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The increase in the number of graduate courses and the career benefits of having a degree has driven a huge increase in the number of graduates. There remains a limited number of vacancies each year on graduate trainee schemes.

During the recent years of recession, the number of graduate-entry roles became even more restricted; making graduate recruitment even more competitive. Microsoft, for example, received 15,000 job applications for each of its 150 graduate position in 2009. That year, the success ratio of applications to job offers was 1:100 at Microsoft.

This has created a “bottleneck” between the high number of recent graduates and the considerably lower number who are successfully placed on graduate entry schemes. Clearly, there are severe implications of such a challenging job market for graduates.

For employers too, there is a “war on talent” to find and sign-up the best possible graduates in the marketplace. It is a recruiters’ market, however, most recruiters want to recruit the top echelon of high-performing graduates who are showing the best leadership potential, the most effective ability to work in teams, the highest levels of motivation and drive etc. SJTs offer an effective means of measuring each of these abilities and attributes.

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The popularity of video games has drawn researchers’ attention in the exploration of the possibility of using video games to enhance knowledge, skills, and other personal attributes.

The idea of using games for serious purposes other than entertainment is called game-based learning. Advocates of game-based learning argue that well-designed video games represent solid learning principles. A fair amount of research shows that game-based learning is at least as effective as nongame conditions, such as classroom contexts.

In addition, when a game-based assessment is designed following a principled design framework such as evidence-centred design or cognitive design system, the assessment is likely to have high validity and reliability.

Game-based assessment is essentially performance-based assessment. Tasks that require students to demonstrate their knowledge and skills by working through a task. Rather than a simple test of one’s ability to recall or recognize information, or supply self-reported information, the performance-based assessment provides students with the opportunity to show their understanding and apply knowledge in meaningful settings.

Graduate Game-Based Learning

Scholars generally support the use of performance-based assessment to measure and support twenty-first-century skills over conventional types of assessment such as multiple-choice questions or filling in the blanks.

Good games can provide an engaging and authentic environment designed to keep practice meaningful and personally relevant. With simulated visualization, authentic problem solving, and instant feedback, computer games can afford a realistic framework for experimentation.

Another key feature of well-designed games that can enhance learning and motivation is adaptivity related to providing appropriate and adaptive levels of challenge. Gee has argued that the secret of a good game is not its D graphics and other bells and whistles, but its underlying architecture in which each level dances around the outer limits of the player’s abilities, seeking at every point to be hard enough to be just doable.

Similarly, psychologists (e.g., Vygotsky) have long argued that the best instruction hovers at the boundary of a student’s competence. Flow is another name for this phenomenon. It is a construct first proposed by Csikszentmihalyi to describe an optimal experiential state that involves complete immersion in an activity and a deep sense of enjoyment. Flow represents full engagement, which is crucial for deep learning.

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My Practice aptitude test books 

Firstly, Passing Verbal Reasoning Tests.

Secondly, Passing Numerical reasoning Tests.

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