Towards Graduate Employment: Exploring Student Identity through a University-Wide Employability Project

Autor/inn/en	Smith, Sally; Smith, Colin; Taylor-Smith, Ella; Fotheringham, Julia
Titel	Towards Graduate Employment: Exploring Student Identity through a University-Wide Employability Project
Quelle	In: Journal of Further and Higher Education, 43 (2019) 5, S.628-640 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Sally) ORCID (Smith, Colin) ORCID (Taylor-Smith, Ella)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2017.1390077
Schlagwörter	College Graduates; Self Concept; Employment Potential; Education Work Relationship; Professional Identity; Student Attitudes; Curriculum Development + Suchen Sie Ihr Suchwort? Hochschulabsolvent; Hochschulabsolventin; Selbstkonzept; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Schülerverhalten; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	Students have expectations of their university education leading to graduate careers, with universities investing considerable resources in institution-wide initiatives designed to enhance opportunities for student work placements and work-related learning. However, there are large variations between courses and disciplines in student uptake of these opportunities, with limited evidence explaining why this might be the case. Recognising recent approaches which consider student identity in transitions, this study explored student attitudes to work-related learning across a range of subject disciplines. The first phase of the study used in-class surveys (N = 199) to focus on students' self-identification and perceptions of employability initiatives. Follow-up interviews were conducted to further explore themes emerging in the survey data. The study found that, while some students drew on resources for identity work in their recognition of and approach to work-related learning, access was limited, and university resources were not always recognised or effective. The findings have implications for the design of effective graduate employability initiatives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01