Recruiting an Elite? Employers' perceptions of graduate education and training

By A. Hesketh. 2000

205 citations recorded by the source corpus.

Subfields: Education, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/8f09e374af32104308f1c26d65f4a68e55d3d8b2

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Citations in the corpus

The impact of work placements on skills development and career outcomes for business and management graduates (2012, background): “This coercion persists despite contention over whether it is the role of universities to explicitly prepare undergraduates for the workplace, effectively removing at least some of the initial training and development traditionally done by graduate recruiters themselves (Hesketh, 2000 ; Stewart and ”
More than just good grades: candidates’ perceptions about the skills and attributes employers seek in new graduates (2012, methodology): “For example, Hesketh (2000) uses data on 372 British employers who recruited graduates during December 1997.”
Developing generic skills through university study: a study of arts, science and engineering in Australia (2010, background): “There is also evidence that many employer groups value such skills more highly than specialist subject knowledge and numeracy (Hesketh 2000; NBEET 1992).”
Essential elements for recruitment and retention : Generation Y (2013, result): “Importantly, this study also extended upon previous studies (Arnold and Mackenzie Davey, 1992; Arnold et al., 2002; Hesketh, 2000; Smith and Krüger, 2005; Sturges et al., 2000; Terjesen et al., 2007; Zhao, 2006) by incorporating and comparing two groups of participants, student Gen Y and working Gen”
Students’ use of extra-curricular activities for positional advantage in competitive job markets (2013, background): “For instance, employers are not always satisfied with the actual competencies graduates possess (Hesketh 2000) and employees themselves perceive that the skills they developed during their studies do not completely correspond to what is required in subsequent employment, especially in business and…”
Graduate Employability, 'Soft Skills' Versus 'Hard' Business Knowledge: A European Study (2008, background): “The importance of work-based learning and subsequent graduate employability is discussed in the literature (Hesketh, 2000; Gibbs and Angelides, 2004).”
Graduate Employability: A Review of Conceptual and Empirical Themes (2012, background): “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).”
Enhancing graduate employability: best intentions and mixed outcomes (2006, background): “…are more likely to recruit from higher education institutions requiring higher A-level entry scores, perpetuating the notion of a so-called graduate elite, who it is assumed possess broader forms of social and cultural capital than non-conventional entrants do (Brown & Scase, 1994; Hesketh, 2000).”
Employability in higher education: what it is, what it is not (2006, background): “The grumbles of employers about the quality of graduates have been longstanding, though the evidence on the issue is uneven (Hesketh, 2000).”
Generic Cognitive Abilities in Higher Education: An international analysis of skills sought by stakeholders (2003, background): “Hesketh (2000) surveyed some of the above data, considering that most of it is suspect, because it involved narrow or biased selections of employers.”
Employability in a Knowledge-driven Economy (2002, background): “…the system is 112 P. Brown et al. organised to develop the productive capacity of individuals [6]; whether students have the personal, technical and business skills necessary to meet the occupational needs of employers (Hesketh, 2000); and how 'positional' competition is organised and legitimated.”