Stepping back to move forward? Exploring Outdoor Education students' fresher and graduate identities and their impact on employment destinations

Student identity development in higher education: implications for graduate attributes and work-readiness

“…Even if Stott, Zaitseva, and Cui's (2012) claim that '(s)tudents are allowed to experiment with identity while learning' (p. 2), is correct, the question must then be asked, are these students also actively aware of the processes of identity development in which they are involved; that is, are they learning about identity and its development?…”

“…This is perhaps unsurprising, since 'student identity is multi-layered, multi-sourced, evolving, and at times, paradoxical in beliefs of self, position, relationships, and learning contexts' (Kasworm 2010, 143). Stott, Zaitseva, and Cui (2012), in their research, attempt to identify characteristics of 'fresher' student identity through data from an induction questionnaire that asks incoming students about their:…”

“…Concerns with the increasingly future-focussed aims of university education and graduate attributes have led to a growing body of literature seeking to re-engage with notions of student identity in higher education (Holmes 2013;Kasworm 2010;Lairio, Puukari, and Kouvo 2013;Stott, Zaitseva, and Cui 2012;Tomlinson 2010). After all, 'study at university is … a significant period' according to Lairio, Puukari, and Kouvo (2013, 1), and, being still predominantly associated with late adolescence or youth, is understood as a time during which exploration of, and reflection on, identity formation occurs (Chickering and Reisser 1993;Lairio, Puukari, and Kouvo 2013;Lounsbury et al 2005).…”

From graduate employability to employment: policy and practice in UK higher education

“…We examined articles featured in three key reviews of graduate employability literature, namely Lees (), Tomlinson () and Bowers‐Brown and Harvey (). Drawing on the extant graduate employability literature discussed across these three reviews, we arrived at five themes, which have been identified as key: Employability as core purpose of HE (identified as a key theme by Holmes, ); Graduate skills (generic vs. technical) (see Lambert, ); Curriculum and pedagogy for employability (see Butcher et al ., ); Measuring success of graduate employability practices (see Stott et al ., ); and The interaction between employers and academia (see Agrawal, ). …”

¿Quién soy yo en este momento? Exploración de las actitudes de los futuros profesores hacia la profesión docente en Malasia.

“…Students' learning in higher education however is influenced by various factors such as learning facilities offered by higher education providers, national education policy imposed to higher education providers (Roselina, 2009;Leathwood & O'Connell, 2003), higher education providers' philosophies and objectives, prospective employers' expectation (Hinchliffe & Jolly, 2011;Boden & Neveda, 2010;Bui & Porter, 2010), students' interaction with environment (Kaufman & Feldman, 2004) and their unique expectations, motivations, goals and experiences (Cantwell, 2008). Knowing students' initial motivations to enrol in specific academic programmes helps to identify their progress of person capacity to secure a role in a specific community of practice, and starts to develop their professional identity (Stott et al, 2012).…”