“The ability to get a job”: student understandings and definitions of employability

an article by Sharon Gedye and Emily Beaumont (Plymouth University, UK) published in Education + Training Volume 60 Issue 5 (2018)

Abstract

Purpose
The purpose of this paper is to explore employability in the context of higher education (HE) from the students’ perspective. Limited attention has been paid to student understandings of their own employability in a Sport Science context and Tymon (2011) refers to them as “the missing perspective”.

Design/methodology/approach
This paper presents the findings of a study of Marine Sports Science students (n=63) at a post-1992 HE institution which through the qualitative element of a mixed methods survey explored their changing articulations of their employability as they progressed through their studies. The students surveyed were in receipt of a comprehensive programme of enterprise and employability activities embedded within their programme.

Findings
Qualitative results showed that Marine Sport Science students’ articulations of employability expanded in vocabulary as the students progressed through their studies. Definitions also shifted from those that centred on what employers want (extrinsic) to what the student had to offer the employer (intrinsic).

Originality/value
There are very few examples of studies that explore employability from the students’ perspective and this paper adds understanding on this “missing perspective”. It also addresses a specific discipline area; Marine Sport Science, which has yet to feature in any literature on employability.

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HE Funding and social mobility – The role of LMI

a post by Janet Colledge for the Outstanding Careers: Careers Ed for All blog

I’ve been reading huge amounts about Mrs May’s review of HE funding and to be honest, I’m fuming. Putting my political affiliations to one side, I’m trying to look at things objectively. However, I feel powerless to resist speaking up for “poorer students” “working class students” “the disadvantaged” call this sector of society, MY sector of society, what you will, I’m flaming fuming.

One of the conversations I heard on a radio phone in suggested, and I’m paraphrasing a 4-5 minute conversation here,

• The relatively cheap to deliver degrees are those that don’t have good employability rates and thus less competitive salaries.
• The degrees that result in higher employability tend to be those with STEM/Engineering components which make them more expensive to deliver.
• Therefore disadvantaged students will choose the cheaper degrees.

For crying out loud! How condescending can you get? BUT and it’s a big but, until we get good quality careers education into ALL schools, how will young people know which degrees offer the best chance of a graduate level job and which don’t?

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Hazel’s comment
Which degrees offer the best chance of a graduate level job?
That is definitely, in my opinion, only one of a raft of questions to be asked of the LMI after exploration of someone’s interests and abilities.
But, and this is my big but, if your choice of subjects at GCSEs (or equivalent) does not lead to the A-levels (or equivalent) you need in order to study, for example, the anthropology of terrestrial beings then you are stuck.

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Career education that works: an economic analysis using the British Cohort Study

an article by Elnaz T. Kashefpakdel (University of Bath, UK) and Christian Percy (Independent Researcher, London, UK) published in Journal of Education and Work Volume 30 Issue 3 (2017)

Abstract

There is significant policy interest in the issue of young people’s fractured transitions into the labour market. Many scholars and policy-makers believe that changes in the education system and labour market over recent decades have created a complex world for young people; and that this can partly be addressed by enhanced career education while individuals are at school.

However, the literature lacks in-depth quantitative analysis making use of longitudinal data.

This paper draws on the British Cohort Study 1970 to investigate the link between career talks by external speakers and employment outcomes, and finds some evidence that young people who participated in more career talks at age 14–16 enjoyed a wage premium 10 years later at age 26. The correlation is statistically significant on average across all students who receive talks at age 14–15; but remains the case for 15–16 year olds only if they also described the talks as very helpful.

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Fees ARE putting the most disadvantaged young people off university, says new report

Contrary to previous reports, UCU report finds that increased fees are putting the most disadvantaged young people off university

Cost, poor advice and a perceived lack of jobs are putting young people from the most disadvantaged backgrounds off higher education, warns a report from the University and College Union (UCU) out today [8 December].

It seems that the way in which successive governments have promoted higher education as an instrumental tool to better jobs, salaries and outcomes is now coming home to roost.

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Give young people skills for life

an article by Liz Field (chief executive, Financial Skills Partnership) published in fenews.co.uk (June 2013)

Good careers advice has never been so important, particularly at this time as the UK experiences a rise in the number of youngsters classified as NEET (Not in Education, Employment or Training). Many concerns have been raised by parents and businesses about the quality of careers advice available to young people.

According to the recent Careers England research, there has been a dramatic reduction in the amount of professional careers guidance on offer at secondary schools. Many youngsters are at a loss as to where to go to find out about the various opportunities available to them in the world of work and some have an unrealistic view about the jobs that are available in the current economy.

Continue reading

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The Nature and Use of Individualized Learning Plans as a Promising Career Intervention Strategy

an article by V. Scott Solberg, L. Allen Phelps, Kristin A. Haakenson and Julie F. Durham (Boston University, University of Wisconsin-Madison, USA) and Joe Timmons (University of Minnesota, Minneapolis, USA) published in Journal of Career Development Volume 39 Number 6 (December 2012)

Abstract

Individualised learning plans (ILPs) are being implemented in high schools throughout the United States as strategic planning tools that help students align course plans with career aspirations and often include the development of post-secondary plans.

Initial indications are that ILPs may be an important method for helping students achieve both college and career readiness.

Parents, teachers, and students indicate that ILPs result in students selecting more rigorous courses, better teacher-student relationships, and positive parent-school relations.

This article describes the emergence and nature of ILPs, promising practice strategies as well as challenges associated with gaining whole school buy-in, and the potential for career and vocational research.

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Raising aspirations and smoothing transitions: the role of careers education and careers guidance in tackling youth unemployment

a policy snapshot report by Brhmie Balaram and Lizzie Crowley published by The Work Foundation (part of the Lancaster University) in The Missing Million Programme (September 2012)

Executive Summary

School-to-work transitions are increasingly challenging for young people. Changes in the occupational landscape and reduced demand in the economy mean that choices are becoming more complex and opportunities more competitive. Young people need greater support to navigate pathways to employment and/or further training.

Together Careers Education and Careers Guidance can improve transitions. The evidence shows that good provision of careers education makes a difference in the long run by raising aspirations and encouraging academic achievement. When combined with careers guidance in the lead up to transitioning from school-to-work, it can minimise the risk of young people becoming NEET (not in education, employment or training). Face-to-face guidance plays an integral role in smoothing this transition.

However, changes to Careers Education and Careers Guidance that will come into effect in September 2012 are likely to compromise the quality, and availability, of provision. The Education Act 2011 ends the statutory requirement for local authorities to deliver a universal careers service for young people. Schools have instead been placed under a duty to secure independent and impartial careers advice, but have not been given any additional funding to do so. There is concern that ambiguity within the Act may allow for schools to fulfill their obligations by simply referring young people to the new National Careers Service (NCS), despite that those under 19 will only be able to access an adviser online or by telephone rather than face-to-face.

The statutory requirement to provide careers education has been removed, reversing the progress made towards establishing a long-term process of guidance. Without careers education, careers guidance is reduced to an abrupt and isolated intervention. Careers education should be embedded in the curriculum as early as primary school and expanded on with age in an effort to prevent young people from becoming NEET later on in life. Preventative measures like careers education are preferable for addressing young people at-risk of being NEET. If fewer intensive interventions are needed greater resources can be freed to help all young people as they attempt to make transitions post-16.

While we are concerned about changes to provision of Careers Education and Careers Guidance, now represents an opportunity to reinvent provision, particularly for those from disadvantaged groups.
Policy should consider the following principles:

• From Connexions – formerly the primary provider of careers guidance for young people – we learn that we should value diverse outcomes. Guidance should be as much about developing young people’s self-confidence and ability to manage transitions over time as it is about influencing destinations. By integrating guidance with careers education, young people can learn career management skills from an early age and work towards becoming self-sufficient. This is important if young people are expected to access and utilise resources on their own, such as the growing number available online, but also if they are to remain resilient in spite of multiple barriers to employment.
• Face-to-face provision is essential – particularly for young people from disadvantaged backgrounds. Young people prefer face-to-face guidance over all other sources¹ because they are more likely to trust personalised support. Access to face-to-face guidance should be guaranteed onwards from age 13 at the very minimum. The lack of funding is likely to be the main barrier for schools in contracting independent advisers, and for those able to buy-in services there are further concerns about quality of provision. Greater standardisation and regulation of the careers guidance market is needed to ensure quality across the board.

Young people should still be able to access other resources; however, these resources must be user-friendly. The internet is a medium of information that young people know how to use well, but the way in which the information is presented is failing to engage them. Presentation needs to be improved, along with young people’s ability to understand and interpret labour market information (LMI) found online.

Collaboration is key to achieving impact. The delivery of Careers Education and Careers Guidance needs to be widened to go beyond careers advisers and seek to include schools, employers and the third sector in engaging young people. Involving other key players will ease the pressure on careers advisers and above all, create a more engaging, interactive and healthy system of support. Just as tackling the problem of youth unemployment is a collective responsibility, so is Careers Education and Careers Guidance.

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¹ See for instance: Joyce, L. and White, C. (2004) Assessing Connexions: Qualitative Research with Young People. London: Department for Education and Skills.

Full text (PDF 24pp)

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Association for Careers Education and Guidance

The Annual Conference of the Association took place at the beginning fo this month (July 2007) and I'm ashamed to say that I've only just got around to writing about it! Too late? Yes, in one sense it is but in another I can exonerate myself -- none of the information I acquired is actually time critical.
I thought that I could cheat a bit (no, a lot if possible) by linking to ACEG's website -- where I hoped to find at least the plenary session slides loaded if not more. No such luck -- al the conference page has is a photograph of the organiser, Sylvia Thompson, and a note to say that the Conference report will be in the October edition of the Association's journal. Back to the slog of having to think!
As an exhibitor I could attend the Keynote sessions, of which there were five, and, of course, the exhibition itself.

• Keynote 1: A local model for collaborative working on 14-19 provision Steve Stewart, CEO of Connexions Coventry and Warwickshire
  This session was primarily of interest to organisations looking to work in partnership or improve present collaborative working arrangements (which is not me). The style of presentation was good and included many anecdotes and examples from the sometimes complex situation in Coventry and Warwickshire.
• Keynote 2: Policy and Progress in 14-19 Reform Elaine Hendry who until 28 June was with the DfES
  I didn't get to hear much of this but hearing comments from delegates afterwards I gathered that the presentation didn't include a great deal that was new but did consolidate current thinking. Unfortunate that the speaker is likely to be moving on to pastures new.
• Keynote 3: Career identity and the dialogical learning process Frans Meijers
  At this point I have to admit to a modicum of oversleeping -- I missed most of this talk which was, I am told, extremely interesting. This being so I thought I'd better do some invetigating. In 1998, in the International Journal for the Advancement of Counselling (Volume 20 Noumber 3), I found a paper on "The development of a career identity" by one Frans Meijers at the University of Leiden.
  

  Abstract: In modern society individuals are becoming responsible for their own
  work allocation. In order to overcome an increasing social and work-related
  insecurity, they not only have to acquire specific career skills but also a
  so-called "career identity". A career identity is a structure of meanings in
  which the individual links his own motiviation, interests and competencies with
  acceptable career roles. In the article the concept of meaning is explored and
  further elaborated as a social learning process. The article concludes with
  some remarks about the need for a strong learning environment.

  Next I found a 2002 paper "Career Policy for the Contemporary World: Dictat or Stimulant?" -- Frans Meijers is by now an "Education and Career-Learning Consultant" in the Netherlands writing for the Career-Learning Network.You can read the whole article here. [PDF 13pp with some really good references]
  So, that covers identity and establishes Frans Meijers in context but what is "dialogical"? Apparently it is to do with dialogue so that the presentation that I missed was about identity and helps pupils to establish a career identity through talking about it in a learning context.

At this point, folks, I have to go again. I have been summoned to attend at the local hospital for a minor operation (two nights inside maximum) at very short notice (like can you come in tomorrow?) and need to sort out lots of things. I will, I really will, get this finished before moving on to anything new for you.