Transcript Preparing students for the graduate labour market: from

SOLSTICE & CLT Conference 2014
Preparing students for the graduate labour market:
from ‘unfreezing’ to ‘action’
Paul Greenbank, Centre for Learning and Teaching
5th & 6th June 2014
Soft currencies
Skills
Values
Personality traits
Hard currencies
Evidence from curricular and
extra-curricular activities
Personal capital
Narrative of
employability
Source: Adapted from Brown and Hesketh (2004)
“I just saw the deadlines, panicked and put a couple of applications in.
It was just a case of trying to get SOMEWHERE”
Values influencing student approaches to preparing for
the graduate labour market
Barriers
Facilitators
Present orientation
Future orientation
System 1 thinking
System 2 thinking
Dependency
Conformity to ‘norms’
External locus of control
Risk aversity
‘Purist’ orientation
Independence
Autonomy
Internal locus of control
(Calculated) risk taking
‘Player’ orientation
Unfreezing
Change
Freeze
Activitybased
learning
Group
work
Selfpersuasion
Unfreezing
Change
Freeze
Year 1 & summer
Year 2 & summer
Unfreezing
- Awareness of nature
of graduate labour
market
- Critical reflection on
decision-making
- Case studies/
analogical encoding
- Identifying future
possible-selves
Reflecting on progress
Developing career
objectives
Developing and evidencing
personal capital
Continuing to develop and
evidence personal capital
Revisiting future possibleselves
Refining career objectives
Developing skills for the
recruitment and selection
process
By the end of summer,
just before Year 3
Formulate clear career
objectives
Evidence of personal capital
fully articulated
Develop strategy for
applying for jobs
Year 3
Apply for jobs
Reflect on progress and if
necessary take action to
overcome setbacks
Publications
Greenbank, P. (2008), ‘An investigation of the factors influencing student participation in collaborative approaches to examination preparation’, in E. O’Doherty
(ed.) The Fourth Education in a Changing Environment Conference Book, Informing Science Press, California, Chapter 14, pp. 247-262.
Greenbank, P. (2009a), ‘Re-evaluating the role of social capital in the career decision-making behaviour of working class students’, Research in Post-Compulsory
Education, Vol. 14, No. 2, pp. 157-170.
Greenbank, P. (2009b), ‘An examination of the role of values in working class students’ career decision-making’, Journal of Further and Higher Education, Vol. 33,
No. 1, pp. 33-44.
Greenbank, P. (2010) Initiating Change in Career Decision-making: an action research approach, Research Study for the Higher Education Careers Service Unit
(HECSU), Manchester. Available at: http://www.hecsu.ac.uk/research_reports-initiating_change_in_careers_decision_making.htm [accessed 25/3/14]
Greenbank, P. (2011), ‘Improving the process of career decision-making: an action research approach’, Education and Training, Vol. 53, No. 4, pp. 252-266.
Greenbank, P. (2013), ‘Implementing an action research project: a case study in making decisions and managing challenges’, International Journal of Research
and Method in Education, Vol. 36, No. 2, pp. 145-161.
Greenbank, P. (2014), ‘Career decision-making: ‘I don’t think twice, but it’ll be all right’ ’, Research in Post-Compulsory Education, Vol. 19, No. 2, pp. 177-193.
Greenbank, P. (2015), ‘Still focusing on the ‘essential 2:1’: exploring student attitudes to extra-curricular activities’, Education and Training, forthcoming.
Greenbank, P. & Hepworth, S. (2008a) Working Class Students and the Career Decision-making Process: a qualitative study, Research Study for the Higher
Education Careers Service Unit (HECSU), Manchester. http://www.hecsu.ac.uk/assets/assets/documents/Working_class.pdf [accessed 19/3/14]
Greenbank, P. & Hepworth, S. (2008b), ‘Improving the career decision-making behaviour of working class students – do economic barriers stand in the way?’,
Journal of European Industrial Training, Vol. 32, No. 7, pp. 492-509.