The perceived value of work placements and part-time work and its diminution with time

Gbadamosi, Gbolahan; Evans, Carl; Jones, Karen; Hickman, M.; Rudley, Hannah

doi:10.1080/13639080.2019.1616282

Cited by 6 publications

(2 citation statements)

References 53 publications

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“…It is increasingly popular for UK-based university students to undertake a work placement or internship, which can support their understanding and experience of the world of graduate work (Gbadamosi et al, 2019 ). In the US, Korte et al, ( 2019 , p. 92) discuss in relation to engineering that learning to participate in ‘organizational work and social dynamics outside of what many considered to be “real” engineering work’ is a key part of STEM students transitioning into STEM professionals.…”

Section: Introductionmentioning

confidence: 99%

End of the road? The career intentions of under-represented STEM students in higher education

et al. 2022

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Background The analogy of the leaky pipeline has been used to describe STEM education, with lower student diversity from compulsory to post-compulsory education and beyond. Although extensive research has explored the views and experiences of school-aged children about STEM, fewer studies have examined the career intentions of STEM students at university, especially those from under-represented backgrounds (e.g., racial/ethnic minority, women and working class students). This paper draws on a large qualitative study that interviewed 110 under-represented STEM undergraduates in the UK. We focus on students’ STEM career intentions and the likely directions of their post-degree trajectories, drawing on the lenses of science identity and Social Cognitive Career Theory. Results Three pathways were identified. The first group plans to pursue a career in or from STEM. While social inequalities may persist, the potential impact of these challenges may be neutralised by the personal drive and passion of STEM career-oriented students, who seem committed to drive into an STEM future. The second group stated intentions for non-STEM-related careers, leaving the STEM pipeline. The reasons students gave for their imminent departure from STEM are the better financial reward on offer in some non-STEM sectors, especially in finance and business, as well as wider social inequalities and stereotypes. The third group was undecided, those who are uncertain or unclear about their futures. Students described a general lack of direction or clear career pathway, from a complete lack of career ideas to an overload of options. Conclusions We conclude with a reminder that the STEM pipeline is far from secured or equitable, despite apparent progress in participation and representation. We reiterate the importance of fostering a diverse, inclusive and supportive learning environment that maximises the participation, strengths and potential of all students, especially those from under-represented backgrounds. While it is not uncommon for STEM students to pursue careers outside of STEM, we need to be wary that those who exit the STEM pipeline are not forced off the road by social inequalities and exclusions.

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Section: Introductionmentioning

confidence: 99%

End of the road? The career intentions of under-represented STEM students in higher education

et al. 2022

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“…understanding and experience of the world of graduate work (Gbadamosi et al, 2019). When enacted well and structured into the degree programme, rather than viewed as an add on in the final year, placements work well to support students' and build their aspirations (Daniels & Brooker, 2014).…”

Section: Introductionmentioning

confidence: 99%

Re/configuring possible selves and broadening future horizons: the experiences of working-class British Asian women navigating higher education

Hoskins

Wong

2022

wide particip lifelong learn

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Improving non-traditional students' access to higher education has been an aim of United Kingdom (UK) governments since 1997. However, less is known about what enables non-traditional British Asian female students to consider different career options on completion of their studies, and if/how their degree course has enabled them to reconfigure their possible future professional selves. In this paper, we draw on interviews to examine the experiences of working-class British Asian women undertaking an undergraduate degree in Greater London. We highlight the support provided by the participants' families to enable their aspirations for higher education. We also examine the importance of work placements in enabling a reimagination of their future possible professional selves. Our data leads us to argue that reconfiguring did occur, and work placements and the confidence gained through placements enabled our participants to construct professional future selves that would otherwise be unthinkable.

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The impact of pre-entry work experience on university students’ perceived employability

Bennett

Knight

2023

Journal of Further and Higher Education

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The perceived value of work placements and part-time work and its diminution with time

Cited by 6 publications

References 53 publications

End of the road? The career intentions of under-represented STEM students in higher education

End of the road? The career intentions of under-represented STEM students in higher education

Re/configuring possible selves and broadening future horizons: the experiences of working-class British Asian women navigating higher education

The impact of pre-entry work experience on university students’ perceived employability

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