New research reveals language gap between universities and employers affecting graduate job prospects

A collaborative research project, funded by Medr through Advance HE, finds that students struggle to decode implicit job descriptions.

A groundbreaking study examining how students interpret employer language has uncovered significant challenges in the alignment of terminology used by universities, employers and job-seeking graduates.

Are we speaking the same language? is a collaborative research project, funded by Medr through Advance HE, involving seven Welsh universities. It explores whether students can effectively understand and respond to the language commonly used in graduate job advertisements.

Using AI-assisted analysis of job descriptions across multiple sectors, researchers from Aberystwyth University, Bangor University, Cardiff University, the Open University, Swansea University, University of Wales Trinity Saint David and Wrexham University created two versions of job adverts – one using explicit language aligned with university graduate attributes, and another using the implicit phrasing more commonly found in employer recruitment materials.

Key findings

The research revealed that students responded significantly better to explicit job descriptions than implicit ones, highlighting a critical disconnect that affects both graduate employability and employer recruitment.

Notably, the study found that neurodiversity could affect how students interpret implicitly phrased job advertisements, raising important questions about inclusive recruitment practices and potential implications under the Equality Act 2010.

Recommendations

The report calls for urgent action for:

• enhanced student support to help decode implicit employer language and map it to university-taught competencies
• industry-facing experience integrated into curricula through employer-defined projects, placements and mentoring
• industry-led review of job description language, particularly concerning neurodiverse applicants
• subject-specific graduate attributes to reduce abstraction and improve clarity for students.

James Owen, Chief Executive of Medr, said:

“This is vital and insightful work, facilitated by Advance HE and brought to life through the commitment of Welsh universities who are driving forward innovation in student employability. We hope these new findings will have a positive impact on how graduates approach job requirements; inform universities on enhancements which could be made to their student support offer; and help employers attract a wider pool of graduates.”

Stuart Norton, Head of Educational Excellence at Advance HE, said:

“This new research identifies a recruitment challenge for employers, but also a job seeker’s challenge for graduates.

“The significant gap between explicit and implicit language in job descriptions means talented graduates may be missing opportunities simply because they can’t decode what employers are really asking for. This affects not just individual careers, but the effectiveness of graduate recruitment across all sectors.”

Co-chairs Professor Fay Short, Associate Pro-Vice Chancellor for Employability at Bangor University, and Bev Herring, Head of Careers and Employability at Aberystwyth University, said:

“Through the Employability Community of Practice, colleagues from across Wales have come together to share expertise, challenge assumptions, and co-create practical solutions to the evolving demands of employability. The impact of this collaboration is already evident in the stronger connections, shared language and joined-up approaches developing across the sector.

“This work positions Wales at the forefront of employability innovation, ensuring that our graduates are prepared to thrive in a rapidly changing world.”

Case studies on how Welsh universities are embedding ethical and sustainable practices into employability

Are we speaking the same language? complements Embedding ethical and sustainable employability in tertiary education: best practice examples, a pan-Wales higher education project also funded by Medr through Advance HE and also published today.

These 49 case studies from higher education institutions in Wales showcase innovative approaches that are reshaping graduate preparation for the modern job market and reveal how educators are successfully connecting employability with the UN Sustainable Development Goals and Wales’ pioneering Well-being of Future Generations Act (2015).

Dr Samantha Burvill from Swansea University and co-lead for the group on ethical and sustainable employability, said:

“Medr’s Task and Finish Groups have enabled collaboration between both academics and professional service colleagues from across Welsh higher education institutions.

“It has brought together people passionate about making a difference, enabled friendships to be formed and contributed to ongoing projects that will impact on employability practice throughout Wales and beyond – a true testament to the power of collaborative working.” 

Dr Jason Woolley from Wrexham University and co-lead for the group on ethical and sustainable employability, said:

“Both personally, and as part of a Task and Finish Group, I have found the activities and events of the Medr and Advance HE Community of Practice symposia to be inspiring and very useful practically.

“The events themselves have been fantastic for benchmarking ideas and strategies with other Welsh higher education institution colleagues, and also have afforded a unique opportunity to discuss the challenges of employability in broader forum. I think the Medr Community supports staff to support their students and graduates to sustainable career success – long may the Community continue!”

Embedding ethical and sustainable employability in tertiary education: best practice examples (short summary report covering the key findings of the case studies) Embedding ethical and sustainable employability in tertiary education: best practice examples (full report) Are we speaking the same language? Aligning employability terminology between universities, students and employers The Welsh Higher Education Employability Community of Practice