1. Becoming a graduate: the benefits of the Graduate Identity Approach Leonard Holmes Roehampton University

2. Right action, wrong reason? Example 1 London in mid-C19: cholera epidemics 1858: The Great Stink Cause: miasma, foul air Action:Bazalgettes sewers BUT Alternative explanation: germ theory

3. Right action, wrong reason? Example 2 Why do certain materials burn? Explanation: they contain phlogiston, which is released in combustion 1774: Joseph Priestly heated mercuric oxide to obtain dephlogisticated air BUT 1777: Lavoisier argued that combustion is a process whereby combustible material combined with oxygen Phlogiston theory now discredited [Rocket science]

4. Example 3? Graduate employability Plenty of examples of practices intended to enhance employment prospects of individuals in post- graduation lives Some probably work well, some less well Some probably work well/ less well, whilst being well- resourced BUT Why & how do those that do work, work, and those that dont, dont? Assumption: better explanation leads to better practices

5. Explaining employability: Competing perspectives Employability is: Possession (skills and attributes) – what you have Positional (cultural capital, habitus) – who you are by virtue of birth and upbringing Processual – what you do interaction with gatekeepers to employment (Holmes, forthcoming)

6. Possessive approach Skills and attributes are acquired, possessed, used (transferable) Possessive-instrumentalism BUT flawed – Conceptually – Theoretically – Evidentially – Practically

7. Processual perspective: Graduate Identity Approach Student/ graduate presents self to gatekeepers as the kind of person whom they would wish to employ How they present self affects perceptions of gatekeepers (recruiters) Gatekeepers base decision on ascriptions: this is [or is not] the kind of person we want

8. Identity Interactionist, processual view Identifying, identification Relational, constructionist approach rather than essentialist, entitative We dont have an identity, but self-identify and are identified by others as a kind of person Situated, multiple, fragile

9. Claim-affirmation model

10. Warranting claims and ascriptions Individuals express claim on identity in particular ways (verbal and non-verbal) These act as warrants for claim Others (gatekeepers) warrant decisions (hire/ not-hire) in terms of ascriptions of identity Outcomes depend on accordance of warranting Language of skills and attributes acts as first- rate warrant

11. Rehearsal of aspired-to identity of practices appropriate to identity of warranting through in-class activity assessment activity cross-programme, integrating, activity experience (placement, internship, extra- curricular, etc)

12. Using Graduate Identity approach: In what ways can students in your institution (or on your module, unit, course, programme) rehearse identity practices warranting in relation to future employment? In what ways can your institution provide guidance etc for graduates who experience difficulties in gaining appropriate employment?