Purpose The purpose of this paper is to explore how graduate employability is conceptualized and operationalized in higher education through educational interventions. It provides a comprehensive review of how these interventions are implemented and the results they report as well as the levels of governance that motivate their implementation. Design/methodology/approach A systematic review of peer-reviewed publications was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Findings Interventions offering practical experiences had the greatest positive impact on graduate employability. Programs focused on employability skills and career planning showed mixed results, with limited links to employment outcomes. Interventions motivated via direct labor market demands were more effective, suggesting strong communication between higher education institutions and employers is pivotal. Conversely, government-mandated interventions often had inconclusive results, possibly due to weak institutional collaboration. Research limitations/implications The study highlights the need for standardized evaluation of graduate employability interventions to enhance comparability and effectiveness. Practical implications Our findings should inform future graduate employability policy designs. Specifically, policies should promote effective communication and collaboration among policymakers, institutions and employers to improve outcomes, rather than relying solely on higher education institutions to achieve these goals. Originality/value This review offers insights for educators in selecting effective graduate employability interventions. It underscores the importance of effective communication and collaboration between policymakers, institutions and employers to improve outcomes.
Barachino et al. (Mon,) studied this question.
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