Access to post‐compulsory education and training: economic, sociological and political determinants and remaining research gaps

Otero, Manuel Souto

doi:10.1080/03050060701611961

Cited by 14 publications

(6 citation statements)

References 28 publications

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“…Investment in education and training is evaluated, like any other investment, concerning its rate of return. The theory proposes a sequence of causal relationships linking (1) investment in education and training, (2) skill development, (3) increased productivity, and (4) increased employability, higher earnings and economic growth (Souto-Otero 2007. Human capital refers to individual attributes, such as knowledge, skills, experience, training, abilities, talent, intelligence, and judgment.…”

Section: Perceptions Of Employability Of Undergraduate…mentioning

confidence: 99%

Perceptions of Employability of Undergraduate Business Program Graduates: A Qualitative Analysis

Gurung¹,

Chapagain²,

Thapa³

2023

J. Bus. Mgt.

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Background: Students' perspective on graduate employability is an essential aspect to consider as they are the primary stakeholders of higher education institutions. Therefore, exploring graduates' perspectives on their employability and considering their opinions when designing policies and programs to improve graduate employability is crucial. However, little attention has been paid to graduates' perspectives on their employability. Objectives: This paper explored graduates' perceptions of employability, the labour market, and their views on academic credentials and employability skills in obtaining and retaining employment. The paper also examined the role of business schools in enhancing employability and how universities have prepared graduates to enter the labour market in the context of the human capital approach. Methods: The study adopted a qualitative approach using semi-structured interviews with a small sample of 38 undergraduate students from two different business programs who graduated from the constituent college of Pokhara university in 2019 and 2021 using purposive sampling. The interviews were designed to elicit in-depth responses from the participants and to allow them to share their experiences and insights. The study used the thematic analysis approach to analyze the data, which involved identifying patterns and themes within the data. The transcripts of the interviews were carefully reviewed and analyzed, and themes were generated based on the recurring patterns and ideas expressed by the participants. Results: The thematic analysis demonstrated that graduates understood employability as becoming employable with the potential of employability skills. Graduates viewed possessing academic credentials as one of the key benefits ofbecoming employable in the competitive and congested graduate labour market. The study further illustrated that employers expect both discipline-specific knowledge and soft skills from graduates. The data on the role of business schools in enhancing employability suggested that although many graduates felt that business schools could provide theoretical knowledge, the schools need to pay more attention to practical-based knowledge, especially soft skills. Conclusion: The study findings have provided insights into how recent graduates comprehend employability, view the current labour market and position their academic credentials in employability. The analysis has further demonstrated that students increasingly view their employability as the relative positional competition for labour market resources, which appears to have a bearing on how they perceive the role of credentials in their employability. The findings have further shown that employers expect both sides of graduate potential: strong academic credentials and employability skills. Therefore, graduates increasingly see the need to develop broader employability, which incorporates building strong academic credentials and employability skills and competencies outside the formal learning context. The study findings have implications for business schools, policymakers and researchers within the broader discourse of the knowledge-driven economy.

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Section: Perceptions Of Employability Of Undergraduate…mentioning

confidence: 99%

Perceptions of Employability of Undergraduate Business Program Graduates: A Qualitative Analysis

Gurung¹,

Chapagain²,

Thapa³

2023

J. Bus. Mgt.

View full text Add to dashboard Cite

show abstract

“…According to this model, the knowledge-based economy, new technologies, the growing speed of technological changes and globalisation increase the need to improve the population's skills and competences. As such, lifelong learning has been emphasised as a major policy that enables economic competitiveness, employability, individual fulfilment and self-development (Room 2002;Souto Otero 2007).…”

Section: Validation Of Non-formal and Informal Learning: Policy Debatmentioning

confidence: 99%

Filling in the gaps: European governance, the open method of coordination and the European Commission

Souto-Otero¹,

Fleckenstein²,

Dacombe³

2008

Journal of Education Policy

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“…Finally, there appears to be lack of research in this area that targets structural issues (Otero, 2007). This work aims to contribute to knowledge of these issues.…”

Section: The Research Questionsmentioning

confidence: 99%

“…7.7 The contribution of the research Otero (2007) identified that there was a lack of research around structural and system issues that might pertain to the existing knowledge around the transition from compulsory to post-compulsory education. This study has helped to address that gap.…”

Section: The Qualitative Studiesmentioning

confidence: 99%

Whose interests? Gaming, School Type, Social Justice and Pupils’ Post-16 Access

Brewster¹

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Whose interests? Gaming, school type, social justice and pupils' post-16 access Access to post-16 education has critical implications for young people's life chances. An important aspect of access to this provision is the qualification mix and attainment level that learners achieve at the end of compulsory schooling. In England, this mix usually consists of academic qualifications, GCSEs, and qualifications that are vocationally related. Previous research has shown that schools can implement strategies that seek to maximise pupil outcomes for accountability purposes rather than meeting learners' needs. This is defined in the literature as gaming. The focus of this study is to ascertain if gaming by certain school types and contexts is being used to meet accountability measures and if there is a relationship with post-16 access. After conducting a critical scoping exercise that considered the educational and political background and landscape, four research questions were devised that enabled the issue to be examined. Using a critical-realist approach, a mixed-methods study was designed to respond to the questions and address the key issue. The methods used included; a quantitative study to examine issues of qualification access and use and variable interactions, a qualitative study of nine school and college leaders across contexts, and a series of interviews with twenty-one learners undertaking post-16 programmes in a lowperforming and disadvantaged location in a northern city. It would be remiss of me not to mention and thank my excellent and supportive supervisory team. My Director of Studies, Sean Demack, has been an invaluable source of help and advice. Without his support and guidance there is no doubt that this project would not have been completed. Prof. Mark Boylan is a real critical friend. His advice has been so helpful, especially regarding the construction of the discourse and narrative. Prof. Colin McCaig has kept a keen eye on my line of argument and ensured that I remained focused on the key issues. You have made me think differently and taught me so much. Thank you. My fellow research students in Unit 7 have also been there for me; supportive, helpful and ensuring that I remain grounded whilst we journey together. They know who they are. I would, however, especially like to thank Dr Chris Bailey for his help with my illustrations. I would also like to thank all those who gave generously of their time to participate in this study, both pupils and staff. You continue to inspire me.

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Access to post‐compulsory education and training: economic, sociological and political determinants and remaining research gaps

Cited by 14 publications

References 28 publications

Perceptions of Employability of Undergraduate Business Program Graduates: A Qualitative Analysis

Perceptions of Employability of Undergraduate Business Program Graduates: A Qualitative Analysis

Filling in the gaps: European governance, the open method of coordination and the European Commission

Whose interests? Gaming, School Type, Social Justice and Pupils’ Post-16 Access

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