Do employability skills really matter in the UK graduate labour market? The case of business and management graduates
By N. Wilton. 2011
234 citations recorded by the source corpus.
Two dominant rationales are offered by UK policymakers for the continued expansion of higher education: to service the high-skill labour requirements of a knowledge economy, and to increase educational and employment opportunities for under-represented groups. The discourse of employability connects these two rationales in a simplistic manner. Individual employability is described as both the means by which to obtain and maintain high-quality employment and to eradicate the social reproduction of inequality. However, evidence drawn from a survey of graduate careers suggests that for a cohort of recent business and management graduates, the relationship between employability and employment is far from straightforward. The data suggest that traditional labour market disadvantage still appears to be an impediment to achievement, regardless of the extent to which graduates develop employability skills during their undergraduate studies.
Subfields: Economics and Econometrics, Education, Human Factors and Ergonomics
View Paper: https://www.semanticscholar.org/paper/e01fbfa1f8587f1ed81cb819288a59d3e3ba0d1e
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Citations in the corpus
- The student perspective on employability (2013, background): “Research by Wilton (2011) confirmed findings from previous studies, by showing that new university students fared less well in the labour market than those from older universities.”
- Modelling graduate skill transfer from university to the workplace (2016, unknown): “There are also limitations posed by the sample deriving from a single source as exploration of the impact of learning programme type and approach (Ballantine and McCourt Larres 2007), institutional type (Wilton 2011) and the degree qualification (Smith and Kruger 2008) on skill outcomes cannot be ga”
- Graduates’ Competence on Employability Skills and Job Performance (2016, background): “The significance of employability skills in work settings is then recognized [4],[12].”
- The winner takes it all, the loser has to fall: Provoking the agency perspective in employability research (2018, unknown): “1; De Vos et al., 2011; Wilton, 2011).”
- Developing career management competencies among undergraduates and the role of work-integrated learning (2016, background): “…reinforces the perspective that work experience represents a prime determinant of the possession of employability-related attributes and, therefore, adds weight to the view that WIL has a role to play in overcoming traditional social disadvantage in the graduate labour market (Wilton 2011).”
- Student Perceptions of the Importance of Employability Skill Provision in Business Undergraduate Programs (2013, background): “Governments and employers across developed economies increasingly call for higher education providers to prepare graduates for the workplace (Confederation of British Industry (CBI), 2010; Wilton, 2011).”
- Testing a model of undergraduate competence in employability skills and its implications for stakeholders (2014, background): “…are also limitations posed by the sample deriving from a single source as exploration of the impact of learning programme type and approach (Ballantine and McCourt Larres 2007), institutional type (Wilton 2011) and the degree qualification (Smith and Kruger 2008) on skill outcomes cannot be gauged.”