Exploring Critical Perspectives on Labour Market Information through the Lens of Elite Graduate Recruitment

Autor/in	Staunton, Tom
Titel	Exploring Critical Perspectives on Labour Market Information through the Lens of Elite Graduate Recruitment
Quelle	In: Higher Education Quarterly, 76 (2022) 2, S.422-435 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Staunton, Tom)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-5224
DOI	10.1111/hequ.12309
Schlagwörter	Labor Market; College Students; Student Recruitment; Web Sites; Careers; Discourse Analysis; Goal Orientation; Decision Making; Ideology + Suchen Sie Ihr Suchwort? Labour market; Arbeitsmarkt; Collegestudent; Web-Design; Career; Karriere; Diskursanalyse; Zielorientierung; Zielvorstellung; Decision-making; Entscheidungsfindung; Ideologie
Abstract	This article provides a critical discourse analysis of how career is discussed on elite graduate recruitment websites. Building on previous work from Handley (2018, https://doi.org/10.1177/0950017016686031) and Ingram and Allen (2019, https://doi.org/10.1177/0038026118790949) this article draws attention to how career is constructed, first, as something which graduates consume and, second, as a 'liminal experience' which transforms the graduates' identities and allows them to gain access to a new authentic self, now able to progress towards their personal goals. This ideological reading of careers information is different to traditional understandings of careers information in Higher Education research which focuses on the objective nature of information which can be used to support the rational decision making. Focussing on the ideology of career draws attention to the need for careers delivery, in Higher Education and beyond, to engage with more critical pedagogical approaches. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01