‘The degree is not enough’: students’ perceptions of the role of higher education credentials for graduate work and employability

By M. Tomlinson. 2008

748 citations recorded by the source corpus.

Subfields: Education, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/1302525b47069c7a316489088390f49b21a84808

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In Education

In Political Science and International Relations

Citations in the corpus

Employability: a contemporary review for higher education stakeholders (2018, background): “In recruitment, educational attainment often acts as a ‘first-pass filter’ (Hogan, Chamorro-Premuzic, and Kaiser 2013, 5) or ‘a tick in the box’ (Tomlinson 2008; 51).”
The student perspective on employability (2013, background): “Conventional wisdom would view these as examples of demonstrating employability skills, and Tomlinson (2008) found that his final-year students believed that extra-curricula activities, such as societies and”
Student Perceptions of the Importance of Employability Skill Provision in Business Undergraduate Programs (2013, background): “Some (Moreau & Leathwood, 2006; Tomlinson, 2008; Tymon, 2011) suggest students acknowledge the value in developing employability skills in higher education, for short-term economic gain and/or longer term advantages; while others maintain they do not (Rae, 2007).”
Enhancing individual employability: the perspective of engineering graduates (2010, background): “) have led to formal credentials obtained from higher education institutions becoming a “tick in the box” ( Tomlinson, 2008”
Investigating the relationship between career planning, proactivity and employability perceptions among higher education students in uncertain labour market conditions (2020, background): “Sense of career control Career adaptability (Savickas and Porfeli 2012), a multi-dimensional construct which spans career concern, career control, career curiosity and career confidence, will enable students to adapt and respond to labour market challenges (Tomlinson 2017).”
Contributing to a graduate-centred understanding of work readiness: An exploratory study of Australian undergraduate students' perceptions of their employability (2015, background): “In other words, he was selling the ‘soft’ currency skill set of personal attributes that Tomlinson (2008) identified in his investigation of students’ perceptions of education credentials and employability skills.”
The soft skills of accounting graduates: perceptions versus expectations (2019, background): “Furthermore, graduates felt that their degree did not meet the demands and needs of the labour market and may be widespread across the globe (Tomlinson, 2008).”
Graduate Employability: A Review of Conceptual and Empirical Themes (2012, result): “This study has been supported by related research that has documented graduates’ increasing strategies for achieving positional advantage (Smetherham, 2006; Tomlinson, 2008, Brooks and Everett, 2009).”
Students’ use of extra-curricular activities for positional advantage in competitive job markets (2013, background): “As shown in previous research (e.g. Tomlinson 2008), most students believe that their degree is not sufficient to ensure them a job after graduation and recognised the need for distinction.”
The million-dollar question: can internships boost employment? (2018, background): “As a consequence, both these mechanisms improve the category “experience” in the Curriculum Vitae, which is one of the most valued recruitment criteria, as it may be perceived as an indicator of reduced uncertainty on the productivity of the candidate (Hursta and Good 2010; Tomlinson 2008).”
Impact of participation in extra-curricular activities during college on graduate employability: an empirical study of graduates of Taiwanese business schools (2014, background): “…shown the importance of “employability” for college graduates (Cole et al. 2007; De Grip, Van Loo, and Sanders 2004; Forrier and Sels 2003; Rothwell, Jewell, and Hardie 2009; Rynes, Lawson, and Alies 2003; Tomlinson 2008), but this issue has received relatively little attention in Taiwan (Wu 2011).”
Want students to engage? Contextualise graduate learning outcomes and assess for employability (2018, background): “often now a prerequisite, rather than a differentiator (Brown, Hesketh, & Williams, 2003; Burning Glass Technologies, 2014; Tomlinson, 2008) and a key digital literacy is to know what, where and how to share information about one’s capabilities with potential employers.”
Networking behaviour, graduate employability: a social capital perspective (2017, background): “This research is timely as expansion of the higher education sector has devalued the degree qualification as a differentiator (Tomlinson, 2008).”