Embedding employability in the Social Sciences curriculum: Reflections from an applied university.

This paper reports on a collaborative reflection undertaken by the authors in their capacity as academic staff delivering employability-focused modules to undergraduate criminology students in a post-92 higher education institution (HEI) in the United Kingdom (UK). First, the broad context of higher education (HE) policy and the criminal justice sector (CJS) is explored. The setting of the reflection is outlined, including the format of the modules which form the basis of the reflection and the underpinning methodological approach taken by the authors. The modules include employer-led projects, placements, and simulation. The authors’ reflection followed Schon’s three stages of reflection, namely in action, on action and for action, and was thematically analysed. Three key thematic areas emerged from the reflexive process: external engagement and relationship development, student readiness, and the role of academic staff. Each theme will be analysed in the context of extant literature. Finally, the authors make recommendations for stakeholders. These include resource requirements, reciprocity, articulation of parameters, and support for students. A model for embedding employability activity will be provided, aimed at an interdisciplinary audience, which considers student readiness alongside external capacity. [ABSTRACT FROM AUTHOR]