Employability, work placements, and outward mobility: views from England and Germany

Abstract

Purpose A central role of UK higher education institutes is preparing graduates for the global economy. However, UK outward mobility targets for students set in 2017 remain lower than the original set by the Bologna Process in 1999; with other European countries achieving substantially higher outward mobility. Research in this field concentrates primarily on studying abroad, prompting exploration of the work placement context. The purpose of this paper is to examine employability and outward mobility in the context of the perceived reluctance of UK students to undertake work placements abroad. Design/methodology/approach The views of undergraduate business management students at the Brighton Business School were compared with those of German students studying at the Goethe University in Frankfurt. Staff from Brighton Business School and other UK universities were also surveyed to gather data on attitudes towards work placements abroad. Findings Students from Brighton and Frankfurt displayed similar barriers to going abroad but were motivated by different drivers. The difference in these drivers is further echoed in the variations of their definitions of “employability”. The research also found that lack of staff awareness or interest in placements abroad could negatively affect the students’ decisions about going abroad. Research limitations/implications A small-scale study such as this presents only indicative findings. Further research is necessary to explore its implications in more depth. Originality/value The research provides more scope to the existing literature on outward mobility by addressing work placements rather than typically focusing on studying abroad. It adds value to the debate by examining placements and mobility through two different cultural lenses.

The push-pull factor model and its implications for the retention of international students in the host country

“…Literature shows that several factors influence international graduates' decisions to stay or leave the host country such as political, personal and social factors (Agnihotri et al, 2023;Bredenkamp et al, 2023;Fowlie and Forder, 2018;Li and Bray, 2007). Farivar et al (2019) explored push-pull factors related to international student mobility by examining graduates who changed their initial career mobility intentions, despite originally planning to leave the host country after graduation.…”

“…Literature shows that several factors influence international graduates' decisions to stay or leave the host country such as political, personal and social factors (Agnihotri et al ., 2023; Bredenkamp et al ., 2023; Fowlie and Forder, 2018; Li and Bray, 2007). Farivar et al.…”

“…However, despite the success in attracting a significant number of international students, there is still limited knowledge about the factors that motivate students to pursue higher education in Finland, as noted by Mathies and Karhunen (2021). Additionally, there is insufficient research on the factors that may discourage students from studying abroad and how these factors affect their decision-making process and behavioural intention (Fowlie and Forder, 2018; Nikou et al ., 2018).…”

Bridging the gap: skill development in curricular, co-curricular and extra-curricular activities and the impact on readiness for employment

“…Although global skills were associated with readiness for employment, curricular (CGLAs), co-curricular (CCGLAs) and extra-curricular (ECGLAs) activities associated with global skills were not. This may be due to lower levels of participation in study/volunteering abroad due to costs, limited foreign language skills and lack of confidence (Iriondo, 2020;Fowlie & Forder, 2018). The significant association between CGLAs and global skills suggests students can reflect on these activities as being useful for skill development but are less aware about how these activities are linked to the graduate workplace.…”