ABSTRACT The concepts of employability and generational effects are emerging disciplines within the context of business education management research, but their complementary role in curriculum development and enrichment is yet to be explored. The study employs a work-related employability course for a business school undergraduate cohort (N = 267) consisting of various generations to examine the generational effects from the student stakeholder perspective of work-related learning outcomes in employability embedded curricula. This research shows the differences in students’ perceptions based on age generations as shown to be marked by the Generations X, Y and Z, which also produces a different inter-generational learning opportunity with distinct characteristics. We established that undergraduate multi-generational cohorts expect contextualised employability-related teaching to accompany designing and embedding work-related employability curricula. We show that an employability embedded curriculum is likely to improve students’ employability decisions when different inter-generational learning environments are factored into programme development, delivery, and assessment.

中文翻译：

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理解商学院本科生就业能力嵌入式课程的教学要点：多代群体视角

摘要 就业能力和代际效应的概念是商业教育管理研究背景下的新兴学科，但它们在课程开发和丰富方面的互补作用仍有待探索。该研究为由不同代人组成的商学院本科生队列（N = 267）采用了与工作相关的就业能力课程，以从学生利益相关者的角度检查就业能力嵌入式课程中与工作相关的学习成果的代际效应。这项研究显示了学生对不同年龄层的认知差异，如 X、Y 和 Z 代所标记的，这也产生了具有不同特征的不同代际学习机会。我们确定，本科多代同堂期望情境化的就业能力相关教学伴随着设计和嵌入工作相关的就业能力课程。我们表明，当不同的代际学习环境被纳入项目开发、交付和评估时，就业能力嵌入式课程可能会提高学生的就业能力决策。