Editorial

Welcome to Volume 4 of the Journal of Teaching and Learning for Graduate Employability. The Journal provides a scholarly forum for the dissemination of research and exemplary evidence-based practice in higher education teaching and learning for graduate employability. Identifying the skills which facilitate graduate transition to professional life continues to be a priority in the higher education sector, nationally and internationally. It is now well recognised in the discourse surrounding ‘work readiness’ that this goes beyond the specific discipline knowledge and skills to encompass the more generic non technical abilities and understandings which enable graduates to participate effectively in the workforce. However, determining a common understanding of these generic capabilities and how to embed them in the curriculum is still the subject of considerable debate. A search of the literature reveals the development of a range of frameworks to capture and organise the relevant capabilities. In Australia, the Australian Qualifications Framework (AQF) articulates a taxonomy of the knowledge, skills and the application of knowledge and skills expected of graduates for each of the qualifications across all educational sectors. Incorporated into the AQF are four broad categories of generic learning outcomes which include fundamental skills such as literacy and numeracy, people and communication skills, thinking skills and personal skills. The Office for Learning and Teaching (previously Australian Learning and Teaching Council) has supported a number of projects which have focussed on graduate capabilities across a range of discipline contexts. Many of these have also developed frameworks to provide a basis to the thinking, conversations and innovations in curriculum design which are necessary to enhance graduate employability