Narrowing participation? Contesting the dominant discourse of employability in contemporary higher education

Rooney, Steve; Rawlinson, Mark

doi:10.20856/jnicec.3603

Cited by 6 publications

(3 citation statements)

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“…Those that did often blended it with technocratic rationalities, for example connecting the university to progressive social policies and aspirations for social mobility, or with humanistic rationalities, for example discussing active citizenship as a part of personal development. There was little indication of the kind of emancipatory rationality and associated forms of critical pedagogy advanced elsewhere by Sultana and his colleague (Hooley et al, 2018(Hooley et al, , 2019 and by other proponents of critical employability practice (Kelly & Graham, 2017;Rooney & Rawlinson, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Such perspectives view political participation as a legitimate way in which individuals and groups can advance their careers and enhance their chances of achieving sustainable decent work. Emancipatory rationalities draw on a tradition of critical pedagogy encompassing Freire (1970) and others including the emergent critical tradition in career guidance and employability (Precarious Workers Brigade, 2017; Rooney & Rawlinson, 2016;Sultana, 2014b, c).…”

Section: Rationalities Underpinning Employabilitymentioning

confidence: 99%

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Rationalities that underpin employability provision in higher education across eight countries

2022

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This article explores the rationalities advanced by 18 higher education institutions, located across eight countries, for developing and delivering employability provision. The article uses Sultana’s Habermasian-derived framework to categorise rationalities as either technocratic, humanistic or emancipatory. Based on a series of semi-structured dialogic interviews, the article explores how key strategic and operational personnel within higher education institutions articulate their rationality for engaging with employability. It finds that the rationalities advanced to support employability within different institutions vary through a conversation between institutional culture and priorities and the demands of different stakeholders who the institution seeks to engage. The technocratic and humanistic rationalities dominate, with the emancipatory rationality weakly represented in the data. However, in many cases, the different rationalities are woven together, often for tactical reasons, to create bespoke institutional rationalities.

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Section: Discussionmentioning

confidence: 99%

Section: Rationalities Underpinning Employabilitymentioning

confidence: 99%

Rationalities that underpin employability provision in higher education across eight countries

2022

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“…There is also a specific dynamism related to migrant employability, as people must first be labelled as excluded before being allowed to be included 'correctly' in their new society as employed citizens (Vesterberg, 2016). Rooney and Rawlinson (2016) argue that the focus on employability issues shifts the discussion from social justice to meritocracy and that this is informed by the human capital theory. In the context of migration, the skills and competences of migrants can also be seen from another perspective, as new forms of migrant-specific capital derived from their own contexts (Thondhlana et al, 2016;Yosso, 2005).…”

Section: The Context Of Counsellingmentioning

confidence: 99%

Career counsellors’ professional agency when working with migrants

Kekki

Linde

2022

Int J Educ Vocat Guidance

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This article analyses the professional agency of counsellors working with migrants. Using Bernstein’s concepts of classification and framing, our thematic analysis draws on interviews with career counsellors from both Finland and Sweden. The results highlight a need for counsellors to recognise the differences in situations of students with migrant backgrounds and their native peers and adjust their counselling accordingly. They also indicate that counsellors struggle with implementation of the core of their professional agency as a result of societal domination of the counselling agenda and indicate a need for more collective, society-level challenging of this agenda.

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The University as a Critical Institution?

Hladchenko¹,

Antonowicz

Boer³

2017

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Since the 1980s, the modes of governance of public sectors have undergone substantial changes in most of the Western European countries (e.g. Van Kersbergen & Van Waarden, 2004;de Boer et al., 2010). These public sector wide changes were in many cases inspired and driven by the principles of 'New Public Management' (NPM) that can be viewed as one of the global models of world society (Pollitt, 1990). This shift has also influenced public sector policies in the Central and Eastern European (CEE) countries (Antonowicz & Simonová, 2006;Zgaga et al., 2013). We know that NPM has many faces (Hood, 1991) and that forms, timing and outcomes significantly vary from country to country (Kehm & Lanzendorf, 2006;Paradeise et al., 2009). This also applies to Polish and Ukrainian higher education, where reforms have taken place with the intention of transforming their higher education systems in order to align them more with European higher education systems.We have chosen Poland and Ukraine as two CEE countries with, at first sight, a common socialistic past but with a different present. Nowadays, Poland is a developed country that became an EU member in 2004, while Ukraine, having undergone two revolutions in 2004 and 2013-2014, is only striving for EU membership and is lagging behind in economic progress.In this research, we will focus on one specific public sector, namely higher education, and more particularly on changes in higher education governance in these two countries. The key question addressed in this chapter, therefore, is how the models of university governance in Poland and Ukraine have changed since 1990 through the diffusion of the global model of NPM and how differences and similarities in these patterns of change in governance can be explained. To answer these questions, we will use insights from historical and sociological institutionalism. Historical institutionalism, in particular the concept of path dependence, emphasizes 'historical sequences in which contingent events set into motion institutional patterns or event chains' (Mahoney, 2000, p. 507). Sociological institutionalism provides

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Narrowing participation? Contesting the dominant discourse of employability in contemporary higher education

Cited by 6 publications

References 0 publications

Rationalities that underpin employability provision in higher education across eight countries

Rationalities that underpin employability provision in higher education across eight countries

Career counsellors’ professional agency when working with migrants

The University as a Critical Institution?

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