A landscape of practice approach to enhance employability: insights from domestic and international postgraduates

Soltani, Behnam; Donald, William E.

doi:10.1108/heswbl-11-2023-0320

Cited by 1 publication

(2 citation statements)

References 44 publications

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“…As shown in the findings, students are socialized and socialize themselves to perform their capabilities in conjunction with other community members. Therefore, capability is not a standalone entity that individuals either possess or not, but rather a construct that is the product of an individual’s engagement in the practices of a CofP that is gradual, dialogic and whose mastery is fraught with challenges (Soltani and Donald, 2024; Soltani and Zhang, 2023). This finding is in sharp contrast with the skills-based conceptualizations of graduate employability.…”

Section: Discussionmentioning

confidence: 99%

“…To bridge this gap and to understand international students’ employability, this paper draws on the language socialization of these students in their tertiary landscapes of practice (Soltani and Donald, 2024). The paper argues that without considering agentic capacities (i.e., individuals’ ability to exercise their intentionality, including their desires, aspirations and imagined selves) (Soltani, 2016; 2018), individuals are unable to fully understand their labour market potential and their ability to act with their own volition.…”

Section: Introductionmentioning

confidence: 99%

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International students' employability: a language socialization perspective

Soltani,

Tomlinson

2024

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PurposeThis study introduces a non-orthodox approach to the dominant policy-based approaches to graduate employability through contextualizing international students’ everyday experiences within their educational and wider structural contexts of the labour market.Design/methodology/approachThe study used narrative frames to collect data from 180 international students from China, Hong Kong, India, Sri Lanka, Vietnam and Nepal at a New Zealand tertiary institution. Narrative frames as a research tool in educational contexts are used to ellicit the experiences of individuals in the form of a story as participants reflect on their experience. The frames use sentence starters to draw responses from participants about their experiences (Barkhuizen and Wette, 2008).FindingsThis study argues that, through a socialization process, international students develop identities that fit an ever-changing labour market. This process is catalysed by a higher education landscape that produces career-ready subjects capable of appropriating different social spaces that prepare students and graduates to enter the labour market. Further, it argues that graduate employability should be understood as a complex process through which students and graduates socialise themselves through negotiating the socioacademic spaces by (1) familiarising themselves with the dominant workspace norms, (2) positioning themselves as more career-ready individuals, and (3) imagigining employable selves capable of meeting the needs of the job market.Research limitations/implicationsThis study has limitations. Only one data collection source has been used. It would have been great to use narrative frames along with interviews. In addition, the data would have been stronger if the researcher could have used classroom observations, which could be a future initiative.Practical implicationsThis study could provide practical insights to tertiary institutions about international students’ developing capabilities and identities so they could better prepare themselves for the world of work. Further, this study provides insights about some of the challenges that international students face in tertiary contexts to become career-ready. Hence, educators could employ strategies to better support these learners in their everyday learning spaces. This study also has useful benefits for future and current international students and international graduates regarding what investments they need to make so they can better socialize themselves in their tertiary and workplace practices.Social implicationsThis study has social implications. It helps international students better understand the social, cultural and academic expectations of their host countries. Therefore, they could better socialize themselves into those practices and contribute more effectively to their academic and workplace communities. The study also helps academic and workplace institutions strategize more effectively to address the social and cultural needs of international graduates. The study also contributes to the social and cultural understanding of the teachers that engage with international students on a daily basis by helping them devise activities that better address these students’ and graduates’ needs.Originality/valueThe study adds theoretical and methodological value to the debates around graduate employability. It includes the voices of 180 students and unravels their day-to-day experiences of capability building and employability development from their own perspectives.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%