Learning to learn: Empowering students to articulate the value of their HASS degree


  • Nira Rahman University of Melbourne, Australia
  • Elizabeth Lakey University of Melbourne, Australia


HASS degree, transferable skills


In an uncertain labour market, the questions around the employability of graduate students take on a new urgency. Fears about the graduate market in the coming years are acute and are compounded by a sense that there is a large disconnect between a university education and what is expected in the workplace. Australian labour market trends clearly demonstrate that the skills most in demand by Australian graduate employers are precisely the transferrable skills which are honed by doing a HASS degree at the university. However, HASS academics do not usually talk about the skills and attributes students are gaining during their university studies and how this is useful in the workplace. Creating this awareness in both staff and students is immensely important for future graduates to survive and excel beyond university. Based on focus groups, interviews, and student-led projects over the last three years, this paper explores how to balance the need to engage with deep disciplinary knowledge with the understanding that this knowledge is only useful in the real world if accompanied by explicit skills. By using a case study, this paper showcases how to articulate skills and knowledge to HASS students to prepare for workforce. Furthermore, it focusses on how graduate attributes and learning outcomes can be connected from assessment tasks to classroom teaching.


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How to Cite

Learning to learn: Empowering students to articulate the value of their HASS degree. (2023). Journal of University Teaching and Learning Practice, 20(4). https://open-publishing.org/journals/index.php/jutlp/article/view/655