Employability is about having the capability to gain initial employment, maintain employment and obtain new employment. Research on employability in each country is increasing because of the serious situation of graduate unemployment. There are lots of studies on employability from the range of its concept, key elements, to supports to raise the employability in higher education. Employability has been variously defined in terms of organization and policy. As long as the various studies about employability were published, it had been difficult to identify a big picture and directions for future research. CiteSpace, which is designed to analyze existing literature by co-citation networks, can provide a clear picture of the research in this field. This paper investigated and visualized the research trends of employability in higher education around the world. We constructed a framework for trends analyses based on theoretical reviews. All the data was collected on Scopus, one of the largest abstract and citation database of peer-reviewed literature. 661 articles published in international journals in past 2 decades were collected and analyzed. In terms of contributing countries, the major driving force is from the United Kingdom, and Australia. Yorke M, Harvey L and Tomlinson M are top cited authors. In terms of the popularity of research topics, recent employability research has mainly focused on university activities, class act, career planning, lunar side and international internship.

It is commonly acknowledged that modern apprenticeship has played a positive role in preparing the young people for school-to-work transition around the world. The purpose of this literature review aimed to study the learning process of the modern apprenticeship from the perspective of a learning mode and discussed the obstacles that affect the learning process of the modern apprenticeship in China currently. The review showed that the learning process of the modern apprenticeship includes three dimensions: interaction, content and incentive. In the interaction dimension, apprentices learn through the interactive types of perception, transmission, experience, imitation, activity and participation. In terms of content dimension, school education and on-the-job training improve the knowledge and professional skills of apprentices through a series of curriculums and practical activities. In the dimension of incentive, the acquisition of apprentices’ learning depends on their values, emotions, interests and will basically. The three dimensions of interaction, content and incentive are closely connected and affect each other. However, there are some problems hindering the learning process of modern apprenticeship in China: The quality of mentoring is not good enough and the teachings in school are too theoretical and have rare relevance to the work. Therefore, the design and implementation of the apprenticeship programs should make the learning of interaction, content and motivation adapt to each other.

The expanded concept of curriculum changes who is supposed to develop curriculum, which reconceptualizes teacher professionalism. It also brings requirement for teachers to develop their own curriculum on the school level and classroom level reflecting their implementation. But there is still a general practice of delivering contents of curriculum left. The practice can be found in a framework widely used for school curriculum design in the elementary school. In a way, the framework instigates that contents-delivery practice. This research finds out what the problem it has through interviews with experienced teachers and other researches. And then this research suggests an alternative to improve the framework with curriculum mapping. To do that, this research addresses several points that makes curriculum mapping as one of the alternatives.

This study developed a competency-based curriculum accreditation model for quality management of university education. In this vein, this study focused on the cases from domestic and foreign universities, which are currently being operated. By conducting case analyses, the limitations in each model’s implementation and feedback dimensions were found; focusing on the limitations, this study recognized that improvement effort is needed. Therefore, this study aimed to draw a more advanced, concete and realistic blueprint for quality management of curriculum in universities.