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The view that university graduates should be equipped with work-readiness skills has become increasingly normalised in university graduate capabilities designs. The framework of this study is established around an Australian university's graduate capabilities. This exploratory case study aims to contribute to a graduate-centred understanding of work-readiness. A qualitative methodology was used to map students' perceptions and evaluations of their skill development in criteria referenced graduate capabilities and construct a representation of skill development in graduate capabilities from entry to exit. The more problematic areas of skill development and competence in graduate capabilities were in the higher order skills of inquiry/research, creativity and problem solving and collaborative teamwork. Student respondents appeared to have most difficulty in relating the relevance of inquiry/research to work contexts. This study illustrates the need for university educators and curriculum designers to proactively intervene and develop effective learning activities for individual learners and to regularly monitor and review progression towards desired employability skills from entry to exit. Graduates risk criticism from employers if they leave university with underdeveloped skills on exit from university and for the purpose of transference to employability skills.
