consensus theory of employability

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The problem of managing one's future employability is therefore seen largely as being up to the individual graduate. 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. The New Right argues that liberal left politicians and welfare policies have undermined the . What more recent research on the transitions from HE to work has further shown is that the way students and graduates approach the labour market and both understand and manage their employability is also highly subjective (Holmes, 2001; Bowman et al., 2005; Tomlinson, 2007). Rather than being insulated from these new challenges, highly educated graduates are likely to be at the sharp end of the increasing intensification of work, and its associated pressures around continual career management. (2010) Higher Education Funding for Academic Years 200910 and 201011 Including New Student Entrants, Bristol: HEFCE. Such perceptions are likely to be reinforced by not only the increasingly flexible labour market that graduates are entering, but also the highly differentiated system of mass HE in the United Kingdom. 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 . Employability. Morley (2001) however states that employability is not just about . The more recent policy in the United Kingdom towards raising fee levels has coincided with an economic downturn, generating concerns over the value and returns of a university degree. Consensus Theory: the Basics According to consensus theories, for the most part society works because most people are successfully socialised into shared values through the family The problem of graduate employability and skills may not so much centre on deficits on the part of graduates, but a graduate over-supply that employers find challenging to manage. Bowers-Brown, T. and Harvey, L. (2004) Are there too many graduates in the UK? Industry and Higher Education 18 (4): 243254. This is then linked to research that has examined the way in which students and graduates are managing the transition into the labour market. It seeks to explore shortcomings in the current employment of the concept of consensus, and in so doing to explain the continued relevance of conflict theory for sociological research. Part of this might be seen as a function of the upgrading of traditional of non-graduate jobs to accord with the increased supply of graduates, even though many of these jobs do not necessitate a degree. 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. This means that Keynes visualized employment/unemployment from the demand side of the model. Functionalism is a structural theory and posits that the social institutions and organization of society . Brooks, R. and Everett, G. (2009) Post-graduate reflections on the value of a degree, British Educational Research Journal 35 (3): 333349. Perhaps significantly, their research shows that graduates occupy a broad range of jobs and occupations, some of which are more closely matched to the archetype of the traditional graduate profession. Employability is a product consisting of a specific set of skills, such as soft, hard, technical, and transferable. In effect, market rules dominate. (eds.) Throughout, the paper explores some of the dominant conceptual themes informing discussion and research on graduate employability, in particular human capital, skills, social reproduction, positional conflict and identity. This should be ultimately responsive to the different ways in which students themselves personally construct such attributes and their integration within, rather than separation from, disciplinary knowledge and practices. Department for Education Skills (DFES). Findings from previous research on employability from the demand side vary. The Wall Street Journal reported Sunday that the department had reached a "low confidence" conclusion supporting the so-called lab leak theory in a classified finding shared with the White . Such strategies typically involve the accruement of additional forms of credentials and capitals that can be converted into economic gain. (2000) Recruiting a graduate elite? Graduates increasing propensity towards lifelong learning appears to reflect a realisation that the active management of their employability is a career-wide project that will prevail over their longer-term course of their employment. While at one level the correspondence between HE and the labour market has become blurred by these various structural changes, there has also been something of a tightening of the relationship. The theory of employability can be difficult to identify; there can be many factors that contribute to the idea of being employable. Under consensus theory the absence of conflict is seen as the equilibrium . Examines employability through the lenses of consensus theory and conflict theory. The new UK coalition government, working within a framework of budgetary constraints, have been less committed to expansion and have begun capping student numbers (HEFCE, 2010). The past decade has witnessed a strong emphasis on employability skills, with the rationale that universities equip students with the skills demanded by employers. 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). 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. Personal characteristics, habits, and attitudes influence how you interact with others. Universities have experienced heightened pressures to respond to an increasing range of internal and external market demands, reframing the perceived value of their activities and practices. 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). European-wide secondary data also confirms such patterns, as reflected in variable cross-national graduate returns (Eurostat, 2009). The purpose of this study is to explain the growth and popularity of consensus theory in present day sociology. It further draws upon research that has explored the ways in which students and graduates construct their employability and begin to manage the transition from HE to work. Individuals therefore need to proactively manage these risks (Beck and Beck-Gernsheim, 2002). The inter-relationship between HE and the labour market has been considerably reshaped over time. 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. . Consensus Theory. poststructuralism, Positional Conflict Theory as well as liberalhumanist thought. <>stream The simultaneous decoupling and tightening in the HElabour market relationship therefore appears to have affected the regulation of graduates into specific labour market positions and their transitions more generally. Collins, R. (2000) Comparative and Historical Patterns of Education, in M. Hallinan (ed.) Morley ( 2001 ) nevertheless states that . They are (i) Business graduates require specific employability skills; (2) Curricular changes enhance . However, other research on the graduate labour market points to a variable picture with significant variations between different types of graduates. These two theories are usually spoken of as in opposition based on their arguments. Keynes' theory of employment is a demand-deficient theory. Employable individuals are able to demonstrate a fundamental level of functioning or skill to perform a given job, or an employable individual's skills and experience . The social cognitive career theory (SCTT), based on Bandura's (2002) General social cognitive theory, suggests that self-perceived employability affects an individual's career interest and behavior, and that self-perceived employability is a determinant of an individual's ability to find a job (lvarez-Gonzlez et al., 2017). These concerns may further feed into students approaches to HE more generally, increasingly characterised by more instrumental, consumer-driven and acquisitive learning approaches (Naidoo and Jamieson, 2005). In the flexible and competitive UK context, employability also appears to be understood as a positional competition for jobs that are in scarce supply. Yet research has raised questions over employers overall effectiveness in marshalling graduates skills in the labour market (Brown and Hesketh, 2004; Morley and Aynsley, 2007). This paper draws largely from UK-based research and analysis, but also relates this to existing research and data at an international level. This clearly implies that graduates expect their employability management to be an ongoing project throughout different stages of their careers. Employability is a key concept in higher education. Overall, consensus theory is a useful perspective for understanding the role of crime in society and the ways in which it serves as a means of defining and enforcing social norms and values. Brown, P. and Hesketh, A.J. This is perhaps reflected in the increasing amount of new, modern and niche forms of graduate employment, including graduate sales mangers, marketing and PR officers, and IT executives. Harvey, L. (2000) New realities: The relationship between higher education and employment, Tertiary Education and Management 6 (1): 317. The study explores differences in the implicit employability theories of those involved in developing employability (educators) and those selecting and recruiting higher education (HE) students and graduates (employers). 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. The construction of personal employability does not stop at graduation: graduates appear aware of the need for continued lifelong learning and professional development throughout the different phases of their career progression. Bridgstock, R. (2009) The graduate attributes weve overlooked: Enhancing graduate employability through career management skills, Higher Education Research and Development 28 (1): 3144. However, further significant is the potential degrading of traditional middle-class management-level work through its increasing standardisation and routinisation (Brown et al., 2011). These risks include wrong payments to staff due to delay in flow of information in relation to staff retirement, death, transfers . The theory of employability can be difficult to identify; there can be many factors that contribute to the idea of being employable. Moreau and Leathwood reported strong tendencies for graduates to attribute their labour market outcomes and success towards personal attributes and qualities as much as the structure of available opportunities. 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. (2011) Graduate identity and employability, British Educational Research Journal 37 (4): 563584. Puhakka, A., Rautopuro, J. and Tuominen, V. (2010) Employability and Finnish university graduates, European Educational Research Journal 9 (1): 4555. 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 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). Consensus Theory. Archer, W. and Davison, J. (2004) The Mismangement of Talent: Employability and Jobs in the Knowledge-Based Economy, Oxford: Oxford University Press. Little and Arthur's research shows similar patterns among European graduates, there are generally higher levels of graduate satisfaction with HE as a preparation for future employment, as well as much closer matching up between graduates credentials and the requirements of jobs. The review has also highlighted the contested terrain around which debates on graduates employability and its development take place. Hesketh, A.J. On the other hand, less optimistic perspectives tend to portray contemporary employment as being both more intensive and precarious (Sennett, 2006). Higher Education Funding Council for England (HEFCE). express the aim not to focus on the 'superiority of a single theory in understanding employability' (p. 897), . Learning and employability are clearly supportive constructs but this relationship appears to be under represented and lacks clarity. This relates largely to the ways in which they approach the job market and begin to construct and manage their individual employability, mediated largely through the types of work-related dispositions and identities that they are developing. It is clear that more coordinated occupational labour markets such as those found in continental Europe (e.g., Germany, Holland and France) tend to have a stronger level of coupling between individuals level of education and their allocation to specific types of jobs (Hansen, 2011). . 2003). XPay (eXtended Payroll) is a system initially developed as an innovative approach to eliminate bottlenecks and challenges associated with payroll management in the University of Education, Winneba thereby reducing the University's exposure to payroll-related risks. In relation to the more specific graduate attributes agenda, Barrie (2006) has called for a much more fine-grained conceptualisation of attributes and the potential work-related outcomes they may engender. These theorists believe that the society and its equilibrium are based on the consensus or agreement of people. Anyone you share the following link with will be able to read this content: Sorry, a shareable link is not currently available for this article. An expanded HE system has led to a stratified and differentiated one, and not all graduates may be able to exploit the benefits of participating in HE. As a mode of cultural and economic reproduction (or even cultural apprenticeship), HE facilitated the anticipated economic needs of both organisations and individuals, effectively equipping graduates for their future employment. X@vFuyfDdf(^vIm%h>IX, OIDq8 - The development of mass HE, together with a range of work-related changes, has placed considerably more attention upon the economic value and utility of university graduates. 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. Eurostat. It will further show that while common trends are evident across national context, the HElabour market relationship is also subject to national variability. This analysis pays particular attention to the ways in which systems of HE are linked to changing economic demands, and also the way in which national governments have attempted to coordinate this relationship. This paper will increase the understandings of graduate employability through interpreting its meaning and whose responsibility . (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. Use the Previous and Next buttons to navigate the slides or the slide controller buttons at the end to navigate through each slide. known as "Graduate Employability" (Harvey 2003; Yorke 2006). *1*.J\ 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). (2003) The shape of research in the field of higher education and graduate employment: Some issues, Studies in Higher Education 28 (4): 413426. Historically, the majority of employability research and practice pertained to vocational rehabilitation or to the attractiveness and selection of job candidates. Theory could be viewed as a coherent group of assumptions or propositions put forth to . 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). For graduates, the challenge is being able to package their employability in the form of a dynamic narrative that captures their wider achievements, and which conveys the appropriate personal and social credentials desired by employers. (2007) Round and round the houses: The Leitch review of skills, Local Economy 22 (2): 111117. '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 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. The article identified the employability skills that are of great importance to employers, based on the results of employer surveys, and sought to match those skills with small-group teaching activities. Keynesian economics is an economic theory of total spending in the economy and its effects on output and inflation . Graduate employment rate is often used to assess the quality of university provision, despite that employability and employment are two different concepts. In a similar vein, Greenbank (2007) also reported concerns among working-class graduates of perceived deficiencies in the cultural and social capital needed to access specific types of jobs. Research on the more subjective, identity-based aspects of graduate employability also shows that graduates dispositions tend to derive from wider aspects of their educational and cultural biographies, and that these exercise some substantial influence on their propensities towards future employment. This has some significant implications for the ways in which they understand their employability and the types of credentials and forms of capital around which this is built. The different orientations students are developing appear to be derived from emerging identities and self-perceptions as future employees, as well as from wider biographical dimensions of the student. Of graduates managing one 's future employability is not just about & quot graduate! And inflation soft, hard, technical, and attitudes influence how you interact with others has been considerably over... And whose responsibility left politicians and welfare policies have undermined the propositions forth! 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