Perception of Stakeholders on Embeddedness of Labor Market Skills in Undergraduate Psychology Curriculum

Abstract

According to the Education Policy of Pakistan 2017-2025, the main agenda of universities is to increase graduates’ employability. In order to fulfill this condition, there is a need of a curriculum that delivers subject-related theoretical knowledge and provides opportunities for learners to improve skills related to industry. The present research was designed to explore the perceptions of stakeholders regarding embedded employability, entrepreneurial and enterprising skill (3Es) in undergraduate psychology students through taught curriculum. It is an exploratory qualitative study design based on phenomenological approach in which data was collected through purposive sampling technique. twenty semi-structured interviews were conducted, 10 from teachers who had been teaching for more than 2 years in Islamabad universities and 10 from employers having a minimal of 3 years’ experience in the field of psychology were interviewed. Using the inductive analysis five major themes (a) role of curriculum in skill development, (b) influence of higher education system, (c) cultural influence on skill development, (d) student's attitude affecting skill enhancement, and (e) strategies for improving curriculum emerged from teachers’ data and four major themes emerged from employers’ data (a) satisfaction with undergraduate competencies, (b) factors influencing 3Es skills development, (c) lack of 3Es skills and (d) strategies for improving 3Es skills. The findings reveal that current psychology curriculum is developed theoretically sound along with some aspects for employability. Findings indicate that entrepreneurial and some enterprising skills are inadequately addressed in the curriculum. Both stakeholders agreed that cultural factors, higher educational institutional limitations, traditional teaching methodology, limited practical exposures and attitude of students are negatively x influencing better development of 3Es skills. However, teachers were having better clarity regarding employability, practical and subject relevant skills, whereas, employers had clear stance on entrepreneurial and enterprising skills. Furthermore, needs of curriculum revision, designing strategies for imparting skills, effective collaboration of academia and industry, development of skill enhancement mindset, professional development of stakeholders and career guidance is highlighted for developing 3Es skills. Along with that a 3E skill-based framework was developed regarding the skills prioritized and underdeveloped in undergraduates by stakeholders. Implications are suggested on the bases of findings.