Higher Education in the 2020s: Student Engagement and Graduate Employability, Delivered with Alternative Pedagogy

Abstract

Purpose of the research: This research provides a critical appraisal of many
forms of alternative pedagogy other than passive lectures and tutorials; that are available to
be used in higher education universities. The conceptual theoretical critical review identifies
the different learning landscapes, where alternative pedagogical choices are most
effectiveness in teaching students. Research method: This empirical research paper was
compiled by an analysis of extant, grey literature, which discussed multiple types of
pedagogy. Literature sources identified the growing importance of student engagement and 3
graduate employability in the 2020s. Empirical analysis of grey literature established when
each type of pedagogy can be applied; alongside indicating how the student learning journey
would change as a result of implementing various forms of alternative pedagogy. Results:
This conceptual theoretical critical review revealed that both passive and active learning
styles, have equal but different value in the student learning journey. Employers indicated
they need graduates with people skills, soft skills able to actively listen and assess what an
individual or a group’s problems are; then be able to devise and if necessary, implement
effective practice to resolve identified problems. Conclusions: Analysis of the literature
revealed a clear focus upon students becoming acquired with real agency, autonomy, capable
of independent reason and thought. The literature identified there needs to be a small amount
of criticality and critical pedagogy in higher education, so students develop a sense of self-
efficacy, self-identity and self-realisation.
Student engagement and graduate employability: Current knowledge and practice
Hybrid learning will become the norm, as a higher proportion of university lectures and
tutorials will be delivered online. Universities need to incorporate more alternative, active,
interactive, group work, problem-based learning, role play and simulation pedagogy when they
educate students. Graduate employability increases, when students can demonstrate they are
self-motivated, self-starters, academically educated capable people who want to take
ownership of their work. These are personality traits which employers value highly, they also
mirror the characteristics of tomorrow’s socio-economic, private and public sector leaders.