Abstract:
Students employability, emphasizing competencies, can be defined as the extent to which higher education graduates possess the necessary competencies, including knowledge, skills, and abilities, to secure and succeed in employment within their chosen career fields (Siivonen et al., 2023). A better plan to develop these competencies is imperative because rapidly evolving industry demands and technological advancements require graduates to continuously update and adapt their skill sets to remain competitive and effective in the global job market (Belchior-Rocha et al., 2022).
The primary goal of the GTS is to elevate students’ employability by enhancing how their skills and competencies are signaled to potential employers. Utilizing strategic AI-driven analytics and evidence-based validation, the GTS aims to establish a robust framework that enables both students and supervisors to demonstrate and communicate the development of students’ competencies, which includes both program-specific standards and general competencies expected of university students. Additionally, the system facilitates an in-depth and reflective mentoring process that encourages students to plan their competency development. This systematic approach not only showcases students’ readiness for the workforce but also positions them favorably in competitive job markets by signaling their verified skills and comprehensive development directly to industry stakeholders. This initiative is inherently interdisciplinary, connecting expertise across curriculum design, AI technology, sociology, and international higher education research. By integrating insights from these diverse fields, the project ensures that the GTS not only supports student learning and employability but also serves as a scalable model adaptable across multiple disciplines internship.
Code:
T0297
Principal Project Supervisors:
Keywords provided by authors:
- Growth Tracker System (GTS)
- Students’ employability
- General university students’ competences
- Preset internship competency standard
Start Date:
01 Feb 2026
End Date:
31 Jan 2028
Status:
Ongoing
Result:
The primary aim of implementing the GTS is to enhance students’ employability by allowing them to define the specific competencies they aim to develop in collaboration with supervisors through effective mentoring processes. To outline the achievement of the Project Objectives (POs), we will first define the project’s deliverables and the target audience. Subsequently, we will detail the production of these deliverables and provide an overview of the project timeline.
Impact:
The primary goal of the GTS is to elevate the employability of students by enhancing how their skills and competencies during the internship. This enhancement is facilitated through a strategic focus on two major outcomes: (1) Pedagogical advancement – Strengthening the mentoring capacity of supervisors and mentors to provide more effective guidance and support (related to PO1-2).; and (2) Students’ Growth – Bolstering students’ readiness for the workforce by fostering a reflective learning mindset, which encourages continuous adaptation and strategic career competency development (encompassing PO3-PO5).
The measurement of project outcomes related to the GTS is designed to reflect the expected pedagogical advancements and the growth in students’ competencies. For pedagogical advancement (PO1 and PO2), the measurement focuses on the instructors’ capability in using the GTS and students’ perceptions of the system. The assessment includes specific items such as training quality, management support, and feedback mechanisms that are critical to enhancing the effectiveness of mentoring. These measurements directly link the system’s ability to enhance supervisory roles and support, which are crucial for mentoring. For instance, the system’s ease of use and flexibility in communication directly contribute to a more supportive and responsive mentoring environment. By evaluating these aspects, the system ensures that mentors and students can leverage the GTS effectively, optimizing the mentoring process and ensuring students receive constructive and timely feedback that aids in their professional development.
Furthermore, the measurements related to students’ growth (PO3-5) include performance metrics and perceptions of continuous learning and career adaptability. Specifically, students’ scores in internship rubrics reflect their hands-on performance and application of learned skills, providing tangible evidence of their growth. Additionally, the scales assessing students’ continuous learning orientation, learning goal orientation, and autonomy are critical as they underscore the students’ engagement in self-directed learning and their ability to adapt to new challenges. The reflection and career adaptability metrics are also vital, as they help students evaluate their career paths and readiness for future opportunities. These measurements are aligned with the university’s Graduate Learning Outcomes and provide a comprehensive view of how students evolve during their internships, ensuring they are equipped to meet the demands of the dynamic workforce. Through these structured assessments, the GTS demonstrates its effectiveness in fostering an environment that promotes continual growth and adaptability, essential for long-term career success.
Financial Year:
2025-26
Type:
TDG