Brown, P. and Lauder, H. (2009) Economic Globalisation, Skill Formation and The Consequences for Higher Education, in S. Ball, M. Apple and L. Gandin (eds.) Moreau and Leathwood reported strong tendencies for graduates to attribute their labour market outcomes and success towards personal attributes and qualities as much as the structure of available opportunities. The Wall Street Journal reported Sunday that the department had reached a "low confidence" conclusion supporting the so-called lab leak theory in a classified finding shared with the White . (2008) Graduate Employability: The View of Employers, London: Council for Industry and Higher Education. 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. This may have a strong bearing upon how both graduates and employers socially construct the problem of graduate employability. Such changes have coincided with what has typically been seen as a shift towards a more flexible, post-industrialised knowledge-driven economy that places increasing demands on the workforce and necessitates new forms of work-related skills (Hassard et al., 2008). The problem has been largely attributable to universities focusing too rigidly on academically orientated provision and pedagogy, and not enough on applied learning and functional skills. The past decade has witnessed a strong emphasis on employability skills, with the rationale that universities equip students with the skills demanded by employers. the focus of many studies but it's difficult to find consensus due to different learning models and approaches considered. Leadbetter, C. (2000) Living on Thin Air, London: Penguin. Hall, P.A. 6 0 obj (2010) Securing a Sustainable Future for Higher Education (The Browne Review), London: HMSO. Bourdieu, P. (1977) Outline of a Theory of Practice, Cambridge: Cambridge University Press. starkly illustrate, there is growing evidence that old-style scientific management principles are being adapted to the new digital era in the form of a Digital Taylorism. While investment in HE may result in favourable outcomes for some graduates, this is clearly not the case across the board. Teichler, U. 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). They see society like a human body, where key institutions work like the body's organs to keep the society/body healthy and well.Social health means the same as social order, and is guaranteed when nearly everyone accepts the general moral values of their society. This agenda is likely to gain continued momentum with the increasing costs of studying in HE and the desire among graduates to acquire more vocationally relevant skills to better equip them for the job market. The construction of personal employability does not stop at graduation: graduates appear aware of the need for continued lifelong learning and professional development throughout the different phases of their career progression. 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. Ball, S.J. According to conflict theory, employability represents an attempt to legitimate unequal opportunities in education, labour market at a time of growing income inequalities. 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 is most associated with functionalism. 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). Bowman et al. This research highlighted that some had developed stronger identities and forms of identification with the labour market and specific future pathways. According to Benson, Morgan and Fillipaios (2013) social skills and inherent personality traits are deemed as more important than technical skills or a The changing HEeconomy dynamic feeds into a range of further significant issues, not least those relating to equity and access in the labour market. Well-developed and well-executed employability provisions may not necessarily equate with graduates actual labour market experiences and outcomes. Thetable below has been compiled by a range of UK-based companies (see company details at the end of this guide), and it lists the Top 10 Employability Skills which they look for in potential employees - that means you! Elias and Purcell's (2004) research has reported positive overall labour market outcomes in graduates early career trajectories 7 years on from graduation: in the main graduates manage to secure paid employment and enjoy comparatively higher earning than non-graduates. Hassard, J., McCann, L. and Morris, J.L. Eurostat. 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. Graduate employability and skills development are also significant determinants for future career success. 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. Purpose. Greenbank, P. (2007) Higher education and the graduate labour market: The Class Factor, Tertiary Education and Management 13 (4): 365376. 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. yLy;l_L&. 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). The theory of employability refers to the concept that an individual's ability to secure and maintain employment is not solely dependent on their technical skills and job-specific knowledge, but also on a set of broader personal attributes and characteristics. Perhaps more positively, there is evidence that employers place value on a wider range of softer skills, including graduates values, social awareness and generic intellectuality dispositions that can be nurtured within HE and further developed in the workplace (Hinchliffe and Jolly, 2011). Ainley, P. (1994) Degrees of Difference, London: Lawrence Washart. These concerns seem to be percolating down to graduates perceptions and strategies for adapting to the new positional competition. The downside of consensus theory is that it can be less dynamic and more static, which can lead to stagnation. %PDF-1.7 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 research by Archer et al. '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. Little, B. A consensus theory is one which believes that the institutions of society are working together to maintain social cohesion and stability. For Brown and Hesketh (2004), however, graduates respond differently according to their existing values, beliefs and understandings. Theory could be viewed as a coherent group of assumptions or propositions put forth to . The relatively stable and coherent employment narratives that individuals traditionally enjoyed have given way to more fractured and uncertain employment futures brought about by the intensity and inherent precariousness of the new short-term, transactional capitalism (Strangleman, 2007). Moreover, this is likely to shape their orientations towards the labour market, potentially affecting their overall trajectories and outcomes. 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. Provided by the Springer Nature SharedIt content-sharing initiative, Over 10 million scientific documents at your fingertips, Not logged in Non-traditional graduates or new recruits to the middle classes may be less skilled at reading the changing demands of employers (Savage, 2003; Reay et al., 2006). 1.2 THE CLASSICAL THEORY OF EMPLOYMENT The purpose of G.T. Barrie, S. (2006) Understanding what we mean by generic attributes of graduates, Higher Education 51 (2): 215241. For graduates, the inflation of HE qualifications has resulted in a gradual downturn in their value: UK graduates are aware of competing in relative terms for sought-after jobs, and with increasing employer demands. 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). 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. Tomlinson's research also highlighted the propensity towards discourses of self-responsibilisation by students making the transitions to work. Skills formally taught and acquired during university do not necessarily translate into skills utilised in graduate employment. 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). Part of this might be seen as a function of the upgrading of traditional of non-graduate jobs to accord with the increased supply of graduates, even though many of these jobs do not necessitate a degree. Cranmer, S. (2006) Enhancing graduate employability: Best intentions and mixed outcome, Studies in Higher Education 31 (2): 169184. Overall, consensus theory is a useful perspective for understanding the role of crime in society and the ways in which it serves as a means of defining and enforcing social norms and values. Consensus theories have a philosophical tradition dating . 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.. It was not uncommon for students participating, for example, in voluntary or community work to couch these activities in terms of developing teamworking and potential leadership skills. Consensus theories include functionalism, strain theory and subcultural theory. Graduates increasing propensity towards lifelong learning appears to reflect a realisation that the active management of their employability is a career-wide project that will prevail over their longer-term course of their employment. Reducing the system/structure down to the graduate labour market, there are parallels between Archer's work and consensus theory (Brown et al. Applying a broad concept of 'employability' as an analytical framework, it considers the attributes and experiences of 190 job seekers (22% of the registered unemployed) in two contiguous travel-to-work areas (Wick and Sutherland) in the northern Highlands of Scotland. 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. Policymakers continue to emphasise the importance of employability skills in order for graduates to be fully equipped in meeting the challenges of an increasingly flexible labour market (DIUS, 2008). 'S research also highlighted the propensity towards discourses of self-responsibilisation by students making transitions. Down to graduates perceptions and strategies for adapting to the new positional competition and Hesketh 2004... 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