A volatile labour market, growing employer calls for skills and evolving student expectations all put pressure on universities to ensure that their graduates are not only academically qualified but have the skills, knowledge and behaviours to thrive in the workplace. Put simply, producing graduates with a degree alone is no longer enough.
Expectations have moved from graduate “employment” as a one-time objective to the broader concept of “employability” as a lasting, adaptable trait that gives students agency over their post-university prospects. Rather than preparing them for a single career, universities must connect academic learning with real-world application and employability skills. As such, institutions and students alike are calling for an approach that integrates theoretical knowledge with practical experience and industry links.
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A clear, deliberate shift in priorities is under way. Embedding employability is central to an Edge Foundation report, carried out in collaboration with UCL’s Institute of Education, looking at how English universities are responding. In placing employability at the centre of their strategies – not just for professional courses but across all disciplines – the two universities that were analysed in this research show how they aim to prepare students for the labour market overall. Although the employability strategy is initialled by the universities’ senior leaders, the research showed that realising this employability strategy must be understood and executed by staff at all levels across departments. The complexity of offering insights into industry pathways and building relevant skills involves curricula development, student-centred teaching, careers support, partnership work and employer engagement.
A key part of the shift is students’ expectation that connecting with professionals and opportunities beyond campus will form part of their university experience. Work experience, careers fairs and employer presentations are seen as essential, not optional. Such activities can help students gain early insights into sectors and careers. As one university leader put it, best practice in teaching now includes enabling students to build meaningful professional relationships from the beginning of their studies.
Alongside networking, universities are embedding more “boundary-crossing” moments between academic work and its real-world application. In this context, applied learning is more than about just transferring skills between settings; it involves students and faculty working with stakeholders, co-designing curricula and blending theory with practice.
Students in the study spoke clearly about the impact of this. One biochemistry student said that applying theory in the lab had transformed their understanding of antibiotics. A filmmaking student also highlighted that applying theory in practice, through developing a film for an external client for their end-of-year project, rather than writing a dissertation, was not only key to developing technical skills but to becoming more confident and work-ready.
To make all this possible, staff roles that bridge the gap between university and industry (such as employer engagement officers and partnership leads) are becoming more common. Many are embedded in departments. This ensures that industry links are better tailored and relevant to students’ subject areas. Allowing staff members, both academic and professional, allocated time and support to make and continue their connections with industry partners can support this.
More generally, industry engagement is being understood as a broad, flexible practice. Both universities in Edge’s report worked with partners that ranged from large employers to local SMEs – and brought external voices into industry advisory boards, curriculum design and teaching. For students, work-based learning opportunities, from placements to client-facing projects, help them understand employer expectations and workplace culture, and reflect on their development. Universities could explore broader opportunities to integrate employers into student activities, from involving them in setting assessments that relate to students’ learning to bringing industry professionals to campus networking events. All allow students the opportunity to develop their communication skills and gain insight into the world of work.
Developing confidence, however, is the strongest theme. Students have described how a combination of theoretical learning and applied experience develops knowledge and builds a greater sense of belief in their own potential. It is a reminder that employability isn’t just about acquiring practical skills but about building the mindset and behaviour that supports lifelong professional growth.
While not every student is driven by employability – some are motivated by a deep interest in their subject and the thrill of enquiry – a balanced approach allows all students to find opportunities aligned with their goals and interests, whether entering a profession or continuing in academia. In any case, the idea that employability and academia are in opposition is heavily outdated. When integrated well, the two can enhance each other. Bridging theory and practice, university and industry, will help higher education produce adaptable, confident individuals with a strong sense of purpose. The future depends on how well we manage this balance. And for many institutions, that future is already under way.
Kat Emms is education and policy senior researcher and Andrea Laczik is director of research, both at The Edge Foundation.
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