Degree Power: Educational Credentialism within Three Skilled Occupations

Autor/in	Tholen, Gerbrand
Titel	Degree Power: Educational Credentialism within Three Skilled Occupations
Quelle	In: British Journal of Sociology of Education, 41 (2020) 3, S.283-298 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2019.1690427
Schlagwörter	Skilled Occupations; Higher Education; Credentials; Employment Opportunities; Academic Degrees; Education Work Relationship; Scientists; Computer Software; Technical Occupations; Public Relations; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Fachangestellter; Hochschulbildung; Hochschulsystem; Hochschulwesen; Studienbuch; Berufschance; Beschäftigungschance; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Scientist; Wissenschaftler; Technical occupation; Technischer Beruf; Public relation work; Öffentlichkeitsarbeit; Ausland; Großbritannien
Abstract	An ongoing debate is centred around the question of how we can understand the value of university credentials in accessing jobs. We know that occupations are strong determinants of which skills, knowledge and abilities are utilised in work but we do not know enough of how occupational contexts shape what university degrees represent to employers and labour market entrants. Drawing on semi-structured interview data, this article compares and contrasts how Higher Education degrees serve as credentials in accessing three different graduate occupations: laboratory scientists, software engineers and press officers. Rather than functioning as direct signs of work skills and knowledge, signals of trainability or as instruments of social closure, the article shows that higher education credentials serve multiple roles within the three occupations. These occupational-specific forms of credentialism shape the competition for jobs for university graduates. The article argues for a renewed theoretical approach to educational credentialism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01