London Met is one of six UK universities to have taken part in a QAA project exploring how ready recent graduates are for paid work in the the computing and IT sectors.
Date: 16 February 2026
The project examined how higher education supports students’ transition into employment, particularly in relation to digital and professional skills.
Over a two-year period, the universities gathered qualitative evidence from employers and recent graduates to explore expectations, perceived skills gaps and the effectiveness of current support for employability. The findings aim to inform future approaches to preparing students for professional roles in a rapidly changing digital labour market.
At London Met, staff spoke to seven employers and 17 final-year students or recent graduates. Employers emphasised the importance of graduates being able to communicate clearly, work effectively in teams, adapt to new technologies and demonstrate initiative and problem-solving skills. They also noted that while technical knowledge is essential, confidence, professionalism and an understanding of workplace culture are also critical to success.
Many of the students and recent graduates highlighted the value of opportunities to reflect on their experiences, gain feedback and develop a clearer sense of their professional identity and career direction.
One of the key findings from London Met’s contribution to the project was the impact of the Career Development Learning (CDL) module, which is delivered in the final year (Level 6) across the School of Computing and Digital Media.
Students and employers said the module helped them develop a clearer understanding of workplace expectations and build skills that are directly relevant to employment in the digital sector.
The project found that CDL encourages students to think about how their academic learning connects to industry needs, how to present their skills to employers and how to adapt to fast-changing technologies and job roles.
Another strength identified was the School’s flexible approach to work-related experience. Alongside traditional placements, students are able to gain credit for other forms of professional experience, such as working as a research assistant, contributing to live projects, freelancing, or developing their own start-up. This approach recognises the varied ways students build experience in the computing and IT sectors and helps them develop confidence, independence and employability skills.
The report recommends closer collaboration between universities and employers to ensure courses keep pace with changing workforce needs, particularly as AI continues to reshape the sector.
It highlights the importance of supporting graduates’ move from academic study into professional practice through work-based learning, relevant assessment and exposure to workplace challenges. The report also emphasises embedding behavioural and non-technical skills within courses.
Dr Alexandros Chrysikos, Associate Professor in Computing Science in the School of Computing and Digital Media, said:
“This project highlighted how important it is to help students connect their studies with the realities of the workplace. Our Career Development Learning module supports our students to develop the skills, confidence and awareness they need to be better prepared and positioned for the jobs of tomorrow, whether that’s through placements, project work, research roles or entrepreneurial activity.”
Insights from the project will inform sector-wide QAA guidance, helping universities across the UK strengthen how they support graduates as they move from education into employment.
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