consensus theory of employability

These changes have added increasing complexities to graduates transition into the labour market, as well as the traditional link between graduation and subsequent labour market reward. Kelsall, R.K., Poole, A. and Kuhn, A. What this research has shown is that graduates anticipate the labour market to engender high risks and uncertainties (Moreau and Leathwood, 2006; Tomlinson, 2007) and are managing their expectations accordingly. The theory of employability can be difficult to identify; there can be many factors that contribute to the idea of being employable. the consensus and the conflict theory on graduate employability . Questions continued to be posed over the specific role of HE in regulating skilled labour, and the overall matching of the supply of graduates leaving HE to their actual economic demand and utility (Bowers-Brown and Harvey, 2004). The consensus theory of employment argues that technological innovation is the driving force of social change (Drucker, 1993, Kerr, 1973). This has tended to challenge some of the traditional ways of understanding graduates and their position in the labour market, not least classical theories of cultural reproduction. In some parts of Europe, graduates frame their employability more around the extent to which they can fulfil the specific occupational criteria based on specialist training and knowledge. Brennan, J. and Tang, W. (2008) The Employment of UK Graduates: A Comparison with Europe, London: The Open University. Perhaps one consensus uniting discussion on the effects of labour market change is that the new knowledge-based economy entails significant challenges for individuals, including those who are well educated. Chapter 1 1. Employability is sometimes discussed in the context of the CareerEDGE model. In sociological debates, consensus theory has been seen as in opposition to conflict theory. research investigating employability from the employers' perspective has been qualitative in nature. As Brown et al. Similar to Holmes (2001) work, such research illustrates that graduates career progression rests on the extent to which they can achieve affirmed and legitimated identities within their working lives. yLy;l_L&. It is also considered as both a product (a set of skills that enable) and as a . Ainley, P. (1994) Degrees of Difference, London: Lawrence Washart. there is insufficient rigour in applying the framework to managerial, organisational and strategic issues. (2003) Higher Education and Social Class: Issues of Exclusion and Inclusion, London: Routledge. More positive accounts of graduates labour market outcomes tend to support the notion of HE as a positive investment that leads to favourable returns. Throughout, the paper explores some of the dominant conceptual themes informing discussion and research on graduate employability, in particular human capital, skills, social reproduction, positional conflict and identity. Elias, P. and Purcell, K. (2004) The Earnings of Graduates in Their Early Careers: Researching Graduates Seven Years on. Employers value employability skills because they regard these as indications of how you get along with other team members and customers, and how efficiently you are likely to handle your job performance and career success. Bowers-Brown, T. and Harvey, L. (2004) Are there too many graduates in the UK? Industry and Higher Education 18 (4): 243254. While they were aware of potential structural barriers relating to the potentially classed and gendered nature of labour markets, many of these young people saw the need to take proactive measures to negotiate theses challenges. (eds.) Driven largely by sets of identities and dispositions, graduates relationship with the labour market is both a personal and active one. The label consensus theory of truth is currently attached to a number of otherwise very diverse philosophical perspectives. Moreover, in such contexts, there is greater potential for displacement between levels of education and occupational position; in turn, graduates may also perceive a potential mismatch between their qualifications and their returns in the job market. The more recent policy in the United Kingdom towards raising fee levels has coincided with an economic downturn, generating concerns over the value and returns of a university degree. It was not uncommon for students participating, for example, in voluntary or community work to couch these activities in terms of developing teamworking and potential leadership skills. (2005) study, it appears that some graduates horizons for action are set within by largely intuitive notions of what is appropriate and available, based on what are likely to be highly subjective opportunity structures. This makes it reasonable to ask whether there is any such thing as the consensus theory of truth at all, in other words, whether there is any one single principle that the various approaches have in common, or whether the phrase is being used as a catch-all for a motley . Prior to this, Harvey ( 2001 ) has defined employability in assorted ways from single and institutional positions. The subjective mediation of graduates employability is likely to have a significant role in how they align themselves and their expectations to the labour market. https://doi.org/10.1057/hep.2011.26. and Leathwood, C. (2006) Graduates employment and discourse of employability: A critical analysis, Journal of Education and Work 18 (4): 305324. Such changes have inevitably led to questions over HE's role in meeting the needs of both the wider labour market and graduates, concerns that have largely emanated from the corporate world (Morley and Aynsley, 2007; Boden and Nedeva, 2010). Policymakers continue to emphasise the importance of employability skills in order for graduates to be fully equipped in meeting the challenges of an increasingly flexible labour market (DIUS, 2008). Expands the latter into positional conflict theory, which explains how the market for credentials is rigged and how individuals are ranked in it. editors. The Wall Street Journal reported Sunday that the department had reached a "low confidence" conclusion supporting the so-called lab leak theory in a classified finding shared with the White . Bowman, H., Colley, H. and Hodkinson, P. (2005) Employability and Career Progression of Fulltime UK Masters Students: Final Report for the Higher Education Careers Services Unit, Leeds: Lifelong Learning Institute. known as "Graduate Employability" (Harvey 2003; Yorke 2006). Despite the limitations, the model is adopted to evaluate the role of education stakeholders in the Nigerian HE. Critical approaches to labour market change have also tended to point to the structural inequalities within the labour market, reflected and reinforced through the ways in which different social groups approach both the educational and labour market fields. What has perhaps been characteristic of more recent policy discourses has been the strong emphasis on harnessing HE's activities to meet changing economic demands. Reviews for a period of 20 years between 1994 and 2013 have been assimilated and categorized into two propositions. If initial identities are affirmed during the early stages of graduates working lives, they may well ossify and set the direction for future orientations and outlooks. As HE's role for regulating future professional talent becomes reshaped, questions prevail over whose responsibility it is for managing graduates transitions and employment outcomes: universities, states, employers or individual graduates themselves? Strathdee, R. (2011) Educational reform, inequality and the structure of higher education in New Zealand, Journal of Education and Work 24 (1): 2749. Mason, G. (2002) High skills utilisation under mass higher education: Graduate employment in the service industries in Britain, Journal of Education and Work 14 (4): 427456. Clarke, M. (2008) Understanding and managing employability in changing career contexts, Journal of European Industrial Training 32 (4): 258284. A range of key factors seem to determine graduates access to different returns in the labour market that are linked to the specific profile of the graduate. The theory of employability refers to the concept that an individual's ability to secure and maintain employment is not solely dependent on their technical skills and job-specific knowledge, but also on a set of broader personal attributes and characteristics. (2006) showed that students choices towards studying at particular HEIs are likely to reflect subsequent choices. A consensus theory approach sees sport as a source of collective harmony, a way of binding people together in a shared experience. X@vFuyfDdf(^vIm%h>IX, OIDq8 - Players are adept at responding to such competition, embarking upon strategies that will enable them to acquire and present the types of employability narratives that employers demand. The simultaneous decoupling and tightening in the HElabour market relationship therefore appears to have affected the regulation of graduates into specific labour market positions and their transitions more generally. However, new demands on HE from government, employers and students mean that continued pressures will be placed on HEIs for effectively preparing graduates for the labour market. Avoid the most common mistakes and prepare your manuscript for journal (1999) Higher education policy and the world of work: Changing conditions and challenges, Higher Education Policy 12 (4): 285312. Well-developed and well-executed employability provisions may not necessarily equate with graduates actual labour market experiences and outcomes. The expansion of HE, and the creation of new forms of HEIs and degree provision, has resulted in a more heterogeneous mix of graduates leaving universities (Scott, 2005). Yet at a time when stakes within the labour market have risen, graduates are likely to demand that this link becomes a more tangible one. Needless to say, critics of supply-side and skills-centred approaches have challenged the somewhat simplistic, descriptive and under-contextualised accounts of graduate skills. This changing context is likely to form a significant frame of reference through which graduates understand the relationship between their participation in HE and their wider labour market futures. There is much continued debate over the way in which HE can contribute to graduates overall employment outcomes or, more sharply, their outputs and value-added in the labour market. Historically, the majority of employability research and practice pertained to vocational rehabilitation or to the attractiveness and selection of job candidates. There are two key factors here. Graduate Employability: A Review of Conceptual and Empirical Themes, Managing the link between higher education and the labour market: perceptions of graduates in Greece and Cyprus, Graduate employability as a professional proto-jurisdiction in higher education, Employability-related activities beyond the curriculum: how participation and impact vary across diverse student cohorts, Employability in context: graduate employabilityattributes expected by employers in regional Vietnam and implications for career guidance.

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