Classifying University Employability Strategies: Three Case Studies and Implications for Practice and Research

Autor/inn/en	Farenga, Stéphane A.; Quinlan, Kathleen M.
Titel	Classifying University Employability Strategies: Three Case Studies and Implications for Practice and Research
Quelle	In: Journal of Education and Work, 29 (2016) 7, S.767-787 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2015.1064517
Schlagwörter	Classification; Employment Potential; Case Studies; Qualitative Research; Career Planning; Content Analysis; Web Sites; Portfolios (Background Materials); Career Counseling; Counseling Services; Comparative Analysis; Student Needs; Foreign Countries; Higher Education; College Students; Semi Structured Interviews; United Kingdom + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Case study; Fallstudie; Case Study; Qualitative Forschung; Karriereplanung; Inhaltsanalyse; Web-Design; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Großbritannien
Abstract	This qualitative study documents three main strategic models used by Russell Group Careers Services to support students' preparation for graduate careers. It is framed against the backdrop of a challenging graduate labour market, discussions of employability in the literature and the policy assumption that universities are responsible for developing students' employability. First, we classify the strategies used at Russell Group universities through a content analysis of Careers Service websites. We then select three case studies representing contrasting patterns of provision. Interviews with Careers Service directors and staff at the case study institutions provide the rationales behind these three different strategies, which we describe as "Hands-Off," "Portfolio" and "Award." Drawing on 17 interviews and analysis of participation data provided by the Careers Services, we compare and contrast the approaches. The first case fills gaps in an esteemed academic system in which most students already have social capital. The second case focuses on segmenting their market to directly serve varied student needs. The third case emphasises partnership with academics and embedding career development within the curriculum. We take a critical perspective on these strategies in relation to major theoretical conceptions of employability found in the literature. Finally, we suggest implications for practices within Careers Services and further research in this underdeveloped field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01