Employability and higher education: contextualising female students’ workplace experiences to enhance understanding of employability development

Gracia, Louise

doi:10.1080/13639080903290454

Cited by 45 publications

(43 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Managerial positions are usually held by males, who not only have more decision making power but also have more opportunities of social networking (Gracia, 2009). A Commonwealth Higher Education Management Service survey (Lund, 1998) reported that in universities of the developing countries, gender disparity was highest in the most senior positions from vice-chancellors through to heads of department.…”

Section: Introductionmentioning

confidence: 99%

Gender Discrimination in Higher Education in Pakistan: A Survey of University Faculty

Shaukat¹,

Siddiquah²,

Pell³

2014

EJER

View full text Add to dashboard Cite

Problem statement: Gender disparity is a worldwide phenomenon. This disparity is not only with respect to opportunities and resources but also in rewards, and exists in all regions and classes. Gender disparity exists in the field of education as well. Females experience overt and subtle gender discrimination to some extent nearly at every stage of their career. Males represent the majority of the faculty of higher education institutes across the globe. Managerial positions are usually held by males, who not only have more decision making power but also have more opportunities of social networking. Women have to achieve a successful career at the cost of their family life.

show abstract

Section: Introductionmentioning

confidence: 99%

Gender Discrimination in Higher Education in Pakistan: A Survey of University Faculty

Shaukat¹,

Siddiquah²,

Pell³

2014

EJER

View full text Add to dashboard Cite

show abstract

“…Employers have an interrelated role in providing work experience that facilitates the development of students' listening and other oral communication skills. UK accounting students interviewed by Gracia (2009) perceive that communication skills were undervalued within the workplaces where their work experience occurred. This finding may be contrasted with Paisey and Paisey's (2010) study of Scottish accounting students and Beck and Halim's (2008) study of Singaporean students, who generally describe their work experience as a rewarding and engaging experience that developed their oral communication skills.…”

Section: Work Experience: Employers' Role In Facilitating Listening Dmentioning

confidence: 98%

“…This finding may be contrasted with Paisey and Paisey's (2010) study of Scottish accounting students and Beck and Halim's (2008) study of Singaporean students, who generally describe their work experience as a rewarding and engaging experience that developed their oral communication skills. Nonetheless, cases of students experiencing isolation, not meeting or seeing their supervisor and being required to spend an inordinate amount of time filing and photocopying warrant employers' attention (Gracia, 2009;. Reports of student anxiety and uncertainty about what work experience will entail also merit attention (Gracia, 2010).…”

Section: Work Experience: Employers' Role In Facilitating Listening Dmentioning

confidence: 98%

Developing Accounting Students' Listening Skills: Barriers, Opportunities and an Integrated Stakeholder Approach

Stone

Lightbody

Whait

2013

Accounting Education

View full text Add to dashboard Cite

Accountants and employers of accounting graduates consider listening to be among the most important communication skills that graduates possess. However, accounting education practices that develop students' listening skills are uncommon. Further, in the case of listening development, the current approach of prescribing that educators do more to rectify students' skill deficiencies overlooks barriers that prevent greater incorporation of listening instruction in the accounting curriculum. An alternative integrated stakeholder approach to develop students' listening skills is proposed. Informed by a broad range of education literature, the approach identifies cross-disciplinary listening development best practice and barriers to the widespread implementation of such practices in the typical accounting programme, before determining and assigning interrelated listening development roles to key stakeholders who will benefit from improved student listening. While student listening development is feasible under the proposed approach, shared contributions by accounting students, the profession and educators are needed to achieve enhanced skills outcomes.

show abstract

“…The production of a skilled workforce to enable the United Kingdom to compete in the global knowledge economy has been a key legitimising discourse that has sustained the expansion of the higher education sector 488 A. Morrison (Boden and Nedeva 2010;Gracia 2009). Universities are now expected to demonstrate direct economic utility and, to this end, curriculum design and delivery must be shaped in response to employer needs (Gleeson and Keep 2004).…”

Section: Introductionmentioning

confidence: 99%

A class act? Lecturers’ views on undergraduates’ employability

Morrison

2013

British Journal of Sociology of Education

View full text Add to dashboard Cite

This article details the findings of a study into lecturers' perceptions of undergraduate employability. The investigation employed interviews with the staff on a BA (Hons) in Education Studies course at a post-1992 university. The aim was to examine staff beliefs regarding their students' potential employability in the business and finance sectors. The staff believed the degree offered students the opportunity to develop 'transferable' skills that could potentially make them employable in business and finance, thus helping the students develop 'absolute' employability. However, some interviewees also believed the students may encounter class-based disadvantages in the labour market with the result that aspects of the students' 'relative' employability were beyond their capacity to intervene. In light of growing policy pressure upon higher education professionals to 'deliver' increasingly employability-driven curricula, it is concluded that further research is needed into staff perceptions of their roles and capacities within this area.

show abstract

Employability and higher education: contextualising female students’ workplace experiences to enhance understanding of employability development

Cited by 45 publications

References 32 publications

Gender Discrimination in Higher Education in Pakistan: A Survey of University Faculty

Gender Discrimination in Higher Education in Pakistan: A Survey of University Faculty

Developing Accounting Students' Listening Skills: Barriers, Opportunities and an Integrated Stakeholder Approach

A class act? Lecturers’ views on undergraduates’ employability

Contact Info

Product

Resources

About