A manifesto for higher education, skills and work-based learning

Abstract

Purpose This paper is prompted by recent professional and political events and specifically the politically oriented “Manifesto for Work” recently published by the Chartered Institute of Personnel and Development (CIPD). The purpose of this paper is to propose a manifesto for the broad professional sphere of higher education, skills and work-based learning. Design/methodology/approach This paper utilises a unique form of political ideology critique, applied to the CIPD’s manifesto for work, to propose alternative directions for practice, research and policy. Findings This paper highlights four key areas which need further research and development in the area of higher education, skills and work-based learning. These are discussed in relation to: overhauling corporate governance; inclusive workplaces, flexible working and disadvantaged groups; investment in skills, lifelong learning and well-being; and re-balancing working practices and rights. Research limitations/implications This paper highlights areas for further research in the broad professional area of higher education, skills and work-based learning. Originality/value This paper is a unique, time-bound political respond to the current political landscape, and is the first to propose a manifesto for the professional sphere of higher education, skills and work-based learning.

Understanding the key competencies of market-ready building surveying graduates from employers’ perspectives

“…Recruitment of graduate Building Surveyors has proved to be a challenging task for most of the surveying firms. The complexity of this issue is in part due to graduate Building Surveyors not meeting the satisfactory competency level desired by the employers (Wilkinson and Hoxley, 2005), and also an inadequate synergy between the industry and higher education (Owusu-Manu et al, 2014). A study by Yogeshwaran et al (2018) suggest that surveying education does not appear to be producing graduates fulfilling the expected standards.…”

“…Data from Unistats (2019) indicates that within the first six months of graduation, only 65% of Building Surveyors attain a job within the profession. Wilkinson and Hoxley (2005) suggest that the skill and competency gap leads to reduced graduate marketability, decreasing the likeliness of attaining a graduate role. In addition, the competency gap implies that a graduate lacks the required skills, as the competencies reflect the various factors enabling effective performance at a job role.…”

Positive emotion in workplace impact

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“…As such, rather than 'in the box' thinking, there have been calls for 'box changing, jumping or transcendence' for more imaginative approaches (Alvesson and Sandberg 2014 p967) which engage stakeholders in collaborative forms of inquiry (Cunliffe and Scaratti, 2017;Ozanne et al 2017;Pettigrew and Starkey 2016;Wall, 2013;Wall 2014;Wall 2015;Wall, 2016a;Wall, 2016b;Wall 2017a;Wall 2018 forthcoming;Wall 2017b).…”