Maintaining the promise without killing the dream: Developing resilience for future ‘graduate’ careers

Scurry, Tracy; Burke, Ciaran; Blenkinsopp, John; Smart, Ann

doi:10.20856/jnicec.4406

Cited by 6 publications

(6 citation statements)

References 12 publications

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“…The ongoing marketization of higher education has resulted in more students from different backgrounds taking up this opportunity, and this is welcomed (Barkas, 2011). While it could be suggested that the challenges for universities in terms of employability, therefore, are not just about providing “work-ready graduates” in terms of developing social capital and higher order meta-skills to deploy social capital, they also relate to finding ways to help students adjust and become resilient (Burke and Scurry, 2019; Scurry et al , 2020) but at the same time, also not over-selling employment prospects. Brown et al (2012) found evidence of a “global auction” for graduate-type opportunities and limited vacancies throughout the world for certain high-profile opportunities.…”

Section: Discussionmentioning

confidence: 99%

“…In the not too distant past, this type of training was provided by international companies, including in cultural awareness in English as a second language courses and provided by careers services in universities (Barkas, 2011). While graduate resilience is arguably rightly demanded by many employers (Burke and Scurry, 2019; Scurry et al , 2020), attention to high levels of self-awareness for young and mature students is also critical.…”

Section: Discussionmentioning

confidence: 99%

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Marketing students' meta-skills and employability: between the lines of social capital in the context of the teaching excellence framework

Barkas

Scott

Hadley

et al. 2021

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PurposeThe purpose of this article is to examine the role of social capital and higher order meta-skills in developing the employability of marketing students at a UK university.Design/methodology/approachThis conceptual article, bolstered by illustrative primary data, provides a broader conceptualisation of employability. This is to address the specific research question on how social capital (contacts and connections) is deployed (via capability-based higher order meta-skills) in a UK university developing the employability of a specific group of students. The article is situated in the highly fraught context of teaching excellence measurement schemes [such as the teaching excellence framework (TEF) in the UK].FindingsThe research findings highlighted the role of social capital and higher order meta-skills in developing the employability of marketing students at a UK university.Research limitations/implicationsWhile the illustrative primary data are not generalisable, as they are limited to one group of marketing students in one UK university; the conceptual development, including a new social capital based definition of employability that incorporated the capabilities, provided by higher-order meta-skills, is widely applicable.Practical implicationsThe article has highlighted how the impact of social capital, etiquette and meta-skills, while being “between the lines” of the employability discourse and the metrics of the TEF, explains the differing perceptions of the value of employability initiatives. The article highlights the grey area of between the reasons given as to why some candidates are valued over others. Perhaps no rhyme or reason sometimes, just the “hidden” perception/interpretations of the interview panel of the “qualities” of one candidate over another.Originality/valueThe difficulty in ascertaining the influence of social capital (and how it can be deployed through higher-order meta-skills as capabilities) results in challenges for universities as they endeavour to respond to the data requirements of “learning gain” within teaching excellent measurement schemes such as the UK teaching excellence framework.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Marketing students' meta-skills and employability: between the lines of social capital in the context of the teaching excellence framework

Barkas

Scott

Hadley

et al. 2021

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“…However, having awareness of one's 'positionality' is an initial stage; the next is to know how to approach and manage what that position represents. This latter issue is complex and challenges educators to foster reflexivity and critical consciousness positively; Scurry et al (2020) argue that this balancing act is fundamental in pursuing social justice through education. An awareness of how inequalities may be shared can be observed in Charlie and Robert's words, which contradict the idea that working-class students will dissociate from their family identity when going to university (Loveday, 2015).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Stories of family in working‐class graduates’ early careers

Christie

Burke

2020

British Educational Res J

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How do young graduates view the role of immediate families in influencing/supporting them as they start their working lives and how do those reflections affect how they think of themselves as graduates? Social, political and economic changes have led to many young people being dependent on family for longer, but how does this play out in their reflections? This article addresses these questions by reporting upon findings from qualitative research with 14 young people from working-class backgrounds, who were part of a larger study of recent graduates. Figured Worlds theory illuminates data, with a consideration of the role that family plays in the 'space of authoring' and understanding of 'positionality'. Findings capture vivid stories of the enabling but also limiting role of family. In our analysis of data, we borrow the words 'salience' from Holland and her co-authors and 'distinction' from Bourdieu, which help capture different depictions of family. Both articulations of 'salience' and a search for 'distinction' emerge in how graduates' stories respond to family. We argue for a greater appreciation of the differing family resources of working-class graduates, and reject an emphasis on what they may lack, compared to their peers, which has tended to be the case in some media and policy commentary. There are implications for educators to foster student reflexivity about family sensitively, and to be aware of how family backgrounds may influence graduate career paths and students' awareness of wider inequalities.

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“…Returning to widening participation, Scurry et al (2020) discuss the friction between "maintaining the promise without killing the dream" of HE; in other words, the need to support individuals as they invest in their human capital but also not allow students to assume that the labour market is inherently meritocratic. This dual process, the authors argue, will provide students with an accurate understanding of the labour market and inform their undergraduate strategies.…”

Section: Discussionmentioning

confidence: 99%

Addressing unrealistic optimism with counterfactual reasoning in an employability module in higher education

Hanson

Burke

2020

JARHE

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PurposeThe study aimed to explore the effect of second year business students engaging in counterfactual reasoning on their unrealistic optimism regarding attainment on an employability module.Design/methodology/approachUsing an experimental design, the study compared the module performance of those who generated reasons why they would and would not achieve a series of specific grades. A control group who did not generate any reasons also took part.FindingsStudents who generated reasons why they would not achieve a good grade were less likely to be unrealistically optimistic and more likely to attain a good grade on their assessment.Research limitations/implicationsThis is a small sample of students from one form of programme, so replication with a greater sample drawn from other programmes would increase reliability.Practical implicationsThe results suggest an easily applied and practical way of engaging students in employability modules to support their development of a range of capitals.Social implicationsThe findings are considered in relation to the theory of possible selves, the value for students, particularly widening participation of students, of improved engagement with employability modules and the possibility of applying this technique in wider educational settings.Originality/valueThis paper extends Hoch’s (1985) original study by considering the use of counterfactual reasoning for assessment performance and offering a an easy-to-apply tool for module leaders to support student attainment in employability development modules.

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Maintaining the promise without killing the dream: Developing resilience for future ‘graduate’ careers

Cited by 6 publications

References 12 publications

Marketing students' meta-skills and employability: between the lines of social capital in the context of the teaching excellence framework

Marketing students' meta-skills and employability: between the lines of social capital in the context of the teaching excellence framework

Stories of family in working‐class graduates’ early careers

Addressing unrealistic optimism with counterfactual reasoning in an employability module in higher education

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