It seeks to explore shortcomings in the current employment of the concept of consensus, and in so doing to explain the continued relevance of conflict theory for sociological research. 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). Employability depends on your knowledge, skills and attitudes, how you use those assets, and how you present them to employers. 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. 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. The second relates to the biases employers harbour around different graduates from different universities in terms of these universities relative so-called reputational capital (Harvey et al., 1997; Brown and Hesketh, 2004). As HE's role for regulating future professional talent becomes reshaped, questions prevail over whose responsibility it is for managing graduates transitions and employment outcomes: universities, states, employers or individual graduates themselves? 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 have been some concerted attacks from industry concerning mismatches in the skills possessed by graduates and those demanded by employers (see Archer and Davison, 2008). Purpose. The paper explores some of the conceptual notions that have informed understandings of graduate employability, and argues for a broader understanding of employability than that offered by policymakers. Google Scholar. 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. (2003) The Future of Higher Education, London: HMSO. It first relates the theme of graduate employability to the changing dynamic in the relationship between HE and the labour market, and the changing role of HE in regulating graduate-level work. Conversely, traditional middle-class graduates are more able to add value to their credentials and more adept at exploiting their pre-existing levels of cultural capital, social contacts and connections (Ball, 2003; Power and Whitty, 2006). Universities have experienced heightened pressures to respond to an increasing range of internal and external market demands, reframing the perceived value of their activities and practices. The inter-relationship between HE and the labour market has been considerably reshaped over time. 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. 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. This is particularly evident among the bottom-earning graduates who, as Green and Zhu show, do not necessarily attain better longer-term earnings than non-graduates. 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. 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. 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. Name one consensus theory and one conflict theory. Ainley, P. (1994) Degrees of Difference, London: Lawrence Washart. Consensus theories include functionalism, strain theory and subcultural theory. Skills formally taught and acquired during university do not necessarily translate into skills utilised in graduate employment. The paper considers the wider context of higher education (HE) and labour market change, and the policy thinking towards graduate employability. Report to HEFCE by the Centre for Higher Education Research and Information. In the United Kingdom, as in other countries, clear differences have been reported on the class-cultural and academic profiles of graduates from different HEIs, along with different rates of graduate return (Archer et al., 2003; Furlong and Cartmel, 2005; Power and Whitty, 2006). Book Needless to say, critics of supply-side and skills-centred approaches have challenged the somewhat simplistic, descriptive and under-contextualised accounts of graduate skills. 229240. Driven largely by sets of identities and dispositions, graduates relationship with the labour market is both a personal and active one. 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. VuE*ce!\S&|3>}x`nbC_Y*o0HIS?vV7?& wociJZWM_ dBu\;QoU{=A*U[1?!q+ 5I3O)j`u_S ^bA0({{9O?-#$ 3? 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. Again, graduates respond to the challenges of increasing flexibility, individualisation and positional competition in different ways. Greenbank, P. (2007) Higher education and the graduate labour market: The Class Factor, Tertiary Education and Management 13 (4): 365376. The paper then explores research on graduates labour market returns and outcomes, and the way they are positioned in the labour market, again highlighting the national variability to graduates labour market outcomes. Young, M. (2009) Education, globalisation and the voice of knowledge, Journal of Education and Work 22 (3): 193204. Consensus is the collective agreement of individuals. A range of other research has also exposed the variability within and between graduates in different national contexts (Edvardsson Stiwne and Alves, 2010; Puhakka et al., 2010). Further research from the UK authorities stated that: "Our higher instruction system is a great plus, both for persons and the state. consensus theory of employability. Use the Previous and Next buttons to navigate the slides or the slide controller buttons at the end to navigate through each slide. This appears to be a response to increased competition and flexibility in the labour market, reflecting an awareness that their longer-term career trajectories are less likely to follow stable or certain pathways. Keynesian economics was developed by the British economist John Maynard Keynes . Avoid the most common mistakes and prepare your manuscript for journal Introduction The theory of employability can be difficult to identify; there can be many factors that contribute to the idea of being employable. 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. 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 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. <>stream 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! Kirton, G. (2009) Career plans and aspirations of recent black and minority ethnic business graduates, Work, Employment and Society 23 (1): 1229. Various stakeholders involved in HE be they policymakers, employers and paying students all appear to be demanding clear and tangible outcomes in response to increasing economic stakes. For some graduates, HE continues to be a clear route towards traditional middle-class employment and lifestyle; yet for others it may amount to little more than an opportunity cost. 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. (2008) Higher Education at Work High Skills: High Value, London: HMSO. Such issues may be compounded by a policy climate of heavy central planning and target-setting around the coordination of skills-based education and training. 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. Teichler, U. (2009) Over-education and the skills of UK graduates, Journal of the Royal Statistical Society 172 (2): 307337. (1999) Higher education policy and the world of work: Changing conditions and challenges, Higher Education Policy 12 (4): 285312. Consensus theories have a philosophical tradition dating . A Social Cognitive Theory. The review has also highlighted the contested terrain around which debates on graduates employability and its development take place. 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. Keynes' theory of employment is a demand-deficient theory. Consensus v. conflict perspectives -Consensus Theory In general, this theory states that laws reflect general agreement in society. Moreover, this is likely to shape their orientations towards the labour market, potentially affecting their overall trajectories and outcomes. The problem of managing one's future employability is therefore seen largely as being up to the individual graduate. Throughout, the paper explores some of the dominant conceptual themes informing discussion and research on graduate employability, in particular human capital, skills, social reproduction, positional conflict and identity. conventional / consensus perspective that places . volume25,pages 407431 (2012)Cite this article. 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. 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. Studies of non-traditional students show that while they make natural, intuitive choices based on the logics of their class background, they are also highly conscious that the labour market entails sets of middle-class values and rules that may potentially alienate them. The challenge, it seems, is for graduates to become adept at reading these signals and reframing both their expectations and behaviours. 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. Graduate employability is a multifaceted concept considering the Sustainable Development Goals. Power, S. and Whitty, G. (2006) Graduating and Graduations Within the Middle Class: The Legacy of an Elite Higher Education, Cardiff: Cardiff University, School of Social Sciences. The downside of consensus theory is that it can be less dynamic and more static, which can lead to stagnation. Graduate employment rate is often used to assess the quality of university provision, despite that employability and employment are two different concepts. The theory rests on the assumption that Conservative governments in this time period made an accommodation with the social democratic policy . This paper analyses the barriers to work faced by long- and short-term unemployed people in remote rural labour markets. Expands the latter into positional conflict theory, which explains how the market for credentials is rigged and how individuals are ranked in it. . European-wide secondary data also confirms such patterns, as reflected in variable cross-national graduate returns (Eurostat, 2009). Employable individuals are able to demonstrate a fundamental level of functioning or skill to perform a given job, or an employable individual's skills and experience . This was a model developed by Lorraine Dacre Pool and Peter Sewell in 2007 which identifies five essential elements that aid employability: Career Development Learning: the knowledge, skills and experience to help people manage and develop their careers. 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). 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. 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. While at one level the correspondence between HE and the labour market has become blurred by these various structural changes, there has also been something of a tightening of the relationship. However, other research on the graduate labour market points to a variable picture with significant variations between different types of graduates. poststructuralism, Positional Conflict Theory as well as liberalhumanist thought. The shift to wards a knowledge econo my where k nowledge workers of employability has been subjected to little conceptual examination. It will further show that while common trends are evident across national context, the HElabour market relationship is also subject to national variability. (2006) showed that students choices towards studying at particular HEIs are likely to reflect subsequent choices. Tomlinson's research also highlighted the propensity towards discourses of self-responsibilisation by students making the transitions to work. The New Right argues that liberal left politicians and welfare policies have undermined the . . Functionalism is a structural theory and posits that the social institutions and organization of society . 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). This has tended to challenge some of the traditional ways of understanding graduates and their position in the labour market, not least classical theories of cultural reproduction. The purpose of this paper is to adopt the perspective of personal construct theory to conceptualise employability. Article In such labour market contexts, HE regulates more clearly graduates access to particular occupations. (2004) The Mismangement of Talent: Employability and Jobs in the Knowledge-Based Economy, Oxford: Oxford University Press. 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). 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. (employment, marriage, children) that strengthen social bonds -Population Heterogeneity Stability in criminal offending is due to an anti-social characteristic (e., low self-control) that reverberates . 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. 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). 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'. Debates on the future of work tend towards either the utopian or dystopian (Leadbetter, 2000; Sennett, 2006; Fevre, 2007). In flexible labour markets, such as the United Kingdom this remains high. 2003). Consensus theories posit that laws are created using group rational to determine what behaviors are deviant and/or criminal to protect society from harm. Archer, L., Hutchens, M. and Ross, A. 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). 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". 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). Less positively, their research exposed gender disparities gap in both pay and the types of occupations graduates work within. These changes have had a number of effects. ISSN 2039-9340 (print) ISSN 2039-2117 (online) Return to Article Details Graduate Employability Skills: Differences between the Private and the Public Sector in South Africa Download Download PDF Graduate Employability Skills: Differences between the Private and the Public Sector in South Africa Download Download PDF Much of the graduate employability focus has been on supply-side responses towards enhancing graduates skills for the labour market. Sennett, R. (2006) The Culture of New Capitalism, Yale: Yale University Press. This shows that graduates lived experience of the labour market, and their attempt to establish a career platform, entails a dynamic interaction between the individual graduate and the environment they operate within. Over time, however, this traditional link between HE and the labour market has been ruptured. Relatively high levels of personal investment are required to enhance one's employment profile and credentials, and to ensure that a return is made on one's investment in study. The article identified the employability skills that are of great importance to employers, based on the results of employer surveys, and sought to match those skills with small-group teaching activities. and Leathwood, C. (2006) Graduates employment and discourse of employability: A critical analysis, Journal of Education and Work 18 (4): 305324. The social cognitive career theory (SCTT), based on Bandura's (2002) General social cognitive theory, suggests that self-perceived employability affects an individual's career interest and behavior, and that self-perceived employability is a determinant of an individual's ability to find a job (lvarez-Gonzlez et al., 2017). The theory of employability can be hard to place ; there can be many factors that contribute to the thought of being employable. Moreover, there is evidence of national variations between graduates from different countries, contingent on the modes of capitalism within different countries. The extent to which future work forms a significant part of their future life goals is likely to determine how they approach the labour market, as well as their own future employability. Department for Education Skills (DFES). 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. Consensus Vs. 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. Research has continually highlighted engrained employer biases towards particular graduates, ordinarily those in possession of traditional cultural and academic currencies and from more prestigious HEIs (Harvey et al., 1997; Hesketh, 2000). 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 . Brown, P., Lauder, H. and Ashton, D.N. Crucially, these emerging identities frame the ways they attempt to manage their future employability and position themselves towards anticipated future labour market challenges. 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. This will help further elucidate the ways in which graduates employability is played out within the specific context of their working lives, including the various modes of professional development and work-related learning that they are engaged in and the formation of their career profiles. Much of this is likely to rest on graduates overall staying power, self-efficacy and tolerance to potentially destabilising experiences, be that as entrepreneurs, managers or researchers. The consensus theory emphasizes that the social order is through the shared norms, and belief systems of people. 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. Taylor, J. and Pick, D. (2008) The work orientations of Australian university students, Journal of Education and Work 21 (5): 405421. Google Scholar. Compelling evidence on employers approaches to managing graduate talent (Brown and Hesketh, 2004) exposes this situation quite starkly. 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). In some parts of Europe, graduates frame their employability more around the extent to which they can fulfil the specific occupational criteria based on specialist training and knowledge. 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. The expansion of HE, and the creation of new forms of HEIs and degree provision, has resulted in a more heterogeneous mix of graduates leaving universities (Scott, 2005). [PDF] Graduate Employability Skills: Differences between the Private and 02 May 2015 Education is vital in the knowledge economy as the commodity of . They also include the professional skills that enable you to be successful in the workplace. 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. 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. Ball, S.J. The final aim is to logically distinguish . The research by Archer et al. Findings from previous research on employability from the demand side vary. Employability is a key concept in higher education. 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