A dominant challenge for universities now is the expectation that they produce graduates who are immediately “job-ready”.

Governments, employers and policymakers frequently stress the need for universities to align courses with workforce demand, equipping students with skills that can be directly applied in professional settings. This has encouraged a rapid expansion of micro-credentials, industry-aligned courses and work-integrated learning opportunities. The language of employability now permeates university strategies, marketing and government policy frameworks.

While graduate employability is a legitimate concern, the emphasis on short-term vocational outcomes risks narrowing the broader educational role of universities. Traditional disciplines, particularly the humanities and pure sciences, have faced reduced support as resources are channelled towards fields with an apparent more immediate economic payoff. The effect is a constriction of students’ exposure to critical inquiry, creativity, and interdisciplinary perspectives. Ironically, these qualities underpin adaptability in a labour market that is itself in flux, where specific technical skills can quickly become obsolete.

Excessive attention to employability also risks undermining universities’ capacity to cultivate independent thinkers, informed citizens and innovators capable of addressing complex social, cultural and ethical challenges. A university education has always extended beyond immediate job preparation, providing the intellectual foundation for lifelong learning and civic contribution. Narrowing this mission to vocational training alone diminishes the very attributes that employers consistently identify as most valuable in the long term, covering resilience, communication, problem-solving and leadership.

Moreover, despite the rhetoric, both students and employers have expressed dissatisfaction with the outcomes of university employability........

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