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SOLSTICE & CLT Conference 2014. Preparing students for the graduate labour market: from ‘unfreezing’ to ‘action’ Paul Greenbank, Centre for Learning and Teaching. 5 th & 6 th June 2014. Conceptualising personal capital and a narrative of employability.
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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
Conceptualising personal capital and a narrative of employability Source: Adapted from Brown and Hesketh (2004)
Research methodology & key findings • 2007-2012 • Initial survey and interviews • Action research • Longitudinal study • Findings • Failure to develop their personal capital • Undecided about career intentions “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
Strategy for unfreezing the students values Students should: • Be aware of the nature of the graduate labour market • Critically reflect on the way they have made decisions in the past • Critically reflect on a series of case studies • Consider their ‘future possible-selves’
An example of the type of interventions that might be implemented over the three years of an undergraduate degree programme
Challenges to implementation • My status as an ‘outsider’ • Interventions are time consuming • Issues about the objectives of the interventions • Implications: • These ideas need testing more rigorously • And in different contexts
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.
