Evidencing Student Success in the Contemporary World-of-Work: Renewing Our Thinking

Autor/inn/en	Jackson, Denise; Bridgstock, Ruth
Titel	Evidencing Student Success in the Contemporary World-of-Work: Renewing Our Thinking
Quelle	In: Higher Education Research and Development, 37 (2018) 5, S.984-998 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2018.1469603
Schlagwörter	College Students; Employment; Education Work Relationship; College Graduates; Developed Nations; Outcome Measures; Success; College Outcomes Assessment; Foreign Countries; Testing Problems; Australia; United Kingdom; United States; Ireland + Suchen Sie Ihr Suchwort? Collegestudent; Dienstverhältnis; Hochschulabsolvent; Hochschulabsolventin; Developed countries; Industriestaat; Industrieland; Erfolg; Ausland; Australien; Großbritannien; USA; Irland
Abstract	This paper explores the conceptualisation and measurement of higher education (HE) student success relating to the world-of-work. It first considers the factors that catalysed a shift in perception and understanding of student success from engagement and academic achievement at university to post-graduation employment outcomes. It summarises and critiques approaches to measuring graduate employment outcomes for a range of developed countries. There are fundamental flaws in utilising current measures of graduate employment outcomes to gauge student success. These include devaluing the social, cultural and economic value of graduates; favouring full-time employment measures; tracking graduates in their transitional phase to the labour market and encouraging HE providers to manipulate the metrics to raise institutional status. The paper suggests a more coherent approach to gauging student success in the world-of-work, which is aligned to a broader definition of graduate outcomes, realities of contemporary working practices and the sector's locus of control. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01