The Mismanagement of Talent

Brown, Phillip; Hesketh, Anthony; Williams, S.

doi:10.1093/acprof:oso/9780199269532.001.0001

Cited by 574 publications

(159 citation statements)

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“…This apparent conservatism should, however, 27 be viewed in the context of increasing competition for places at high status universities and on prestigious courses, and the widely documented struggle for 'distinction' on the part of the upper middle classes (Ball, 2003;Reay et al, 2005). It is perhaps unsurprising that the young people involved in this study were so concerned to boost their CV and gather useful material for their UCAS personal statement given: the increasing competitiveness of the education system (Lesko, 2001); the perceived need to supplement educational qualifications with relevant experiences (Brown and Hesketh, 2004); and the increasingly stratified higher education system (Brooks, 2006b). …”

Section: Resultsmentioning

confidence: 91%

“…Ball contends that, as a consequence, middle class families are attempting to monopolize particular educational sites (such as high status universities) to prevent generational decline. Although, as I have argued elsewhere (Brooks, 2004(Brooks, , 2005, there are important cleavages within the middle class and clear differences in inclination and capacity to exploit the education market to one's advantage, there is also strong evidence that young people are increasingly being expected to supplement their educational credentials with other forms of distinction in order to compete for the most prestigious university places and, later, for high status graduate jobs (Brown and Hesketh, 2004;Brooks, 2006a). The focus on the middle classes within this paper 14 helps to explore whether socially-focused volunteering has a place to play within such strategies to secure distinction.…”

Section: Methods: Researching the Middle Classesmentioning

confidence: 99%

“…Moreover, there are certain parallels between the concern for one's own individual academic (and economic) success evident in the quotations above, and the centrality of such notions to certain formulations of the government's own understanding of citizenship. As Aapola et al (2005) In many ways, some of the young people whose participation in these groups appeared to be motivated by these largely instrumental concerns, demonstrated characteristics similar to those of the 'Players' in Brown and Hesketh's (2004) study of graduate recruitment practices. 'Players' understood employability as a positional game and typically took steps 'to market themselves in ways that conformed to the requirements of employers in order to win a competitive advantage' (p.9).…”

Section: The Importance Of Self-interestmentioning

confidence: 96%

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Young People's Extra-Curricular Activities: Critical Social Engagement – Or ‘Something for the CV’?

Brooks

2007

J. Soc. Pol.

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The government has argued, in various arenas, that 'active citizenship' is one way in which young people can be effectively re-engaged with their communities, and with the political process more broadly. As part of this analysis, it has placed particular emphasis on the potential contribution of youth volunteering. However, many researchers have argued that such initiatives are essentially conservative, placing emphasis, firstly, on the skills and competences necessary to make a contribution to the economy rather than more innovative understandings of citizenship and, secondly, on the importance of active community participation rather than an understanding of welfare rights and social citizenship. In engaging with this debate, this article draws on a study of 21 young people (aged between 16 and 18 years old) involved in a range of different voluntary, peer-driven and socially focused extra-curricular groups in sixth-form colleges. It argues that, for the young people involved in this study, the effects of becoming involved were complex, multidirectional and, in some cases, apparently contradictory. While in some ways the activities appeared to serve essentially conservative functions (for example, by developing sympathy for those in 2 positions of power), in other respects they engendered a much more critical stance to some aspects of the young people's worlds.

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Section: Resultsmentioning

confidence: 91%

Section: Methods: Researching the Middle Classesmentioning

confidence: 99%

Section: The Importance Of Self-interestmentioning

confidence: 96%

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Young People's Extra-Curricular Activities: Critical Social Engagement – Or ‘Something for the CV’?

Brooks

2007

J. Soc. Pol.

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“…This motivational approach presents a method for enhancing students' employability, although we note that this focuses on individuals' relative advantage. The employability of graduates in general is influenced by labour market structure (Brown and Hesketh 2004).…”

Section: Discussionmentioning

confidence: 99%

Understanding students’ motivation towards proactive career behaviours through goal-setting theory and the job demands–resources model

Clements

Kamau

2017

Studies in Higher Education

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To cite this article: Andrew James Clements & Caroline Kamau (2017): Understanding students' motivation towards proactive career behaviours through goal-setting theory and the job demands-resources model, Studies in Higher Education The graduate labour market is highly competitive but little is known about why students vary in their development of employability. This study contributes to the literature by applying goal-setting theory and the job demands-resources model to investigate how motivational processes influence students' proactive career behaviours. We tested four hypotheses using structural equation modelling and moderation/ mediation analysis using a nested model approach; 432 undergraduates from 21 UK universities participated in this cross-sectional study. The results showed that students higher in mastery approach had greater perceived employability mediated by two proactive career behaviours (skill development and network building). Students' career goal commitment was associated with all four proactive career behaviours (career planning, skill development, career consultation and network building). Students' academic and employment workloads did not negatively impact their proactive career behaviours. University tutors and career services should therefore encourage students to set challenging career goals that reflect mastery approach.

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“…Under these new conditions, it is argued that middle class students and their families have to find new ways to reproduce their social advantage through, for example, the colonisation of the highest status universities and colleges (Reay et al, 2005) and the development of 'personal capital' (through relevant paid work and extra-curricular activities) alongside the acquisition of academic qualifications (Brown and Hesketh, 2004). Within this increasingly competitive environment, we ask whether overseas education can be considered another means whereby privileged groups seek to maintain their social advantage.…”

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confidence: 99%

A Second Chance at ‘Success’

2009

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While the literature on highly skilled international migration has grown substantially over recent years, the motivations and experiences of an important sub-group — the internationally mobile student — have remained under-researched. In an attempt to redress this gap, this article draws on in-depth interviews with 85 young adults, to explore the choices and motivations of UK students who choose to study abroad for the whole of an undergraduate or postgraduate degree. While studies of east to west migration have typically emphasised the importance of an international higher education as a high-prestige, first choice option for those students who can afford it, we argue that, for UK students, choices are configured differently. For many of our respondents, overseas education offered primarily a ‘second chance’ at accessing elite education.

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The Mismanagement of Talent

Cited by 574 publications

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Young People's Extra-Curricular Activities: Critical Social Engagement – Or ‘Something for the CV’?

Young People's Extra-Curricular Activities: Critical Social Engagement – Or ‘Something for the CV’?

Understanding students’ motivation towards proactive career behaviours through goal-setting theory and the job demands–resources model

A Second Chance at ‘Success’

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