Perceptions of pedagogy for employability at a transnational university

The pressure on higher education institutions to produce graduates ready to enter national or international labour markets with the requisite transferable skills to perform graduate level jobs has never been greater. The role of higher education in supporting the knowledge economy by adhering to employability led curricula is, however, a contentious one. Countries need a highly educated and skilled population to both use and disseminate knowledge, and research centres such as universities are vital in the creation of new knowledge and the adaptation of existing knowledge to suit local, national and international demands. While education policy may be guided by national governments and their economic, social and cultural ideals, there are counter arguments to the employability agenda. It has been argued that many highly specific skills can only be developed in genuine work situations, not in the classroom. It is also unclear how or whether the explicit teaching of employability skills improves performance in the workplace. The promotion of the employability agenda could be seen as eroding more traditional roles of higher education, including providing opportunities for individual betterment and the promotion of cultural understanding, liberal views, diversity and open-mindedness, especially where education policy seemingly promotes economic imperialism, and where responsibility for employment and employability is shifted primarily to individuals. This qualitative case study draws on reflections on teaching and learning from students and lecturers on undergraduate degree courses at Westminster International University, Tashkent, a transnational university in Uzbekistan. Using Cultural-Historical Activity Theory as the tool for analysis, this ongoing research is investigating lecturers’ and students’ understandings of employability pedagogy, how employability pedagogy is integrated in curricula of different undergraduate degree courses, and how lecturers mobilise their perceptions of employability pedagogy to construct classroom activity systems.