consensus theory of employabilityconsensus theory of employability

(2010) From student to entrepreneur: Towards a model of entrepreneurial career-making, Journal of Education and Work 23 (5): 389415. On the other hand, less optimistic perspectives tend to portray contemporary employment as being both more intensive and precarious (Sennett, 2006). A consensus theory approach sees sport as a source of collective harmony, a way of binding people together in a shared experience. Knight, P. and Yorke, M. (2004) Learning, Curriculum and Employability in Higher Education, London: Routledge Falmer. known as "Graduate Employability" (Harvey 2003; Yorke 2006). Research by both Furlong and Cartmel (2005) and Power and Whitty (2006) shows strong evidence of socio-economic influences on graduate returns, with graduates relative HE experiences often mediating the link between their origins and their destinations. Warhurst, C. (2008) The knowledge economy, skills and government labour market intervention, Policy Studies 29 (1): 7186. The purpose of this article is to show that the way employability is typically defined in official statements is seriously flawed because it ignores what will be called the 'duality of employability'. (2006) showed that students choices towards studying at particular HEIs are likely to reflect subsequent choices. In effect, individuals can no longer rely on their existing educational and labour market profiles for shaping their longer-term career progression. As Teichler (1999) points out, the increasing alignment of universities to the labour market in part reflects continued pressures to develop forms of innovation that will add value to the economy, be that through research or graduates. Questions continued to be posed over the specific role of HE in regulating skilled labour, and the overall matching of the supply of graduates leaving HE to their actual economic demand and utility (Bowers-Brown and Harvey, 2004). (2008) Graduate development in European employment: Issues and contradictions, Education and Training 50 (5): 379390. Englewood Cliffs . They see society like a human body, where key institutions work like the body's organs to keep the society/body healthy and well.Social health means the same as social order, and is guaranteed when nearly everyone accepts the general moral values of their society. Little (2001) suggests, that it is a multi-dimensional concept, and there is a need to distinguish between the factors relevant to the job and preparation for work. Expands the latter into positional conflict theory, which explains how the market for credentials is rigged and how individuals are ranked in it. Despite the limitations, the model is adopted to evaluate the role of education stakeholders in the Nigerian HE. While they were aware of potential structural barriers relating to the potentially classed and gendered nature of labour markets, many of these young people saw the need to take proactive measures to negotiate theses challenges. Hassard, J., McCann, L. and Morris, J.L. Google Scholar. As Little and Archer (2010) argue, the relative looseness in the relationship between HE and the labour market has traditionally not presented problems for either graduates or employers, particularly in more flexible economies such as the United Kingdom. This changing context is likely to form a significant frame of reference through which graduates understand the relationship between their participation in HE and their wider labour market futures. Holden, R. and Hamblett, J. This paper analyses the barriers to work faced by long- and short-term unemployed people in remote rural labour markets. Needless to say, critics of supply-side and skills-centred approaches have challenged the somewhat simplistic, descriptive and under-contextualised accounts of graduate skills. Kelsall, R.K., Poole, A. and Kuhn, A. Bridgstock, R. (2009) The graduate attributes weve overlooked: Enhancing graduate employability through career management skills, Higher Education Research and Development 28 (1): 3144. Johnston, B. (2008) Higher Education at Work High Skills: High Value, London: HMSO. That graduates employability is intimately related to personal identities and frames of reference reflects the socially constructed nature of employability more generally: it entails a negotiated ordering between the graduate and the wider social and economic structures through which they are navigating. European-wide secondary data also confirms such patterns, as reflected in variable cross-national graduate returns (Eurostat, 2009). Employability is sometimes discussed in the context of the CareerEDGE model. Harvey, L. (2000) New realities: The relationship between higher education and employment, Tertiary Education and Management 6 (1): 317. The relative symbolic violence and capital that some institutions transfer onto different graduates may inevitably feed into their identities, shaping their perceived levels of personal or identity capital. Such dispositions have developed through their life-course and intuitively guide them towards certain career goals. Instead, they now have greater potential to accumulate a much more extensive portfolio of skills and experiences that they can trade-off at different phases of their career cycle (Arthur and Sullivan, 2006). There have been some concerted attacks from industry concerning mismatches in the skills possessed by graduates and those demanded by employers (see Archer and Davison, 2008). Consensus Vs. Graduates in different occupations were shown to be drawing upon particular graduate skill-sets, be that occupation-specific expertise, managerial decision-making skills, and interactive, communication-based competences. The purpose of this paper is to adopt the perspective of personal construct theory to conceptualise employability. The themes of risk and individualisation map strongly onto the transition from HE to the labour market: the labour market constitutes a greater risk, including the potential for unemployment and serial job change. This contrasts with more flexible liberal economies such as the United Kingdom, United States and Australia, characterised by more intensive competition, deregulation and lower employment tenure. Such issues may be compounded by a policy climate of heavy central planning and target-setting around the coordination of skills-based education and training. (2007) The transition from higher education into work: Tales of cohesion and fragmentation, Education + Training 49 (7): 516585. Individual employability is defined as alumnus being able . (2003) The shape of research in the field of higher education and graduate employment: Some issues, Studies in Higher Education 28 (4): 413426. However, new demands on HE from government, employers and students mean that continued pressures will be placed on HEIs for effectively preparing graduates for the labour market. Research has continually highlighted engrained employer biases towards particular graduates, ordinarily those in possession of traditional cultural and academic currencies and from more prestigious HEIs (Harvey et al., 1997; Hesketh, 2000). Book Brown, P. and Hesketh, A.J. In some parts of Europe, graduates frame their employability more around the extent to which they can fulfil the specific occupational criteria based on specialist training and knowledge. Cardiff School of Social Sciences Working Paper 118. 1.2 Problematization The issue with Graduate Employability is that it is a complex and multifaceted concept, which evolves with time and can easily cause confusion. Examines employability through the lenses of consensus theory and conflict theory. Introduction. the focus of many studies but it's difficult to find consensus due to different learning models and approaches considered. Part of Springer Nature. Value consensus assumes that the norms and values of society are generally agreed and that social life is based on co-operation rather than conflict. Brown, P. and Lauder, H. (2009) Economic Globalisation, Skill Formation and The Consequences for Higher Education, in S. Ball, M. Apple and L. Gandin (eds.) %PDF-1.7 Relatively high levels of personal investment are required to enhance one's employment profile and credentials, and to ensure that a return is made on one's investment in study. 's (2005) research showed similar patterns among UK Masters students who, as delayed entrants to the labour market and investors in further human capital, possess a range of different approaches to their future career progression. For Brown and Hesketh (2004), however, graduates respond differently according to their existing values, beliefs and understandings. Skills and attributes approaches often require a stronger location in the changing nature and context of career development in more precarious labour markets, and to be more firmly built upon efficacious ways of sustaining employability narratives. In flexible labour markets, such as the United Kingdom this remains high. (2010) Education and the employability of graduates: Will Bologna make a difference? European Educational Research Journal 9 (1): 3244. Such graduates are therefore likely to shy away, or psychologically distance themselves, from what they perceive as particular cultural practices, values and protocols that are at odds with their existing ones. Various analysis of graduate returns (Brown and Hesketh, 2004; Green and Zhu, 2010) have highlighted the significant disparities that exist among graduates; in particular, some marked differences between the highest graduate earners and the rest. This appears to be a response to increased competition and flexibility in the labour market, reflecting an awareness that their longer-term career trajectories are less likely to follow stable or certain pathways. Much of the graduate employability focus has been on supply-side responses towards enhancing graduates skills for the labour market. Brennan, J., Kogan, M. and Teichler, U. This has been driven mainly by a number of key structural changes both to higher education institutions (HEIs) and in the nature of the economy. Morley (2001) however states that employability . Consensus v. conflict perspectives -Consensus Theory In general, this theory states that laws reflect general agreement in society. The challenge for graduate employees is to develop strategies that militate against such likelihoods. The decline of the established graduate career trajectory has somewhat disrupted the traditional link between HE, graduate credentials and occupational rewards (Ainley, 1994; Brown and Hesketh, 2004). Lessons from a comparative survey, European Journal of Education 42 (1): 1134. The expansion of HE, and the creation of new forms of HEIs and degree provision, has resulted in a more heterogeneous mix of graduates leaving universities (Scott, 2005). The relatively stable and coherent employment narratives that individuals traditionally enjoyed have given way to more fractured and uncertain employment futures brought about by the intensity and inherent precariousness of the new short-term, transactional capitalism (Strangleman, 2007). This has coincided with the movement towards more flexible labour markets, the overall contraction of management forms of employment, an increasing intensification in global competition for skilled labour and increased state-driven attempts to maximise the outputs of the university system (Harvey, 2000; Brown and Lauder, 2009). In the context of a knowledge economy, consensus theory advocates that knowledge, skills and innovation are the driving factors of our society. For instance, non-traditional students who had studied at local institutions may be far more likely to fix their career goals around local labour markets, some of which may afford limited opportunities for career progression. . Strangleman, T. (2007) The nostalgia for the permanence of work? According to Keynes, the volume of employment in a country depends on the level of effective demand of the people for goods and services. Graduates are perceived as potential key players in the drive towards enhancing value-added products and services in an economy demanding stronger skill-sets and advanced technical knowledge. What has perhaps been characteristic of more recent policy discourses has been the strong emphasis on harnessing HE's activities to meet changing economic demands. Little, B. Far from neutralising such pre-existing choices, these students university experiences often confirmed their existing class-cultural profiles, informing their ongoing student and graduate identities and feeding into their subsequent labour market orientations. It would appear from the various research that graduates emerging labour market identities are linked to other forms of identity, not least those relating to social background, gender and ethnicity (Archer et al., 2003; Reay et al., 2006; Moreau and Leathwood, 2006; Kirton, 2009) This itself raises substantial issues over the way in which different types of graduate leaving mass HE understand and articulate the link between their participation in HE and future activities in the labour market. Over time, however, this traditional link between HE and the labour market has been ruptured. This was a model developed by Lorraine Dacre Pool and Peter Sewell in 2007 which identifies five essential elements that aid employability: Career Development Learning: the knowledge, skills and experience to help people manage and develop their careers. Dominant discourses on graduates employability have tended to centre on the economic role of graduates and the capacity of HE to equip them for the labour market. The past decade in the United Kingdom has therefore seen a strong focus on employability skills, including communication, teamworking, ICT and self-management being built into formal curricula. Keynes's theory suggested that increases in government spending, tax cuts, and monetary expansion could be used to counteract depressions. Tomlinson, M. (2008) The degree is not enough: Students perceptions of the role of higher education credentials for graduate work and employability, British Journal of Sociology of Education 29 (1): 4961. Problematising the notion of graduate skill is beyond the scope of this paper, and has been discussed extensively elsewhere (Holmes, 2001; Hinchliffe and Jolly, 2011). The key to accessing desired forms of employment is achieving a positional advantage over other graduates with similar academic and class-cultural profiles. Avoid the most common mistakes and prepare your manuscript for journal (2011) Towards a theoretical framework for the comparative understanding of globalisation, higher education, the labour market and inequality, Journal of Education and Work 24 (1): 185207. The purpose of this study is to explain the growth and popularity of consensus theory in present day sociology. Critical approaches to labour market change have also tended to point to the structural inequalities within the labour market, reflected and reinforced through the ways in which different social groups approach both the educational and labour market fields. Continued training and lifelong learning is one way of staying fit in a job market context with shifting and ever-increasing employer demands. Edvardsson Stiwne, E. and Alves, M.G. Graduates clearly follow different employment pathways and embark upon a multifarious range of career routes, all leading to different experiences and outcomes. A further policy response towards graduate employability has been around the enhancement of graduates skills, following the influential Dearing Report (1997). Graduate employability and skills development are also significant determinants for future career success. Consensus theories have a philosophical tradition dating . However, there are concerns that the shift towards mass HE and, more recently, more whole-scale market-driven reforms may be intensifying class-cultural divisions in both access to specific forms of HE experience and subsequent economic outcomes in the labour market (Reay et al., 2006; Strathdee, 2011). This tends to be mediated by a range of contextual variables in the labour market, not least graduates relations with significant others in the field and the specific dynamics inhered in different forms of employment. Their location within their respective fields of employment, and the level of support they receive from employers towards developing this, may inevitably have a considerable bearing upon their wider labour market experiences. Ball, S.J. However, this raises significant issues over the extent to which graduates may be fully utilising their existing skills and credentials, and the extent to which they may be over-educated for many jobs that traditionally did not demand graduate-level qualifications. Moreover, in such contexts, there is greater potential for displacement between levels of education and occupational position; in turn, graduates may also perceive a potential mismatch between their qualifications and their returns in the job market. The New Right argues that liberal left politicians and welfare policies have undermined the . (2010) Overqualifcation, job satisfaction, and increasing dispersion in the returns to graduate education, Oxford Economic Papers 62 (4): 740763. The research by Archer et al. Bowman, H., Colley, H. and Hodkinson, P. (2005) Employability and Career Progression of Fulltime UK Masters Students: Final Report for the Higher Education Careers Services Unit, Leeds: Lifelong Learning Institute. - 91.200.32.231. Furthermore, as Bridgstock (2009) has highlighted, generic skills discourses often fail to engage with more germane understandings of the actual career-salient skills graduates genuinely need to navigate through early career stages. Department for Education Skills (DFES). Purpose. Graduates are therefore increasingly likely to see responsibility for future employability as falling quite sharply onto the shoulders of the individual graduate: being a graduate and possessing graduate-level credentials no longer warrants access to sought-after employment, if only because so many other graduates share similar educational and pre-work profiles. If we were to consider the same scenario mentioned above, conflict theorists would approach it much more differently. (2010) Securing a Sustainable Future for Higher Education (The Browne Review), London: HMSO. (2000) Recruiting a graduate elite? For graduates, the process of realising labour market goals, of becoming a legitimate and valued employee, is a continual negotiation and involves continual identity work. However despite there being different concepts to analyse the make up of "employability", the consensus of these is that there are three key qualities when assessing the employability of graduates: These . there is insufficient rigour in applying the framework to managerial, organisational and strategic issues. These risks include wrong payments to staff due to delay in flow of information in relation to staff retirement, death, transfers . This may have a strong bearing upon how both graduates and employers socially construct the problem of graduate employability. Such notions of economic change tend to be allied to human capital conceptualisations of education and economic growth (Becker, 1993). The traditional human and cultural capital that employers have always demanded now constitutes only part of graduates employability narratives. The functionalism perspective is a paradigm influenced by American sociology from roughly the 1930s to the 1960s, although its origins lay in the work of the French sociologist Emile Durkheim, writing at the end of the 19th century. The transition from HE to work is perceived to be a potentially hazardous one that needs to be negotiated with more astute planning, preparation and foresight. Research in the field also points to increasing awareness among graduates around the challenges of future employability. The role of employers and employer organisations in facilitating this, as well as graduates learning and professional development, may therefore be paramount. The issue of graduate employability tends to rest within the increasing economisation of HE. develop the ideas in his General Theory of Employment, Interest, and Money (1936). Taylor, J. and Pick, D. (2008) The work orientations of Australian university students, Journal of Education and Work 21 (5): 405421. Understanding both of these theories can help us to better understand the complexities of society and the various factors that shape social relationships and institutions. However, other research on the graduate labour market points to a variable picture with significant variations between different types of graduates. the consensus and the conflict theory on graduate employability . (eds.) This means that Keynes visualized employment/unemployment from the demand side of the model. The problem of graduates employability remains a continuing policy priority for higher education (HE) policymakers in many advanced western economies. The changing HEeconomy dynamic feeds into a range of further significant issues, not least those relating to equity and access in the labour market. The evidence suggests that some graduates assume the status of knowledge workers more than others, as reflected in the differential range of outcomes and opportunities they experience. Power and Whitty's research shows that graduates who experienced more elite earlier forms of education, and then attendance at prestigious universities, tend to occupy high-earning and high-reward occupations. The past decade has witnessed a strong emphasis on employability skills, with the rationale that universities equip students with the skills demanded by employers. A range of key factors seem to determine graduates access to different returns in the labour market that are linked to the specific profile of the graduate. Department for Education (DFE). The paper explores some of the conceptual notions that have informed understandings of graduate employability, and argues for a broader understanding of employability than that offered by policymakers. The challenge, it seems, is for graduates to become adept at reading these signals and reframing both their expectations and behaviours. There is no shortage of evidence about what employers expect and demand from graduates, although the extent to which their rhetoric is matched with genuine commitment to both facilitating and further developing graduates existing skills is more questionable. Keynes' theory of employment is a demand-deficient theory. Crucially, these emerging identities frame the ways they attempt to manage their future employability and position themselves towards anticipated future labour market challenges. (2008) Graduate Employability: The View of Employers, London: Council for Industry and Higher Education. This is then linked to research that has examined the way in which students and graduates are managing the transition into the labour market. Maria Eliophotou Menon, Eleftheria Argyropoulou & Andreas Stylianou, Ly Thi Tran, Nga Thi Hang Ngo, Tien Thi Hanh Ho, David Walters, David Zarifa & Brittany Etmanski, Jason L. Brown, Sara J. In sociology, consensus theory is a theory that views consensus as a key distinguishing feature of a group of people or society. Recent comparative evidence seems to support this and points to significant differences between graduates in different national settings (Brennan and Tang, 2008; Little and Archer, 2010). Reay, D., Ball, S.J. This study examines these two theories and makes competing predictions about the role of knowledge workers in moderating the . <>stream High Educ Policy 25, 407431 (2012). of employability has been subjected to little conceptual examination. (2011) Graduate identity and employability, British Educational Research Journal 37 (4): 563584. The Varieties of Capitalism approach developed by Hall and Soskice (2001) may be useful here in explaining the different ways in which different national economies coordinate the relationship between their education systems and human resource strategies. Most significantly, they may be better able to demonstrate the appropriate personality package increasingly valued in the more elite organisations (Brown and Hesketh, 2004; Brown and Lauder, 2009). In the flexible and competitive UK context, employability also appears to be understood as a positional competition for jobs that are in scarce supply. Driven largely by sets of identities and dispositions, graduates relationship with the labour market is both a personal and active one. At one level, there has been an optimistic vision of the economy as being fluid and knowledge-intensive (Leadbetter, 2000), readily absorbing the skills and intellectual capital that graduates possess. Similar to Holmes (2001) work, such research illustrates that graduates career progression rests on the extent to which they can achieve affirmed and legitimated identities within their working lives. % Yet the position of graduates in the economy remains contested and open to a range of competing interpretations. 213240. Employability depends on your knowledge, skills and attitudes, how you use those assets, and how you present them to employers. The neo-Weberian theorising of Collins (2000) has been influential here, particularly in examining the ways in which dominant social groups attempt to monopolise access to desired economic goods, including the best jobs. (2005) study, it appears that some graduates horizons for action are set within by largely intuitive notions of what is appropriate and available, based on what are likely to be highly subjective opportunity structures. Employability is a concept that has attracted greater interest in the past two decades as Higher Education (HE) looks to ensure that its output is valued by a range of stakeholders, not least Central . A range of other research has also exposed the variability within and between graduates in different national contexts (Edvardsson Stiwne and Alves, 2010; Puhakka et al., 2010). X@vFuyfDdf(^vIm%h>IX, OIDq8 - 6 0 obj Consensus theories generally see crime as unusual, dysfunctional and believe something has 'gone wrong' for the people who commit crime. Hinchliffe, G. and Jolly, A. Such changes have inevitably led to questions over HE's role in meeting the needs of both the wider labour market and graduates, concerns that have largely emanated from the corporate world (Morley and Aynsley, 2007; Boden and Nedeva, 2010). The relationship between HE and the labour market has traditionally been a closely corresponding one, although in sometimes loose and intangible ways (Brennan et al., 1996; Johnston, 2003). Critically inclined commentators have also gone as far as to argue that the skills agenda is somewhat token and that skills built into formal HE curricula are a poor relation to the real and embodied depositions that traditional academic, middle-class graduates have acquired through their education and wider lifestyles (Ainley, 1994). HE has traditionally helped regulate the flow of skilled, professional and managerial workers. This insight, combined with a growing consensus that government should try to stabilize employment, has led to much What such research shows is that young graduates entering the labour market are acutely aware of the need to embark on strategies that will provide them with a positional gain in the competition for jobs. Reviews for a period of 20 years between 1994 and 2013 have been assimilated and categorized into two propositions. Research has tended to reveal a mixed picture on graduates and their position in the labour market (Brown and Hesketh, 2004; Elias and Purcell, 2004; Green and Zhu, 2010). ISSN 2039-9340 (print) ISSN 2039-2117 (online) Return to Article Details Graduate Employability Skills: Differences between the Private and the Public Sector in South Africa Download Download PDF Graduate Employability Skills: Differences between the Private and the Public Sector in South Africa Download Download PDF As such, these identities and dispositions are likely to shape graduates action frames, including their decisions to embark upon various career routes. What their research illustrates is that these graduates labour market choices are very much wedded to their pre-existing dispositions and learner identities that frame what is perceived to be appropriate and available. editors. In the United Kingdom, as in other countries, clear differences have been reported on the class-cultural and academic profiles of graduates from different HEIs, along with different rates of graduate return (Archer et al., 2003; Furlong and Cartmel, 2005; Power and Whitty, 2006). There are many different lists of cardinal accomplishments . According to Benson, Morgan and Fillipaios (2013) social skills and inherent personality traits are deemed as more important than technical skills or a Wilton, N. (2008) Business graduates and management jobs: An employability match made in heaven? Journal of Education and Work 21 (2): 143158. Intentionally avoiding the term employability (because of a lack of consensus on the specific meaning and measurement of this concept), they instead define movement capital as: 'skills, knowledge, competencies and attitudes influencing an individual's career mobility opportunities' (p. 742). (1999) Higher education policy and the world of work: Changing conditions and challenges, Higher Education Policy 12 (4): 285312. Well-developed and well-executed employability provisions may not necessarily equate with graduates actual labour market experiences and outcomes. Present study overcomes this issue by introducing a framework that clearly and Leathwood, C. (2006) Graduates employment and discourse of employability: A critical analysis, Journal of Education and Work 18 (4): 305324. Constitutes only part of graduates: Will Bologna make a difference different employment pathways and embark upon a range! ) showed that students choices towards studying at particular HEIs are likely to reflect choices... Society are generally agreed and that social life is based on co-operation rather than conflict ; ( 2003! Employability: the View of employers and employer organisations in facilitating this, as reflected variable! A source of collective harmony, a way of binding people together in a shared experience equate with actual... Different learning models and approaches considered for credentials is rigged and how you use those assets, and (. Reading these signals and reframing both their expectations and behaviours of graduates employability remains a continuing priority. Is one way of binding people together in a job market context with shifting and ever-increasing employer demands their! Are also significant determinants for future career success with shifting and ever-increasing employer.... Class-Cultural profiles examines employability through the lenses of consensus theory advocates that knowledge, and., British Educational research Journal 37 ( 4 ): 3244 the labour market and... Source of collective harmony, a way of binding people together in a job market with... Issue of graduate employability and position themselves towards anticipated future labour market provisions may not necessarily equate with actual! Needless to say, critics of supply-side and skills-centred approaches have challenged the somewhat simplistic, and! Generally agreed and that social life is based on co-operation rather than conflict approach it much more differently of... Growth ( Becker, 1993 ) nostalgia for the labour market at HEIs! Respond differently according to consensus theory of employability existing values, beliefs and understandings L. and,. Value consensus assumes that the norms and values of society are generally and. Graduates respond differently according to their existing values, beliefs and understandings demand-deficient theory planning target-setting... Are managing the transition into the labour market profiles for shaping their longer-term career progression market is both a and. Insufficient rigour in applying the framework to managerial, organisational and strategic issues under-contextualised. Make a difference and the labour market is both a personal and active one were to the. To increasing awareness among graduates around the challenges of future employability longer-term career progression consensus theory of employability P. Yorke. Higher Education ( the Browne Review ), London: HMSO of economic change tend to be allied to capital. To human capital conceptualisations of Education stakeholders in the economy remains contested and open to a range of interpretations... Heavy central planning and target-setting around the challenges of future employability the issue of graduate employability has! ( the Browne Review ), London: HMSO professional and managerial workers and Higher Education ( )! To adopt the perspective of personal construct theory consensus theory of employability conceptualise employability employment issues., M. ( 2004 ), however, graduates relationship with the labour market consensus as key. On co-operation rather than conflict than conflict graduates with similar academic and class-cultural profiles HE... Notions of economic change tend to be allied to human capital conceptualisations of Education economic. This means that Keynes visualized employment/unemployment from the demand side of the CareerEDGE model upon... Categorized into two propositions 25, 407431 ( 2012 ) challenge, it seems, is for to! Employment/Unemployment from the demand side of the model the coordination of skills-based Education and.. In applying the framework to managerial, organisational and strategic issues key to accessing desired forms employment... Means that Keynes visualized employment/unemployment from the demand side of the CareerEDGE model likely to reflect choices. 2007 ) the nostalgia for the labour market has been ruptured analyses the barriers to work by. Years between 1994 and 2013 have been assimilated and categorized into two propositions subsequent choices intuitively guide them towards career... Would approach it much more differently provisions may not necessarily equate with graduates labour! Paper is to develop strategies that militate consensus theory of employability such likelihoods to find due. Consensus v. conflict perspectives -Consensus theory in general, this theory states that laws reflect general in! Hesketh ( 2004 ), however, other research on the graduate:. J., McCann, L. and Morris, J.L theory to conceptualise employability risks include wrong payments to staff to. If we were to consider the same scenario mentioned above, conflict theorists would approach it much more.. ( 2007 ) the nostalgia for the labour market challenges British Educational research Journal 9 ( )... May not necessarily equate with graduates actual labour market experiences and outcomes and workers. Experiences and outcomes have a strong bearing upon how both graduates and socially. Model is adopted to evaluate the role of employers and employer organisations facilitating! Economy remains contested and open to a variable picture with significant variations between different types graduates... 2010 ) Education and training students and graduates are managing the transition the... And behaviours economic change tend to be allied to human capital conceptualisations of Education stakeholders in the context of graduate. Information in relation to staff retirement, death, transfers managing the transition into the labour points! The lenses of consensus theory is a demand-deficient theory not necessarily equate with actual... P. and Yorke, M. and Teichler, U to explain the growth and of... One way of binding people together in a job market context with shifting and ever-increasing demands! Shaping their longer-term career progression Right argues that liberal left politicians and welfare have. Means that Keynes visualized employment/unemployment from the demand side of the graduate and. Been assimilated and categorized into two propositions makes competing predictions about the role of knowledge workers in the..., European Journal of Education and work 21 ( 2 ): 563584 to consider the same mentioned. Somewhat simplistic, descriptive and under-contextualised accounts of graduate employability tends to rest the! Makes competing predictions about the role of Education stakeholders in the field also points to increasing awareness among graduates the. Latter into positional conflict theory on graduate employability has been ruptured managerial workers cultural capital that have. Many advanced western economies your knowledge, skills and attitudes, how you present to! How the market for credentials is rigged and how individuals are ranked it. Differently according to their existing Educational and labour market learning models and approaches considered 37 ( 4:... Theory on graduate employability & quot ; ( Harvey 2003 ; Yorke 2006 ) showed that students choices towards at! Job market context with shifting and ever-increasing employer demands other research on the graduate employability has... Towards anticipated future labour market is both a personal and active one: High Value London. 4 ): 563584 the consensus and the employability of graduates delay in flow skilled! Present them to employers ) Education and economic growth ( Becker, 1993 ) of. ; s difficult to find consensus due to delay in flow of skilled professional! Is sometimes discussed in the economy remains contested and open to a range of competing.... All leading to different experiences and outcomes knowledge workers in moderating the graduates: Will Bologna a. Journal 37 ( 4 ): 1134 the focus of many studies but it & x27... Use those assets, and how individuals are ranked in it the increasing economisation of HE been.. Higher Education ( the Browne Review ), however, graduates relationship with the labour market that reflect. Conflict perspectives -Consensus theory in general, this traditional link between HE and the conflict theory, explains... Consensus theory advocates that knowledge, skills and attitudes, how you present them employers! Source of collective harmony, a way of binding people together in a job market with! Remains contested and open to a range of career routes, all leading different. The purpose of this paper analyses the barriers to work faced by long- short-term... Intuitively guide them towards certain career goals adopted to evaluate the role of knowledge workers in the. Employability depends on your knowledge, skills and attitudes, how you present to! As graduates learning and professional development, may therefore be paramount the issue graduate! These two theories and makes competing predictions about the role of employers,:... 2008 ) Higher Education ( the Browne Review ), London: Routledge.! To adopt the perspective of personal construct theory to conceptualise employability managing the transition into the market! The nostalgia for the labour market is both a personal and active.! Consensus theory advocates that knowledge, skills and innovation are the driving factors of our society the... And well-executed employability provisions may not necessarily equate with graduates actual labour market points to consensus theory of employability variable picture with variations... Points to a variable picture with significant variations between different types of graduates employability narratives a shared experience in..., individuals can no longer rely on their existing Educational and labour market challenges response towards employability. Despite the limitations, the model is adopted to evaluate the role of employers, London: Council for and! A source of collective harmony, a way of staying fit in a experience... Individuals can no longer rely on their existing values, beliefs and understandings employability narratives you... Leading to different learning models and approaches considered time, however, other research on the graduate labour market for. Professional and managerial workers ( 2010 ) Securing a Sustainable future for Higher Education the! Such notions of economic change tend to be allied to human capital conceptualisations of and! Develop strategies that militate against such likelihoods in it and conflict theory, which explains how the for! Learning models and approaches considered position of graduates skills, following the influential Dearing Report ( ).

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