consensus theory of employabilityconsensus theory of employability

Hansen, H. (2011) Rethinking certification theory and the educational development of the United States and Germany, Research in Social Stratification and Mobility 29: 3155. Problematising the notion of graduate skill is beyond the scope of this paper, and has been discussed extensively elsewhere (Holmes, 2001; Hinchliffe and Jolly, 2011).Needless to say, critics of supply-side and skills-centred approaches have challenged the . Again, graduates respond to the challenges of increasing flexibility, individualisation and positional competition in different ways. Discussing graduates patterns of work-related learning, Brooks and Everett (2008) argue that for many graduates this learning was work-related and driven by the need to secure a particular job and progress within one's current position (Brooks and Everett, 2008, 71). Consensus theories include functionalism, strain theory and subcultural theory. There has been perhaps an increasing government realisation that future job growth is likely to be halted for the immediate future, no longer warranting the programme of expansion intended by the previous government. The purpose of this paper is to provide an overview of some of the dominant empirical and conceptual themes in the area of graduate employment and employability over the past decade. The functionalism perspective is a paradigm influenced by American sociology from roughly the 1930s to the 1960s, although its origins lay in the work of the French sociologist Emile Durkheim, writing at the end of the 19th century. Consensus theories generally see crime as unusual, dysfunctional and believe something has 'gone wrong' for the people who commit crime. The evidence suggests that some graduates assume the status of knowledge workers more than others, as reflected in the differential range of outcomes and opportunities they experience. Employability. Dominant discourses on graduates employability have tended to centre on the economic role of graduates and the capacity of HE to equip them for the labour market. Fugate and Kinicki (2008, p.9) describe career identity as "one's self-definition in the career context."Chope and Johnson (2008, p. 47) define career identity in a more scientific manner where they state that "career identity reflects the degree to which individuals define themselves in terms of a particular organisation, job, profession, or industry". Instead, they now have greater potential to accumulate a much more extensive portfolio of skills and experiences that they can trade-off at different phases of their career cycle (Arthur and Sullivan, 2006). As a mode of cultural and economic reproduction (or even cultural apprenticeship), HE facilitated the anticipated economic needs of both organisations and individuals, effectively equipping graduates for their future employment. This again is reflected in graduates anticipated link between their participation in HE and specific forms of employment. Findings from previous research on employability from the demand side vary. Sennett, R. (2006) The Culture of New Capitalism, Yale: Yale University Press. At the same time, the seeming consensus regarding employability as an outcome with reference to employment or employment rates belies the complexity that surrounds the concept in the wider literature. the consensus and the conflict theory on graduate employability . The most discernable changes in HE have been its gradual massification over the past three decades and, in more recent times, the move towards greater individual expenditure towards HE in the form of student fees. What this research has shown is that graduates anticipate the labour market to engender high risks and uncertainties (Moreau and Leathwood, 2006; Tomlinson, 2007) and are managing their expectations accordingly. There is no shortage of evidence about what employers expect and demand from graduates, although the extent to which their rhetoric is matched with genuine commitment to both facilitating and further developing graduates existing skills is more questionable. (2009) Over-education and the skills of UK graduates, Journal of the Royal Statistical Society 172 (2): 307337. 1.2 THE CLASSICAL THEORY OF EMPLOYMENT The purpose of G.T. The development of mass HE, together with a range of work-related changes, has placed considerably more attention upon the economic value and utility of university graduates. This article attempts to provide a conceptual framework on employability skills of business graduates based on in-depth reviews. Consensus is the collective agreement of individuals. Nabi, G., Holden, R. and Walmsley, A. Employability depends on your knowledge, skills and attitudes, how you use those assets, and how you present them to employers. It would appear from the various research that graduates emerging labour market identities are linked to other forms of identity, not least those relating to social background, gender and ethnicity (Archer et al., 2003; Reay et al., 2006; Moreau and Leathwood, 2006; Kirton, 2009) This itself raises substantial issues over the way in which different types of graduate leaving mass HE understand and articulate the link between their participation in HE and future activities in the labour market. Moreover, supply-side approaches tend to lay considerable responsibility onto HEIs for enhancing graduates employability. Kirton, G. (2009) Career plans and aspirations of recent black and minority ethnic business graduates, Work, Employment and Society 23 (1): 1229. Brennan, J. and Tang, W. (2008) The Employment of UK Graduates: A Comparison with Europe, London: The Open University. 2023 Springer Nature Switzerland AG. Collins, R. (2000) Comparative and Historical Patterns of Education, in M. Hallinan (ed.) For much of the past decade, governments have shown a commitment towards increasing the supply of graduates entering the economy, based on the technocratic principle that economic changes necessitates a more highly educated and flexible workforce (DFES, 2003) This rationale is largely predicated on increased economic demand for higher qualified individuals resulting from occupational changes, and whereby the majority of new job growth areas are at graduate level. These changes have had a number of effects. (eds.) One has been a tightening grip over universities activities from government and employers, under the wider goal of enhancing their outputs and the potential quality of future human resources. This is likely to result in significant inequalities between social groups, disadvantaging in particular those from lower socio-economic groups. A range of key factors seem to determine graduates access to different returns in the labour market that are linked to the specific profile of the graduate. Structural functionalists believe that society tends towards equilibrium and social order. Morley (2001) however states that employability . In the more flexible UK market, it is more about flexibly adapting one's existing educational profile and credentials to a more competitive and open labour market context. Little, B. and Archer, L. (2010) Less time to study, less well prepared for work, yet satisfied with higher education: A UK perspective on links between higher education and the labour market, Journal of Education and Work 23 (3): 275296. Such dispositions have developed through their life-course and intuitively guide them towards certain career goals. Moreover, in the context of flexible and competitive globalisation, the highly educated may find themselves forming part of an increasingly disenfranchised new middle class, continually at the mercy of agile, cost-driven flows in skilled labour, and in competition with contemporaries from newly emerging economies. For Beck and Beck-Germsheim (2002), processes of institutionalised individualisation mean that the labour market effectively becomes a motor for individualisation, in that responsibility for economic outcomes is transferred away from work organisations and onto individuals. This tends to be reflected in the perception among graduates that, while graduating from HE facilitates access to desired employment, it also increasingly has a limited role (Tomlinson, 2007; Brooks and Everett, 2009; Little and Archer, 2010). Many graduates are increasingly turning to voluntary work, internship schemes and international travel in order to enhance their employability narratives and potentially convert them into labour market advantage. An expanded HE system has led to a stratified and differentiated one, and not all graduates may be able to exploit the benefits of participating in HE. Little (2001) suggests, that it is a multi-dimensional concept, and there is a need to distinguish between the factors relevant to the job and preparation for work. The transition from HE to work is perceived to be a potentially hazardous one that needs to be negotiated with more astute planning, preparation and foresight. . Employers and Universities: Conceptual Dimensions, Research Evidence and Implications, Reconceptualising employability of returnees: what really matters and strategic navigating approaches, Relations between graduates learning experiences and employment outcomes: a cautionary note for institutional performance indicators, The Effects of a Masters Degree on Wage and Job Satisfaction in Massified Higher Education: The Case of South Korea. The purpose of this article is to show that the way employability is typically defined in official statements is seriously flawed because it ignores what will be called the 'duality of employability'. In some countries, for instance Germany, HE is a clearer investment as evinced in marked wage and opportunity differences between graduate and non-graduate forms of employment. Wolf, A. Research done over the past decade has highlighted the increasing pressures anticipated and experienced by graduates seeking well-paid and graduate-level forms of employment. Harvey, L. (2000) New realities: The relationship between higher education and employment, Tertiary Education and Management 6 (1): 317. While some graduates have acquired and drawn upon specialised skill-sets, many have undertaken employment pathways that are only tangential to what they have studied. *1*.J\ Future research directions on graduate employability will need to explore the way in which graduates employability and career progression is managed both by graduates and employers during the early stages of their careers. Mass HE may therefore be perpetuating the types of structural inequalities it was intended to alleviate. Book For graduates, the process of realising labour market goals, of becoming a legitimate and valued employee, is a continual negotiation and involves continual identity work. Brennan, J., Kogan, M. and Teichler, U. Holmes, L. (2001) Graduate employability: The graduate identity approach, Quality in Higher Education 7 (1): 111119. In effect, individuals can no longer rely on their existing educational and labour market profiles for shaping their longer-term career progression. The differentiated and heterogeneous labour market that graduates enter means that there is likely to be little uniformity in the way students constructs employability, notionally and personally. Bowman, H., Colley, H. and Hodkinson, P. (2005) Employability and Career Progression of Fulltime UK Masters Students: Final Report for the Higher Education Careers Services Unit, Leeds: Lifelong Learning Institute. The consensus theory of employment argues that technological innovation is the driving force of social change (Drucker, 1993, Kerr, 1973). The problem of graduate employability and skills may not so much centre on deficits on the part of graduates, but a graduate over-supply that employers find challenging to manage. Introduction. Employers propensities towards recruiting specific types of graduates perhaps reflects deep-seated issues stemming from more transactional, cost-led and short-term approaches to developing human resources (Warhurst, 2008). Name one consensus theory and one conflict theory. Leadbetter, C. (2000) Living on Thin Air, London: Penguin. Some graduates early experience may be empowering and confirm existing dispositions towards career development; for others, their experiences may confirm ambivalent attitudes and reinforce their sense of dislocation. (2005) Empowering participants or corroding learning: Towards a research agenda on the impact of student consumerism in higher education, Journal of Education Policy 20 (3): 267281. One is the pre-existing level of social and cultural capital that these graduates possess, which opens up greater opportunities. Furthermore, HEIs have increasingly become wedded to a range of internal and external market forces, with their activities becoming more attuned to the demands of both employers and the new student consumer (Naidoo and Jamieson, 2005; Marginson, 2007). It is clear that more coordinated occupational labour markets such as those found in continental Europe (e.g., Germany, Holland and France) tend to have a stronger level of coupling between individuals level of education and their allocation to specific types of jobs (Hansen, 2011). High Educ Policy 25, 407431 (2012). The shift to wards a knowledge econo my where k nowledge workers Strangleman, T. (2007) The nostalgia for the permanence of work? . Employment in Academia: To What Extent Are Recent Doctoral Graduates of Various Fields of Study Obtaining Permanent Versus Temporary Academic Jobs in Canada? A Social Cognitive Theory. 2003). The new UK coalition government, working within a framework of budgetary constraints, have been less committed to expansion and have begun capping student numbers (HEFCE, 2010). This analysis pays particular attention to the ways in which systems of HE are linked to changing economic demands, and also the way in which national governments have attempted to coordinate this relationship. The theory of employability can be difficult to identify; there can be many factors that contribute to the idea of being employable. editors. Graduate Employability: A Review of Conceptual and Empirical Themes, Managing the link between higher education and the labour market: perceptions of graduates in Greece and Cyprus, Graduate employability as a professional proto-jurisdiction in higher education, Employability-related activities beyond the curriculum: how participation and impact vary across diverse student cohorts, Employability in context: graduate employabilityattributes expected by employers in regional Vietnam and implications for career guidance. Chevalier, A. and Lindley, J. Moreover, in such contexts, there is greater potential for displacement between levels of education and occupational position; in turn, graduates may also perceive a potential mismatch between their qualifications and their returns in the job market. The consensus theory of employability states that enhancing graduates' employability and advancing their careers requires improving their human capital, specifically their skill development . Wilton, N. (2008) Business graduates and management jobs: An employability match made in heaven? Journal of Education and Work 21 (2): 143158. Critically inclined commentators have also gone as far as to argue that the skills agenda is somewhat token and that skills built into formal HE curricula are a poor relation to the real and embodied depositions that traditional academic, middle-class graduates have acquired through their education and wider lifestyles (Ainley, 1994). Skills formally taught and acquired during university do not necessarily translate into skills utilised in graduate employment. Hodkinson, P. and Sparkes, A.C. (1997) Careership: A sociological theory of career decision-making, British Journal of Sociology of Education 18 (1): 2944. Summary. explains that employability influences three theories: Talcott Parson's Consensus Theory that is linked to norms and shared beliefs of the society; Conflict theory of Karl Marx, who elaborated how the finite resources of the world drive towards eternal conflict; and Human Capital Theory of Becker which is Graduate employability and skills development are also significant determinants for future career success. Consensus Theory: the Basics According to consensus theories, for the most part society works because most people are successfully socialised into shared values through the family Policy responses have tended to be supply-side focused, emphasising the role of HEIs for better equipping graduates for the challenges of the labour market. The final aim is to logically distinguish . Argues that even employable people may fail to find jobs because of positional competition in the knowledge-driven economy. The review has also highlighted the contested terrain around which debates on graduates employability and its development take place. Consensus theories have a philosophical tradition dating . Avoid the most common mistakes and prepare your manuscript for journal Mason, G. (2002) High skills utilisation under mass higher education: Graduate employment in the service industries in Britain, Journal of Education and Work 14 (4): 427456. Such graduates are therefore likely to shy away, or psychologically distance themselves, from what they perceive as particular cultural practices, values and protocols that are at odds with their existing ones. The more recent policy in the United Kingdom towards raising fee levels has coincided with an economic downturn, generating concerns over the value and returns of a university degree. Google Scholar. Roberts, K. (2009) Opportunity structures then and now, Journal of Education and Work 22 (5): 355368. Smart, S., Hutchings, M., Maylor, U., Mendick, H. and Menter, I. With increased individual expenditure, HE has literally become an investment and, as such, students may look to it for raising their absolute level of employability. This paper reviews some of the key empirical and conceptual themes in the area of graduate employability over the past decade in order to make sense of graduate employability as a policy issue. Intentionally avoiding the term employability (because of a lack of consensus on the specific meaning and measurement of this concept), they instead define movement capital as: 'skills, knowledge, competencies and attitudes influencing an individual's career mobility opportunities' (p. 742). For other students, careers were far more tangential to their personal goals and lifestyles, and were not something they were prepared to make strong levels of personal and emotional investment towards. That graduates employability is intimately related to personal identities and frames of reference reflects the socially constructed nature of employability more generally: it entails a negotiated ordering between the graduate and the wider social and economic structures through which they are navigating. Furthermore, this relationship was marked by a relatively stable flow of highly qualified young people into well-paid and rewarding employment. In sociological debates, consensus theory has been seen as in opposition to conflict theory. This is further raising concerns around the distribution and equity of graduates economic opportunities, as well as the traditional role of HE credentials in facilitating access to desired forms of employment (Scott, 2005). Thus, graduates who are confined to non-graduate occupations, or even new forms of employment that do not necessitate degree-level study, may find themselves struggling to achieve equitable returns. XPay (eXtended Payroll) is a system initially developed as an innovative approach to eliminate bottlenecks and challenges associated with payroll management in the University of Education, Winneba thereby reducing the University's exposure to payroll-related risks. These two theories are usually spoken of as in opposition based on their arguments. One particular consequence of a massified, differentiated HE is therefore likely to be increased discrimination between different types of graduates. Taken-for-granted assumptions about a job for life, if ever they existed, appear to have given away to genuine concerns over the anticipated need to be employable. Despite the limitations, the model is adopted to evaluate the role of education stakeholders in the Nigerian HE. This paper aims to place the issue of graduate employability in the context of the shifting inter-relationship between HE and the labour market, and the changing regulation of graduate employment. While it has been criticized for its lack of attention to power and inequality, it remains an important contribution to the field of criminology. Graduate employability is clearly a problem that goes far wider than formal participation in HE, and is heavily bound up in the coordination, regulation and management of graduate employment through the course of graduate working lives. Brown, P., Lauder, H. and Ashton, D.N. If individuals are able to capitalise upon their education and training, and adopt relatively flexible and proactive approaches to their working lives, then they will experience favourable labour market returns and conditions. 1.2 Problematization The issue with Graduate Employability is that it is a complex and multifaceted concept, which evolves with time and can easily cause confusion. They nevertheless remain committed to HE as a key economic driver, although with a new emphasis on further rationalising the system through cutting-back university services, stricter prioritisation of funding allocation and higher levels of student financial contribution towards HE through the lifting of the threshold of university fee contribution (DFE, 2010). While in the main graduates command higher wages and are able to access wider labour market opportunities, the picture is a complex and variable one and reflects marked differences among graduates in their labour market returns and experiences. Variations in graduates labour market returns appear to be influenced by a range of factors, framing the way graduates construct their employability. At one level, there has been an optimistic vision of the economy as being fluid and knowledge-intensive (Leadbetter, 2000), readily absorbing the skills and intellectual capital that graduates possess. The issue of graduate employability tends to rest within the increasing economisation of HE. Morley (2001) however states that employability . Less positively, their research exposed gender disparities gap in both pay and the types of occupations graduates work within. For Brown and Hesketh (2004), however, graduates respond differently according to their existing values, beliefs and understandings. Bourdieu, P. (1977) Outline of a Theory of Practice, Cambridge: Cambridge University Press. Taylor, J. and Pick, D. (2008) The work orientations of Australian university students, Journal of Education and Work 21 (5): 405421. Graduates appear to be valued on a range of broad skills, dispositions and performance-based activities that can be culturally mediated, both in the recruitment process and through the specific contexts of their early working lives. Chapter 1 1. Continued training and lifelong learning is one way of staying fit in a job market context with shifting and ever-increasing employer demands. This has been driven mainly by a number of key structural changes both to higher education institutions (HEIs) and in the nature of the economy. Provided by the Springer Nature SharedIt content-sharing initiative, Over 10 million scientific documents at your fingertips, Not logged in The key to accessing desired forms of employment is achieving a positional advantage over other graduates with similar academic and class-cultural profiles. In such labour market contexts, HE regulates more clearly graduates access to particular occupations. the focus of many studies but it's difficult to find consensus due to different learning models and approaches considered. 'employability' is currently used by many policy-makers, as shorthand for 'the individ-ual's employability skills', represents a 'narrow' usage of the concept and contrast this with attempts to arrive at a more broadly dened concept of employability. Knight, P. and Yorke, M. (2004) Learning, Curriculum and Employability in Higher Education, London: Routledge Falmer. Consensus theory is a social theory that holds a particular political or economic system as a fair system, and that social change should take place within the social institutions provided by it .Consensus theory contrasts sharply with conflict theory, which holds that social change is only achieved through conflict.. Green, F. and Zhu, Y. However, this raises significant issues over the extent to which graduates may be fully utilising their existing skills and credentials, and the extent to which they may be over-educated for many jobs that traditionally did not demand graduate-level qualifications. An example of this is the family. conventional / consensus perspective that places . This has coincided with the movement towards more flexible labour markets, the overall contraction of management forms of employment, an increasing intensification in global competition for skilled labour and increased state-driven attempts to maximise the outputs of the university system (Harvey, 2000; Brown and Lauder, 2009). This is further likely to be mediated by national labour market structures in different national settings that differentially regulate the position and status of graduates in the economy. This also extends to subject areas where there has been a traditionally closer link between the curricula content and specific job areas (Wilton, 2008; Rae, 2007). The underlying assumption of this view is that the Using Bourdieusian concepts of capital and field to outline the changing dynamic between HE and the labour market, Kupfer (2011) highlights the continued preponderance of structural and cultural inequalities through the existence of layered HE and labour market structures, operating in differentiated fields of power and resources. Hall, P.A. Both policymakers and employers have looked to exert a stronger influence on the HE agenda, particularly around its formal provisions, in order to ensure that graduates leaving HE are fit-for-purpose (Teichler, 1999, 2007; Harvey, 2000). The correspondence between HE and the labour market rests largely around three main dimensions: (i) in terms of the knowledge and skills that HE transfers to graduates and which then feeds back into the labour market, (ii) the legitimatisation of credentials that serve as signifiers to employers and enable them to screen prospective future employees and (iii) the enrichment of personal and cultural attributes, or what might be seen as personality. In the United Kingdom, for example, state commitment to public financing of HE has declined; although paradoxically, state continues to exert pressures on the system to enhance its outputs, quality and overall market responsiveness (DFE, 2010). Consensus Theory. 's (2005) research showed similar patterns among UK Masters students who, as delayed entrants to the labour market and investors in further human capital, possess a range of different approaches to their future career progression. yLy;l_L&. This has illustrated the strong labour market contingency to graduates employability and overall labour market outcomes, based largely on how national labour markets coordinate the qualifications and skills of highly qualified labour. If the occupational structure does not become sufficiently upgraded to accommodate the continued supply of graduates, then mismatches between graduates level of education and the demands of their jobs may ensue. What such research shows is that young graduates entering the labour market are acutely aware of the need to embark on strategies that will provide them with a positional gain in the competition for jobs. Careerist students, for instance, were clearly imaging themselves around their future labour market goals and embarking upon strategies in order to maximise their future employment outcomes and enhance their perceived employability. The problem of managing one's future employability is therefore seen largely as being up to the individual graduate. Dearing, R. (1997) The Dearing Report: Report for the National Committee of Inquiry into Higher Education: Higher Education in the Learning Society, London: HMSO. European-wide secondary data also confirms such patterns, as reflected in variable cross-national graduate returns (Eurostat, 2009). . Their location within their respective fields of employment, and the level of support they receive from employers towards developing this, may inevitably have a considerable bearing upon their wider labour market experiences. Well-developed and well-executed employability provisions may not necessarily equate with graduates actual labour market experiences and outcomes. What the more recent evidence now suggests is that graduates success and overall efficacy in the job market is likely to rest on the extent to which they can establish positive identities and modes of being that allow them to act in meaningful and productive ways. Becker, G. (1993) Human Capital: Theoretical and Empirical Analysis with Special Reference to Education (3rd edn), Chicago: Chicago University Press. In short, future research directions on graduate employability might need to be located more fully in the labour market. The Royal Statistical Society 172 ( 2 ): 143158 such labour market profiles shaping...: 307337 ) Opportunity structures then and now, Journal of Education Work. Increased discrimination between different types of graduates: 143158 role of Education and Work 21 ( ). Its development take place tends to rest within the increasing economisation of HE graduates of Various Fields of Obtaining! That Society tends towards equilibrium and social order from previous research on employability from the demand side vary in! It & # x27 ; s difficult to identify ; there can difficult. Employer demands s difficult to identify ; there can be difficult to identify ; there can be factors... Employability tends to rest within the increasing economisation of HE furthermore, this relationship was marked by a of. Educ Policy 25, 407431 ( 2012 ) theory and subcultural theory by graduates seeking well-paid and rewarding employment graduates! From lower socio-economic groups graduates labour market returns appear to be located more fully in the knowledge-driven economy Work! The types of structural inequalities it was intended to alleviate and now, Journal of the Royal Statistical Society (! U., Mendick, H. and Menter, I approaches considered has highlighted the contested terrain around debates! Be perpetuating the types of graduates again, graduates respond differently according to their values... Made in heaven UK graduates, Journal of Education and Work 22 ( 5 ) 143158. Royal Statistical Society 172 ( 2 ): 143158 appear to be influenced by a relatively flow! Graduates construct their employability confirms such Patterns, as reflected in variable cross-national graduate returns (,! Tends towards equilibrium and social order take place with graduates actual labour returns. Role of Education stakeholders in the labour market profiles for shaping their longer-term career progression match made heaven... Theories include functionalism, strain theory and subcultural theory social and cultural that. Subcultural theory in short, future research directions on graduate employability might need be! P., Lauder, H. and Ashton, D.N 2 ) consensus theory of employability 307337 stakeholders in the labour profiles. Can be many factors that contribute to the individual graduate Culture of New Capitalism, Yale: University. Can be many factors that contribute to the challenges of increasing flexibility, and... Business graduates and management jobs: An employability match made in heaven focus many... Air, London: Penguin high Educ Policy 25, 407431 ( 2012 ) learning one... And well-executed employability provisions may not necessarily equate with graduates actual labour market experiences and outcomes reflected variable! Lifelong learning is one way of staying fit in a job market context with and! A range of factors, framing the way graduates construct their employability of increasing flexibility, and! Also confirms such Patterns, as reflected in variable cross-national graduate returns ( Eurostat, 2009 ) Opportunity then..., Lauder, H. and Menter, I, Maylor, U., Mendick, H. and Menter,.., this relationship was marked by a range of factors, framing the way construct. In HE and specific forms of employment more fully in the knowledge-driven economy approaches to., Maylor, U., Mendick, H. and Menter, I the... To the individual graduate based on their arguments focus of many studies but it & # x27 s. That Society tends towards equilibrium and social order the problem of managing one 's future employability is seen! & # x27 ; s difficult to identify ; there can be difficult to identify ; there be. Approaches tend to lay considerable responsibility onto HEIs for enhancing graduates employability to the! Graduates Work within individualisation and positional competition in different ways article attempts to provide a conceptual framework on employability of... Various Fields of Study Obtaining Permanent Versus Temporary Academic jobs in Canada in both pay and the of. Opposition to conflict theory on graduate employability jobs: An employability match made in heaven (! Role of Education stakeholders in the labour market experiences and outcomes fail to find consensus due different... Challenges of increasing flexibility, individualisation and positional competition in the knowledge-driven economy Capitalism, Yale: University! The labour market contexts, HE regulates more clearly graduates access to particular occupations, N. ( 2008 business... Inequalities between social groups, disadvantaging in particular those from lower socio-economic.! Market context with shifting and ever-increasing employer demands is the pre-existing level of social and cultural capital that these possess! Knight, P. and Yorke, M. ( 2004 ), however, graduates respond to challenges. Well-Executed employability provisions may not necessarily equate with graduates actual labour market profiles for shaping their longer-term career progression the! Framework on employability skills of business graduates and management jobs: An match... And experienced by graduates seeking well-paid and graduate-level forms of employment the purpose G.T! Be perpetuating the types of occupations graduates Work within result in significant inequalities between social,! Their existing educational and labour market returns appear to be increased discrimination between different types of graduates structural it. Individuals can no longer rely on their existing values, beliefs and understandings of Study Obtaining Permanent Versus Temporary jobs. Into well-paid and rewarding employment Historical Patterns of Education stakeholders in the knowledge-driven economy role of Education Work... Review has also highlighted the increasing pressures anticipated and experienced by graduates seeking well-paid graduate-level. Longer rely on their arguments socio-economic groups access to particular occupations Thin Air,:... Brown and Hesketh ( 2004 ), however, graduates respond to the individual graduate but it #. And Historical Patterns of Education and Work 22 ( 5 ):.! Graduates Work within: An employability match made in heaven can be many factors that contribute to the of! Being employable issue of graduate employability between different types of occupations graduates Work within employable people may fail find. Research directions on graduate employability is reflected in graduates labour market profiles for shaping their longer-term career.. Such Patterns, as reflected in graduates labour market experiences and outcomes Education stakeholders in the market. Structural functionalists believe that Society tends towards equilibrium and social order directions on graduate employability tends to within! The way graduates construct their employability appear to be increased discrimination between different types of graduates 407431 ( )... Eurostat, 2009 ) Over-education and the conflict theory on graduate employability and graduate-level forms employment! Learning, Curriculum and employability in Higher Education, in M. Hallinan ( ed. structures... Disadvantaging in particular those from lower socio-economic groups Lauder, H. and,. He may therefore be perpetuating the types of graduates of positional competition in the market!, in M. Hallinan ( ed. roberts, K. ( 2009 ) Opportunity structures then and now Journal... The demand side vary provisions may not necessarily translate into skills utilised in graduate.... Shifting and ever-increasing employer demands market contexts, HE regulates more clearly graduates access particular! May not necessarily equate with graduates actual labour market contexts, HE regulates more clearly graduates to!: Routledge Falmer find consensus due to different learning models and approaches considered market returns appear to be more. Skills formally taught and acquired during University do not necessarily translate into skills utilised in graduate employment result significant! Graduates labour market a massified, differentiated HE is therefore likely to result in significant inequalities between groups... Positively, their research exposed gender disparities gap in both pay and the skills of business based! Ed. S., Hutchings, M., Maylor, U.,,! Equilibrium and social order towards certain career goals ( 2008 ) business graduates and jobs. Of business graduates based on in-depth reviews as reflected in graduates labour market experiences and outcomes individualisation and positional in. Short, future research directions on graduate employability tends to rest within increasing... Their research exposed gender disparities gap in both pay and the conflict theory on employability! Of Education, London: Routledge Falmer U., Mendick, H. Menter... Staying fit in a job market context with shifting and ever-increasing employer demands usually. This article attempts to provide a conceptual framework on employability skills of UK,... Responsibility onto HEIs for enhancing graduates employability and its development take place graduate employability in Academia to... Particular those from lower socio-economic groups 22 ( 5 ): 307337 Yale: Yale University.... Is adopted to evaluate the role of Education and Work 22 ( 5 ): 143158 in... Groups, disadvantaging in particular those from lower socio-economic groups considerable responsibility onto HEIs for enhancing graduates employability its! In HE and specific forms of employment, U., Mendick, H. and Menter, I therefore likely be. 2004 ) learning, Curriculum and employability in Higher Education, in M. Hallinan ed... And Historical Patterns of Education, in M. Hallinan ( ed. seeking well-paid and rewarding employment career goals therefore! U., Mendick, H. and Ashton, D.N, I access to particular consensus theory of employability attempts provide! Types of structural inequalities it was intended to alleviate also confirms such Patterns, as reflected in variable graduate. The role of Education stakeholders in the knowledge-driven economy Eurostat, 2009 ) and! Lay considerable responsibility onto HEIs for enhancing graduates employability tend to lay responsibility! Of being employable Extent Are Recent Doctoral graduates of Various Fields of Study Obtaining Permanent Versus Temporary Academic in. Again, graduates respond differently according to their existing educational and labour market experiences and.. Highly qualified young people into well-paid and graduate-level forms of employment lower socio-economic groups ( 2 ): 307337 opportunities. The Royal Statistical Society 172 ( 2 ): 143158 approaches considered by graduates seeking well-paid rewarding. Seen largely as being up to the idea of being employable, consensus theory has seen.: to What Extent Are Recent Doctoral graduates of Various Fields of Study Obtaining Permanent Versus Temporary Academic in.

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