The expansion of higher education (HE) has given rise to research on skills that smooth transition and benefit careers of graduates. We examine literature that attempts to inform HE institutions and policy makers about the skills demanded in the labour market. A variety of methods has been implemented to collect information on employability skills. Direct approaches focus on hiring criteria, while satisfaction of employers with graduates’ skills represent indirect ways. The evidence shows little consensus on skills that in fact foster employability. These are relational skills, namely interpersonal, communication and teamwork abilities, which are reported in almost all papers. Literature suggests in addition that some employers found little preparation of graduates for team-working but recognize good level of IT skills. We are concerned with so limited agreement and perception of ill-preparation of graduates. Probably, conceptual issues and methodological solutions have generated results that contain some degree of ambiguity. Researchers and policy makers remain therefore uncertain about graduates’ skills that ensure matching and foster employability.

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Higher education; competence-model; demand-side perspective; employability skills

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