an article by Michael Tomlinson (University of Southampton, UK) published in Higher Education Policy
Volume 25 Issue 4 (December 2012)
Abstract
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 paper considers the wider context of higher education (HE) and labour market change, and the policy thinking towards graduate employability. It draws upon various studies to highlight the different labour market perceptions, experiences and outcomes of graduates in the United Kingdom and other national contexts.
It further draws upon research that has explored the ways in which students and graduates construct their employability and begin to manage the transition from HE to work. 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 policy-makers.
Showing posts with label graduate_employability. Show all posts
Showing posts with label graduate_employability. Show all posts
Wednesday, 28 November 2012
Monday, 25 June 2012
The role of numeracy skills in graduate employability
an article by Naureen Durrani (School of Health, Community and Education Studies, Northumbria University) and Vicki N. Tariq (School of Social Work and Social Policy, University of Central Lancashire) published in Education + Training Volume 54 Issue 5 (2012)
Abstract
Purpose
The purpose of this article is to explore the role and importance of numeracy skills in graduate recruitment within a diversity of employment sectors.
Design/methodology/approach
The results of a mixed-methods study, involving three online surveys (including an employer survey), student focus group sessions and interviews with tutors, are presented.
Findings<
The results reveal the importance that employers attach to graduates’ numeracy skills and the extent to which employers use numeracy tests in graduate recruitment. They thus highlight the potential for poor numeracy skills to limit any graduate’s acquisition of employment, irrespective of their degree subject; especially since numeracy tests are used predominantly in recruitment to the types of jobs commensurate with graduates’ career aspirations and within sectors that attract graduates from across the diversity of academic disciplines, including the arts and humanities.
Research limitations/implications
Since participants were self-selecting any conclusions and inferences relate to the samples and may or may not be generalisable to wider target populations.
Practical implications
The paper highlights what actions are necessary to enhance undergraduates’ numeracy skills in the context of graduate employability.
Social implications
The vulnerability of particular groups of students (e.g. females, those not provided with any opportunities to practise or further develop their numeracy skills whilst in higher education, those with no (or low) pre-university mathematics qualifications, and mature students) is highlighted.
Originality/value
The article is timely in view of national policy to extend the graduate employability performance indicators within quality assurance measures for UK higher education.
Abstract
Purpose
The purpose of this article is to explore the role and importance of numeracy skills in graduate recruitment within a diversity of employment sectors.
Design/methodology/approach
The results of a mixed-methods study, involving three online surveys (including an employer survey), student focus group sessions and interviews with tutors, are presented.
Findings<
The results reveal the importance that employers attach to graduates’ numeracy skills and the extent to which employers use numeracy tests in graduate recruitment. They thus highlight the potential for poor numeracy skills to limit any graduate’s acquisition of employment, irrespective of their degree subject; especially since numeracy tests are used predominantly in recruitment to the types of jobs commensurate with graduates’ career aspirations and within sectors that attract graduates from across the diversity of academic disciplines, including the arts and humanities.
Research limitations/implications
Since participants were self-selecting any conclusions and inferences relate to the samples and may or may not be generalisable to wider target populations.
Practical implications
The paper highlights what actions are necessary to enhance undergraduates’ numeracy skills in the context of graduate employability.
Social implications
The vulnerability of particular groups of students (e.g. females, those not provided with any opportunities to practise or further develop their numeracy skills whilst in higher education, those with no (or low) pre-university mathematics qualifications, and mature students) is highlighted.
Originality/value
The article is timely in view of national policy to extend the graduate employability performance indicators within quality assurance measures for UK higher education.
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