Marketing Graduate Employability: Understanding the Tensions between Institutional Practice and External Messaging

Autor/inn/en	Divan, Aysha; Knight, Elizabeth; Bennett, Dawn; Bell, Kenton
Titel	Marketing Graduate Employability: Understanding the Tensions between Institutional Practice and External Messaging
Quelle	In: Journal of Higher Education Policy and Management, 41 (2019) 5, S.485-499 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Knight, Elizabeth) ORCID (Bennett, Dawn) ORCID (Bell, Kenton)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
DOI	10.1080/1360080X.2019.1652427
Schlagwörter	Marketing; College Graduates; Employment Potential; Higher Education; College Faculty; Teacher Attitudes; Counselor Attitudes; Student Personnel Workers; Cross Cultural Studies; Outcomes of Education; Web Sites; Stakeholders; College Students; Universities; Foreign Countries; Australia; Canada; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulabsolvent; Hochschulabsolventin; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Lehrerverhalten; Cultural comparison; Kulturvergleich; Lernleistung; Schulerfolg; Web-Design; Collegestudent; University; Universität; Ausland; Australien; Kanada; Großbritannien
Abstract	Do the narratives of employability constructed by higher education institutions for marketing purposes differ from the conceptualisation and/or the realisation of employability within those institutions? The study reported here drew on interviews with 16 senior academic and student support staff who were tasked with developing student employability at one of nine institutions in Australia, Canada and the UK. We employed Holmes' conceptions of employability as possessional, positional or processual to analyse how the interviewees conceptualised employability and the presentation of employability on the institutional websites. We found that most institutions' employability marketing narratives were inconsistent with the institutional practice reported by staff. We explain this tension in the context of two competing characterisations of higher education: a university-student transaction view; and a learning view. We emphasise the need for internal and external narratives to align and advocate the need for engagement in a constructive and critical dialogue involving all stakeholders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01