were the case then interview skills, planning own experiments and job application skills scored the highest respectively. The open questions yielded some valuable results as some of the students suggested that more information should be provided about what graduate jobs involve and which skill sets they require. These results could mainly be used for minor changes to the course curriculum. The results from the survey have displayed that the students that have partaken in the survey value chemical skills appropriately but not the generic skills in the development of their degree. Even though the majority of the students are taking the degree to further their employability, and the skills that are required from them by employers require transferable skills according to several sources (Coil 1990), (CIHE 2008), (QAA 2003) and (Hanson 2010). The vast majority of students have also selected career paths which would utilise the chemical skills. If these students pursue these career goals then they may find more use for the chemical skills than the graduates in Hanson's study. They would still require the 'transferable' skills however. There is evidence to suggest that undergraduates are heavily influenced by career prospects. There is also much information to suggest that undergraduate students do not know the value of 'transferable' skills after graduation. Perhaps undergraduate students and prospective students should be given information which would inform them which skills are needed in graduate life.
were the case then interview skills, planning own experiments and job application skills scored the highest respectively. The open questions yielded some valuable results as some of the students suggested that more information should be provided about what graduate jobs involve and which skill sets they require. These results could mainly be used for minor changes to the course curriculum. The results from the survey have displayed that the students that have partaken in the survey value chemical skills appropriately but not the generic skills in the development of their degree. Even though the majority of the students are taking the degree to further their employability, and the skills that are required from them by employers require transferable skills according to several sources (Coil 1990), (CIHE 2008), (QAA 2003) and (Hanson 2010). The vast majority of students have also selected career paths which would utilise the chemical skills. If these students pursue these career goals then they may find more use for the chemical skills than the graduates in Hanson's study. They would still require the 'transferable' skills however. There is evidence to suggest that undergraduates are heavily influenced by career prospects. There is also much information to suggest that undergraduate students do not know the value of 'transferable' skills after graduation. Perhaps undergraduate students and prospective students should be given information which would inform them which skills are needed in graduate life.