British Academy of Management BAM (2015) Doctoral Symposium: Research Conversations The impact of higher education on self-perceived employability: standing.

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Presentation transcript:

British Academy of Management BAM (2015) Doctoral Symposium: Research Conversations The impact of higher education on self-perceived employability: standing out from the crowd in a highly competitive, globalised, graduate labour market Mr. William Donald (PhD Researcher) Professor Yehuda Baruch (Supervisor) Dr. Melanie Ashleigh (Supervisor) Human Resources and Organisational Psychology

Background Macro Level Neo-liberalisation of UK Higher Education (Tomlinson, 2013) Mass Participation Employability Agenda Knowledge Economy Global Labour Market Employers Demand High Quality Graduates Confusion of Terminology: Employable v Employability (Jackson, 2014; 2010; Holmes, 2013) Micro Level Student Perception Less Known (Jackson, 2015; Wilton, 2014; Tymon, 2013)

Research Contribution This study explores the construction of an emergent graduate identity of self-perceived employability through participation in UK neoliberal higher education and work-integrated learning. Theoretical Contribution Graduate Employability Capital Emergent Graduate Identity Theory Work-Integrated Learning Theory Micro Level Student Perspective of Graduate Employability & Careers Practical Contribution Enhance National Competitiveness Make Future Graduate More Employable Benefits to Macro, Meso and Micro Level Stakeholders Demographic Insights Advice to Policy Makers of Higher Education and Work-Integrated Learning

Research Framework and Lens Graduate Employability Framework Employability Capital Useem & Karabel (1986) Scholastic, Social & Cultural Capital (Bourdieu, 1977) Baruch, Bell & Grey (2005) Inner Value & Market Value Capital Harvey, Moon, Geall & Bower, (1997) Reputational Capital Competencies Research Lens: Emergent Graduate Identity (Holmes, 2015; 2013) Incorporating Work-Integrated Learning

Most Cited Competencies Literature Review Conducted: Dearing Report (1997) to Present (2015) 1.Oral Communication (18) 2.Teamwork (17) 3.Time Management (9) 4.Problem Solving (8) 5.Literacy Skills (7) 6.Numeracy Skills (7) 7.IT Skills (6)

Work-Integrated Learning (WIL) Wilson Review (2012): Every Student Should Have Opportunity For WIL Academic Literature Indicates Significant Benefits of WIL (Evans, Gbadamosi & Richardson, 2014; Oakley & Oyebode, 2008; Auburn, 2007) Limitation: Self-Selection by Best Students (Crawford & Wang, 2014) Limitation: Lack of Longitudinal Studies (Edwards, 2014; Wilton, 2014) Limitation: Lack of Focus Outside Management, Healthcare & Engineering Call for Cross Faculty Coverage (Tomlinson, 2012)

Career Orientation Traditional Career (Hierarchical, Stable, Predictable) Contemporary Career Boundaryless Career (Arthur & Rousseau, 1996; DeFillippi & Arthur, 1994) Protean Career (Hall, 2004; 1976) Measures (Baruch, 2014; Briscoe, Hall & Frautschy DeMuth, 2006)

Methodology (Mixed Methods) Stage One (2014/2015) Quantitative Cross Faculty Work Placement Audit (CFWPA) Cross Faculty Perceived Employability Ranking (CFPER) Stage Two (2016/2017) Quantitative, Longitudinal, Self-Reporting Questionnaire Wave One (n=2,500) Wave Two (n=1,000) Assuming 40% Response Rate Stage Three: 2017 Qualitative, Interviews, Grounded Theory

Demographic Data Gender (Tomlinson, 2013) Ethnic Group (Tomlinson, 2013) Parental Economic Class (Tomlinson, 2013) Degree Discipline (Stage One Results) Management, Engineering, Healthcare, Humanities & Natural and Environmental Sciences

H2a H3c Conceptual Framework Moderators: 1) Degree Discipline 2) Year of Study Mediators: 1) Graduate Employability Capital 2) Competencies 3) Work-Integrated Learning 4) Perception of Graduate Employability Demographic Data Perception of Employability (Emergent Graduate Identity) Boundaryless Career Graduate Employability Capital H1 a Competencies Work-Integrated Learning Offer of Employment Protean Career Traditional Career H1 b + + H1 c + H3a H3b + + H2b Expected Earnings H2c H4a H4b H4c + + -