‘…having people that will help you, that know the ropes and have walked that road before you’: How does first in family status impact graduates in the employment field?

Abstract

Increasing competitiveness in the graduate employment field combined with growing numbers of degree bearing applicants means that gaining employment after completing university studies can be a lengthy and complex undertaking. This is even more the case for students who do not have ready access to the social or family capital often required for successful employment, such as those who are first in their family to attend university. This article reveals hidden tensions within the post-graduation employment market when this is negotiated without the benefit of necessary capitals required to do so successfully. Drawing on interview and survey data from recent first in family graduates and alumni in Australia, the ways in which they negotiated employment was explored. This exposed an alternative perspective on graduate employment that highlights the somewhat ‘hidden’ inequities and unfair expectations within a hyper competitive job market. Participants’ written and spoken reflections reveal the ways in which the graduate landscape is far from being an ‘even playing field’. The perspectives presented contribute to broader understanding about the difficulties of moving towards desired employment goals or social mobility particularly when intangible relational and personal capitals are needed. Such insights are needed to inform both policy and practice globally, particularly as nation states come to terms with the repercussions of the current health crisis.

Gateways Not Pathways: Student Perceptions of the Portals to Employability

“…We also know that non-traditional students face challenges with regard to the transition into university (Briggs et al, 2012), such as experiencing feelings of uncertainty and pressure in the making of education choices, feelings of isolation and disconnectedness when starting university, and decreased levels of success while at university. In terms of transitioning out of university, researchers have shown that non-traditional students often lack the necessary personal and relational capital needed to successfully compete in a hyper competitive graduate employability market (O'Shea et al, 2021). The responses of participants in this project echo many of the findings from such research.…”

“…There is evidence that students believe that the more education they have the better, which can encourage them to believe their degree/s are a ticket to the career of their choice (Lock & Kelly, 2020). Such beliefs can lead some students to miss out on opportunities known to be associated with enhanced employability (O'Shea et al, 2021). Overall, we have reason to presume that an expectations gap about employability teaching and learning might well exist, but there is little definitive evidence articulating either that such a gap exists or, if it does, what the characteristics of this gap might be.…”

“…While the widening access agenda has led to HEIs having a greater interest in employability, an additional consequence of this agenda has been the rise of pedagogic challenges associated with the delivery of higher education to 'non-traditional' students (O'Shea et al, 2021). Investigation of these challenges has generated a large volume of research, with a particularly prominent branch focused on the development, implementation and evaluation of transitions pedagogy (Kift, 2009;Kift, 2015;Baik et al, 2015;Tinto, 2009).…”

Consolidation of employability in Nepal: A reflective look

“…The theory can be utilized to explain how the conscious state and regular engagement can strengthen individual attributes. Self-motivation, developing positive attributes, proactiveness and sincerity in actions are the driving factors for individuals, and these also directly relate to upbringing and family environment (O’Shea et al, 2021).…”

Students with disabilities as ideal graduates: universities' obligations to support extracurricular involvement

“…The research available emphasises the positive, and even vital, aspects of extracurricular participation for university students, especially regarding their career and personal development, as well as their sense of belonging and well-being on our campuses (Burke et al, 2005;Clark et al, 2015;Milner et al, 2016;Stuart et al, 2011). However, how ECA participation impacts students with disabilities has not been similarly scrutinised, with the few studies focusing on this issue highlighting the positive impacts of participation at the high school level (O'Shea et al, 2021;Palmer et al, 2017;Wehman et al, 2014). There is also little evidence of previous studies that examine how decisions made at the strategic and policy level reflect the importance of the employability skills taken from these opportunities for students with disabilities.…”