| The lack of preparedness of graduates from postsecondary educational institutions for the work force has gained increased attention from government and educators. Increasingly, employers are demanding graduates that not only possess discipline-specific knowledge and skills but also critical employability skills. Consequently, integrating employability skills into the curriculum is becoming a priority for postsecondary educators. To illustrate one approach to the integration of employability skills, this study investigated the experiences of students and faculty involved in the integration of a self-assessment tool designed to enhance the teaching and learning of employability skills in two interdisciplinary health science programs.; Activity theory as situated learning provided the conceptual framework to organize the methodology and data analysis for the study. The methodology followed a qualitative exploratory research approach that utilized a series of 12 focus group interviews conducted at three different points in time with both faculty and students involved in two different programs. In addition, examples of students' use of the tool were requested as a secondary data source. Based on the student focus group data, the results are presented using the following themes: criteria for marking of the tool; structure and format of the tool; process of external evaluation; value of the tool; personal growth; and value of goal setting. The faculty focus group data are presented using similar themes, with the exception of goal setting.; The findings suggest there are three areas that must be considered prior to the implementation of such learning tools. These include the design of the self-assessment tool itself, preparation of students and faculty to use the tool, and implications for programs. |
