra Star, Faculty of Social and Behavioural Sciences, Flinders University
Professor Ieva Stupens, School of Science and Technology, University of New England
Professor Sue Thompson, Emeritus Professor of Academic Development, Liverpool John Moores University
Professor Mantz Yorke, Visiting Professor, Department of Educational Research, Lancaster University


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Vol 6, No 1 (2015)

Sixth edition of the Journal of Teaching and Learning for Graduate Employability

Table of Contents


Editorial PDF
Beverley Oliver, Beatrice Tucker 1


Accreditation requirements in allied health education: Strengths, weaknesses and missed opportunities PDF
Lindy McAllister, Srivalli Nagarajan 2-23

ISSN: 1838-3815