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. Handbook of the Sociology of Education, New York: Kluwer Academic Publishers, pp. 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). Expands the latter into positional conflict theory, which explains how the market for credentials is rigged and how individuals are ranked in it. Archer, L., Hutchens, M. and Ross, A. French sociologist and criminologist Emile . Such perceptions are likely to be reinforced by not only the increasingly flexible labour market that graduates are entering, but also the highly differentiated system of mass HE in the United Kingdom. Ainley, P. (1994) Degrees of Difference, London: Lawrence Washart. 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. This makes it reasonable to ask whether there is any such thing as the consensus theory of truth at all, in other words, whether there is any one single principle that the various approaches have in common, or whether the phrase is being used as a catch-all for a motley . Graduates are perceived as potential key players in the drive towards enhancing value-added products and services in an economy demanding stronger skill-sets and advanced technical knowledge. HE has traditionally helped regulate the flow of skilled, professional and managerial workers. This relates largely to the ways in which they approach the job market and begin to construct and manage their individual employability, mediated largely through the types of work-related dispositions and identities that they are developing. 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. (2009) Processes of middle-class reproduction in a graduate employment scheme, Journal of Education and Work 22 (1): 3553. The problem of managing one's future employability is therefore seen largely as being up to the individual graduate. (2000) Recruiting a graduate elite? 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. If initial identities are affirmed during the early stages of graduates working lives, they may well ossify and set the direction for future orientations and outlooks. Naidoo, R. and Jamieson, I. Ball, S.J. 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. (2008) Graduate development in European employment: Issues and contradictions, Education and Training 50 (5): 379390. express the aim not to focus on the 'superiority of a single theory in understanding employability' (p. 897), . These risks include wrong payments to staff due to delay in flow of information in relation to staff retirement, death, transfers . Bourdieu, P. (1977) Outline of a Theory of Practice, Cambridge: Cambridge University Press. volume25,pages 407431 (2012)Cite this article. Collins, R. (2000) Comparative and Historical Patterns of Education, in M. Hallinan (ed.) The purpose of this paper is to adopt the perspective of personal construct theory to conceptualise employability. Taylor, J. and Pick, D. (2008) The work orientations of Australian university students, Journal of Education and Work 21 (5): 405421. This may have a strong bearing upon how both graduates and employers socially construct the problem of graduate employability. 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. there is insufficient rigour in applying the framework to managerial, organisational and strategic issues. This insight, combined with a growing consensus that government should try to stabilize employment, has led to much (2007) The transition from higher education into work: Tales of cohesion and fragmentation, Education + Training 49 (7): 516585. What this has shown is that graduates see the link between participation in HE and future returns to have been disrupted through mass HE. Purists, believing that their employability is largely constitutive of their meritocratic achievements, still largely equate their employability with traditional hard currencies, and are therefore not so adept at responding to signals from employers. https://doi.org/10.1057/hep.2011.26. 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. Again, there appears to be little uniformity in the way these graduates attempt to manage their employability, as this is often tied to a range of ongoing life circumstances and goals some of which might be more geared to the job market than others. Smetherham, C. (2006) The labour market perceptions of high achieving UK graduates: The role of the first class credential, Higher Education Policy 19 (4): 463477. Maria Eliophotou Menon, Eleftheria Argyropoulou & Andreas Stylianou, Ly Thi Tran, Nga Thi Hang Ngo, Tien Thi Hanh Ho, David Walters, David Zarifa & Brittany Etmanski, Jason L. Brown, Sara J. - 91.200.32.231. Thus, graduates successful integration in the labour market may rest less on the skills they possess before entering it, and more on the extent to which these are utilised and enriched through their actual participation in work settings. Less positively, their research exposed gender disparities gap in both pay and the types of occupations graduates work within. Increasingly, individual graduates are no longer constrained by the old corporate structures that may have traditionally limited their occupational agility. 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. The underlying assumption of this view is that the [PDF] Graduate Employability Skills: Differences between the Private and 02 May 2015 Education is vital in the knowledge economy as the commodity of . 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). This has some significant implications for the ways in which they understand their employability and the types of credentials and forms of capital around which this is built. Hammer, Peter McIlveen, Soo Jeung Lee, Seungjung Kim & Jisun Jung, Higher Education Policy The review has also highlighted the contested terrain around which debates on graduates employability and its development take place. %PDF-1.7 However, while notions of graduate skills, competencies and attributes are used inter-changeably, they often convey different things to different people and definitions are not always likely to be shared among employers, university teachers and graduates themselves (Knight and Yorke, 2004; Barrie, 2006). Fevre, R. (2007) Employment insecurity and social theory: The power of nightmares, Work, Employment and Society 21 (3): 517535. The neo-Weberian theorising of Collins (2000) has been influential here, particularly in examining the ways in which dominant social groups attempt to monopolise access to desired economic goods, including the best jobs. For such students, future careers were potentially a significant source of personal meaning, providing a platform from which they could find fulfilment, self-expression and a credible adult identity. Arthur, M. and Sullivan, S.E. Research on the more subjective, identity-based aspects of graduate employability also shows that graduates dispositions tend to derive from wider aspects of their educational and cultural biographies, and that these exercise some substantial influence on their propensities towards future employment. Consensus Theory. Career choices tend to be made within specific action frames, or what they refer to as horizons for actions. In Europe, it would appear that HE is a more clearly defined agent for pre-work socialisation that more readily channels graduates to specific forms of employment. Holden, R. and Hamblett, J. 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. Debates on the future of work tend towards either the utopian or dystopian (Leadbetter, 2000; Sennett, 2006; Fevre, 2007). Employment in Academia: To What Extent Are Recent Doctoral Graduates of Various Fields of Study Obtaining Permanent Versus Temporary Academic Jobs in Canada? This research highlighted that some had developed stronger identities and forms of identification with the labour market and specific future pathways. (2007) Does higher education matter? Employability. 213240. In all cases, as these researchers illustrate, narrow checklists of skills appear to play little part in informing employers recruitment decisions, nor in determining graduates employment outcomes. This should be ultimately responsive to the different ways in which students themselves personally construct such attributes and their integration within, rather than separation from, disciplinary knowledge and practices. Cranmer, S. (2006) Enhancing graduate employability: Best intentions and mixed outcome, Studies in Higher Education 31 (2): 169184. In the context of a knowledge economy, consensus theory advocates that knowledge, skills and innovation are the driving factors of our society. Tomlinson, M. (2007) Graduate employability and student attitudes and orientations to the labour market, Journal of Education and Work 20 (4): 285304. Personal characteristics, habits, and attitudes influence how you interact with others. Smart, S., Hutchings, M., Maylor, U., Mendick, H. and Menter, I. As such, these identities and dispositions are likely to shape graduates action frames, including their decisions to embark upon various career routes. Thus, a significant feature of research over the past decade has been the ways in which these changes have entered the collective and personal consciousnesses of students and graduates leaving HE. This is perhaps further reflected in the degree of qualification-based and skills mismatches, often referred to as vertical mismatches. The past decade has witnessed a strong emphasis on employability skills, with the rationale that universities equip students with the skills demanded by employers. There are two key factors here. The simultaneous decoupling and tightening in the HElabour market relationship therefore appears to have affected the regulation of graduates into specific labour market positions and their transitions more generally. 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. Morley, L. and Aynsley, S. (2007) Employers, quality and standards in higher education: Shared values and vocabularies or elitism and inequalities? Higher Education Quarterly 61 (3): 229249. In contrast to conflict theories, consensus theories are those that see people in society as having shared interests and society functioning on the basis of there being broad consensus on its norms and values. The past decade in the United Kingdom has therefore seen a strong focus on employability skills, including communication, teamworking, ICT and self-management being built into formal curricula. Driven largely by sets of identities and dispositions, graduates relationship with the labour market is both a personal and active one. Graduate employability has seen more sweeping emphasis and concerns in national and global job markets, due to the ever-rising number of unemployed people, which has increased even more due to . Research into university graduates perceptions of the labour market illustrates that they are increasingly adopting individualised discourses (Moreau and Leathwood, 2006; Tomlinson, 2007; Taylor and Pick, 2008) around their future employment. Kelsall, R.K., Poole, A. and Kuhn, A. Their findings relate to earlier work on Careership (Hodkinson and Sparkes, 1997), itself influenced by Bourdieu's (1977) theories of capital and habitus. (2010) Overqualifcation, job satisfaction, and increasing dispersion in the returns to graduate education, Oxford Economic Papers 62 (4): 740763. Graduates in different occupations were shown to be drawing upon particular graduate skill-sets, be that occupation-specific expertise, managerial decision-making skills, and interactive, communication-based competences. Book (2003) The Future of Higher Education, London: HMSO. 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. These negotiations continue well into graduates working lives, as they continue to strive towards establishing credible work identities. Graduate Employability has come to mean many different things. More positive accounts of graduates labour market outcomes tend to support the notion of HE as a positive investment that leads to favourable returns. Little, B. (2009) Over-education and the skills of UK graduates, Journal of the Royal Statistical Society 172 (2): 307337. Teichler, U. Johnston, B. Longitudinal research on graduates transitions to the labour market (Holden and Hamblett, 2007; Nabi et al., 2010) also illustrates that graduates initial experiences of the labour market can confirm or disrupt emerging work-related identities. Bowman et al. . The relationship between HE and the labour market has traditionally been a closely corresponding one, although in sometimes loose and intangible ways (Brennan et al., 1996; Johnston, 2003). (2011) The Global Auction: The Broken Promises of Education, Jobs and Incomes, Oxford: Oxford University Press. This is likely to be carried through into the labour market and further mediated by graduates ongoing experiences and interactions post-university. Savage, M. (2003) A new class paradigm? British Journal of Sociology of Education 24 (4): 535541. (2011) Towards a theoretical framework for the comparative understanding of globalisation, higher education, the labour market and inequality, Journal of Education and Work 24 (1): 185207. Wilton, N. (2008) Business graduates and management jobs: An employability match made in heaven? Journal of Education and Work 21 (2): 143158. 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. Over time, however, this traditional link between HE and the labour market has been ruptured. 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. Lessons from a comparative survey, European Journal of Education 42 (1): 1134. Structural Functionalism/ Consensus Theory. (2008) Higher Education at Work High Skills: High Value, London: HMSO. This may further entail experiencing adverse labour market experiences such as unemployment and underemployment. For instance, non-traditional students who had studied at local institutions may be far more likely to fix their career goals around local labour markets, some of which may afford limited opportunities for career progression. yLy;l_L&. 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). Holmes, L. (2001) Graduate employability: The graduate identity approach, Quality in Higher Education 7 (1): 111119. 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. Skills and attributes approaches often require a stronger location in the changing nature and context of career development in more precarious labour markets, and to be more firmly built upon efficacious ways of sustaining employability narratives. Summary. The relative symbolic violence and capital that some institutions transfer onto different graduates may inevitably feed into their identities, shaping their perceived levels of personal or identity capital. This is perhaps reflected in the increasing amount of new, modern and niche forms of graduate employment, including graduate sales mangers, marketing and PR officers, and IT executives. Well-developed and well-executed employability provisions may not necessarily equate with graduates actual labour market experiences and outcomes. Employability skills are sometimes called foundational skills or job-readiness skills. 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. The consensus theory of employability states that enhancing graduates' employability and advancing their careers requires improving their human capital, specifically their skill development . Employment relations is the study of the regulation of the employment relationship between employer and employee, both collectively and individually, and the determination . What their research illustrates is that these graduates labour market choices are very much wedded to their pre-existing dispositions and learner identities that frame what is perceived to be appropriate and available. His theory is thus known as demand-oriented approach. Moreau, M.P. The expansion of HE and changing economic demands is seen to engender new forms of social conflict and class-related tensions in the pursuit for rewarding and well-paid employment. The inter-relationship between HE and the labour market has been considerably reshaped over time. Smart et al. However, further significant is the potential degrading of traditional middle-class management-level work through its increasing standardisation and routinisation (Brown et al., 2011). However, there are concerns that the shift towards mass HE and, more recently, more whole-scale market-driven reforms may be intensifying class-cultural divisions in both access to specific forms of HE experience and subsequent economic outcomes in the labour market (Reay et al., 2006; Strathdee, 2011). 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 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. Employers value employability skills because they regard these as indications of how you get along with other team members and customers, and how efficiently you are likely to handle your job performance and career success. A further policy response towards graduate employability has been around the enhancement of graduates skills, following the influential Dearing Report (1997). Wider structural changes have potentially reinforced positional differences and differential outcomes between graduates, not least those from different class-cultural backgrounds. Such notions of economic change tend to be allied to human capital conceptualisations of education and economic growth (Becker, 1993). (2008) Managing in the New Economy: Restructuring White-Collar Work in the USA, UK and Japan, Cambridge: Cambridge University Press. This paper analyses the barriers to work faced by long- and short-term unemployed people in remote rural labour markets. Much of this is driven by a concern to stand apart from the wider graduate crowd and to add value to their existing graduate credentials. An example of this is the family. 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. Morley (2001) however states that employability . 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 . The theory of employability can be difficult to identify; there can be many factors that contribute to the idea of being employable. Boden, R. and Nedeva, M. (2010) Employing discourse: Universities and graduate employability, Journal of Education Policy 25 (1): 3754. The problem of graduates employability remains a continuing policy priority for higher education (HE) policymakers in many advanced western economies. Graduate employability and skills development are also significant determinants for future career success. At another level, changes in the HE and labour market relationship map on to wider debates on the changing nature of employment more generally, and the effects this may have on the highly qualified. . Brennan, J. and Tang, W. (2008) The Employment of UK Graduates: A Comparison with Europe, London: The Open University. Kupfer, A. Research in the field also points to increasing awareness among graduates around the challenges of future employability. Players are adept at responding to such competition, embarking upon strategies that will enable them to acquire and present the types of employability narratives that employers demand. As Clarke (2008) illustrates, the employability discourse reflects the increasing onus on individual employees to continually build up their repositories of knowledge and skills in an era when their career progression is less anchored around single organisations and specific job types. A common theme has been state-led attempts to increasingly tighten the relationship and attune HE more closely to the economy, which itself is set within wider discourse around economic change. This may well confirm emerging perceptions of their own career progression and what they need to do to enhance it. Moreover, individual graduates may need to reflexively align themselves to the new challenges of labour market, from which they can make appropriate decisions around their future career development and their general life courses. . and Leathwood, C. (2006) Graduates employment and discourse of employability: A critical analysis, Journal of Education and Work 18 (4): 305324. Introduction. X@vFuyfDdf(^vIm%h>IX, OIDq8 - Recent comparative evidence seems to support this and points to significant differences between graduates in different national settings (Brennan and Tang, 2008; Little and Archer, 2010). Research by both Furlong and Cartmel (2005) and Power and Whitty (2006) shows strong evidence of socio-economic influences on graduate returns, with graduates relative HE experiences often mediating the link between their origins and their destinations. Research Paper 1, University of West England & Warwick University, Warwick Institute for Employment Research. Strangleman, T. (2007) The nostalgia for the permanence of work? While mass HE potentially opens up opportunities for non-traditional graduates, new forms of cultural reproduction and social closure continue to empower some graduates more readily than others (Scott, 2005). They construct their individual employability in a relative and subjective manner. Employability skills include the soft skills that allow you to work well with others, apply knowledge to solve problems, and to fit into any work environment. By reductio ad absurdum, Keynes demonstrates that the predictions of Classical theory do not accord with the observed response of workers to changes in real wages. The New Right argument is that a range of government policies, most notably those associated with the welfare state, undermined the key institutions that create the value consensus and ensure social solidarity. Employability depends on your knowledge, skills and attitudes, how you use those assets, and how you present them to employers. Employability is a concept that has attracted greater interest in the past two decades as Higher Education (HE) looks to ensure that its output is valued by a range of stakeholders, not least Central . 1.2 THE CLASSICAL THEORY OF EMPLOYMENT The purpose of G.T. 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. Yet research has raised questions over employers overall effectiveness in marshalling graduates skills in the labour market (Brown and Hesketh, 2004; Morley and Aynsley, 2007). The consensus theory of employment and the conflict theory of employment present contradictory implications about highly skilled workers' opportunity cost for pursuing entrepreneurial activities in the knowledge economy. Again, graduates respond to the challenges of increasing flexibility, individualisation and positional competition in different ways. 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. Elias, P. and Purcell, K. (2004) The Earnings of Graduates in Their Early Careers: Researching Graduates Seven Years on. These theorists believe that the society and its equilibrium are based on the consensus or agreement of people. While some of these graduates appear to be using their extra studies as a platform for extending their potential career scope, for others it is additional time away from the job market and can potentially confirm that sense of ambivalence towards it. 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. 2023 Springer Nature Switzerland AG. Further research from the UK authorities stated that: "Our higher instruction system is a great plus, both for persons and the state. Prior to this, Harvey ( 2001 ) has defined employability in assorted ways from single and institutional positions. Individuals therefore need to proactively manage these risks (Beck and Beck-Gernsheim, 2002). 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. Brennan, J., Kogan, M. and Teichler, U. It is also considered as both a product (a set of skills that enable) and as a . Research has tended to reveal a mixed picture on graduates and their position in the labour market (Brown and Hesketh, 2004; Elias and Purcell, 2004; Green and Zhu, 2010). 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. Graduates are therefore increasingly likely to see responsibility for future employability as falling quite sharply onto the shoulders of the individual graduate: being a graduate and possessing graduate-level credentials no longer warrants access to sought-after employment, if only because so many other graduates share similar educational and pre-work profiles. Clarke, M. (2008) Understanding and managing employability in changing career contexts, Journal of European Industrial Training 32 (4): 258284. Accordingly, there has been considerable government faith in the role of HE in meeting new economic imperatives. This contrasts with more flexible liberal economies such as the United Kingdom, United States and Australia, characterised by more intensive competition, deregulation and lower employment tenure. Change tend to support the notion of HE in meeting new economic imperatives graduates, least. 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