Transitions from education into work, or as part of career change and development, are increasingly central to policy debate and academic inquiry. However, the role that employers play in shaping transition is often overlooked. In this paper, we examine this issue through the experiences of a graduating cohort of 'degree apprentices'. We present original analysis of new empirical data from what we believe to be the first substantive qualitative longitudinal research conducted with those experiencing this new vocational pathway in the English Apprenticeships system. Through analysis of repeat semi-structured interviews with 22 degree apprenticeship graduates (44 interviews in total), we provide early empirical insights into experiences of this new pathway and add to existing theoretical conceptualisations of transition within the educational literature and the employer's role within it. We show that the degree apprentice to graduate transition can be broken down into three key stages: 'getting in', 'getting on' and 'going further', and that employers-at both strategic and relational levels-shape experiences at each stage.
The ethical artificial intelligence principal to practice gap is a significant challenge for micro and small medium businesses (SME). The policy and legal landscape is very dynamic and whilst there are limited toolkits, designed to help such businesses to embed the ethical design of responsible technology, there is generally a lack of skills, knowledge and resources on how to apply them within individual businesses. In this paper we present a small case study of practical examples that has led to the introduction of ethical AI practices into SMEs. Through a European funded university-industry collaboration, to date 102 SMEs within Greater Manchester, UK have been exposed to data and ethical AI workshops, with a subset of these choosing to deeper dive and apply tools such as consequence scanning and harms modelling within their business with support from university technical analysts and academics. The case study presents initial evaluations on embedding ethical principles, challenges faced by the SMEs and the reflections of technical analysts.
Graduate retention is key to the economic success of university cities, but non-migration often comes with costs to individuals in the form of forgoing the migration premium. There is increasing recognition that intersectionality – whereby people identify with more than one social category – means that (dis)advantage is a multidimensional concept. This paper explores the retention of 10,140 UK graduates from four universities in Greater Manchester for the 2017/18 year cohort. The main finding is compelling evidence for a disadvantage effect on the retention of local graduates, whereby markers of disadvantage predict retention when controlling for other variables and when considering the interaction of gender, ethnicity, and geography, an effect that is particularly strong for minority female graduates. Evidence is also presented for an advantage effect on the retention of non-locals, which is particularly strong for white graduates. This paper makes a theoretical contribution by using identity economics to explain that graduates who embody multidimensional markers of disadvantage may opt-out of the financially beneficial behaviour of migration based on identity-based utility. The method used for modelling intersectionality in this paper may prove useful to other researchers interested in analysing graduate retention patterns elsewhere in the world. These findings challenge the notion that graduate retention is an unalloyed good, suggesting that policymakers should consider that social (dis)advantage may be a main driver of retention figures in cities.
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