Employability: a core role of higher education?

Tight, Malcolm

doi:10.1080/13596748.2023.2253649

Cited by 7 publications

(8 citation statements)

References 110 publications

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“…Life-long learning allows individuals to adapt to technological advancements, industry changes, and evolving social needs (Park and Luo, 2023). The educational system in a given country (Segbenya et al, 2023;Tight, 2023) and employers (Van der Heijden et al, 2016) are also responsible for developing the employability of individuals. Moreover, within the concept of S-HRM it is emphasized that the responsibility of the company is not to ensure life-long employment in a given company, but to enable employees to find a new job easily in the case of redundancies (De Prins et al, 2014).…”

Section: Name Of Competencementioning

confidence: 99%

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Developing future competencies of people employed in non-standard forms of employment: employers’ and employees’ perspective

Piwowar-Sulej,

Bąk-Grabowska

2024

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PurposeThe aim of this study is to analyze the differences between non-standard forms of employment (FoE) (i.e. dependent self-employment/business-to-business/B2B contract and contract of mandate) in terms of investing in the development of future competencies by employees and employers. This study also examined additional factors which influence these investments.Design/methodology/approachTo collect data, the computer-assisted telephone interview technique was used. 200 employees from different companies located in Poland participated in this study, wherein each of the above-mentioned FoEs (i.e. dependent self-employment and contract of mandate) was represented by 100 people. The Chi-Square test and multivariate logistic regression analysis were used in the statistical analyses.FindingsIn the case of only 2 out of 14 competencies, there were statistically significant differences between the two groups of respondents: the employers financed training courses for B2B employees more frequently than for mandate contract workers. Moreover, in only one case there was a statistically significant difference: the self-employed financed training courses themselves more often than mandate contract workers. This study revealed an important impact of other variables such as respondents’ age, education level, parental status and industry on the training activities undertaken by employers and employees.Originality/valueAlthough the issue of developing future competencies is important, there is little research examining this problem in the context of people who work in non-standard FoE. Moreover, previous research primarily focused on identifying differences between people working under employment contracts and the self-employed. This article fills these research gaps as well as shows that more factors should be considered in the research models to get a deeper insight into the problem of non-standard FoEs.

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Section: Name Of Competencementioning

confidence: 99%

“…The educational system in a given country (Segbenya et al. , 2023; Tight, 2023) and employers (Van der Heijden et al. , 2016) are also responsible for developing the employability of individuals.…”

Section: Theoretical Background and Development Of Hypothesesmentioning

confidence: 99%

Developing future competencies of people employed in non-standard forms of employment: employers’ and employees’ perspective

Piwowar-Sulej,

Bąk-Grabowska

2024

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“…Employability research debates the range of skills required and whether responsibility for developing employability should lie with the individual, the workplace or higher education institutions (HEI), and intersects with debates on the purposes of higher education as having predominantly instrumental value (to prepare for employment) or intrinsic value (to develop the individual) (Tight, 2023). In Australia and the United Kingdom (UK) in the 1990s, universities implemented generic graduate learning outcomes or attributes in response to expectations of governments and employers to produce work-ready graduates (Clarke, 2018).…”

Section: Engagement Of the Higher Education Sector With Employabilitymentioning

confidence: 99%

“…Employability is broadly described as the ability of a person to gain sustained employment by achieving a set of personal attributes, discipline-specific and transferable skills and understandings that are highly valued by employers as essential for effective performance in the workplace (Yorke, 2006;Tight, 2023). Employability is frequently conflated with, and measured through, employment outcomes soon after graduation by governments and in university rankings (Healy et al, 2022;Kamil & Muhammad, 2021), but is far more complex (Yorke, 2006;de Blaquière et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Employability is frequently conflated with, and measured through, employment outcomes soon after graduation by governments and in university rankings (Healy et al, 2022;Kamil & Muhammad, 2021), but is far more complex (Yorke, 2006;de Blaquière et al, 2019). Employability is viewed as key to individual career success and is often used as an indicator of educational program quality (Neroorkar, 2022), but also depends on external factors such as socioeconomic conditions (McCafferty, 2022), and hence is better viewed as the potential for, rather than acquisition of, employment (Tight, 2023). The employability literature provides numerous definitions of employability, employability frameworks, and perspectives on the role of higher education in developing employability.…”

Section: Introductionmentioning

confidence: 99%

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Employability Learning and Teaching Research: A Twenty Year Structured Narrative Review

Choi-Lundberg,

Douglas,

Bird

et al. 2024

JUTLP

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Employability is a set of key personal attributes and transferable and discipline-specific skills considered essential for effective workplace performance; however, there are numerous perspectives about employability and how to develop it in higher education. Definitions and measurements of employability are influenced by factors such as government policy, requirements of employers, discipline norms and structural barriers. In the context of the Special Issue: 20-year JUTLP Review, this structured narrative review aimed to explore and understand employability to inform higher education learning and teaching practice. Forty-six articles published in the Journal of University Teaching & Learning Practice were included, set in the context of 45 review articles on employability sourced from Scopus and ERIC databases and other selected literature. Several definitions of employability drew on existing employability frameworks and researchers’ evolving conceptions of employability within their disciplinary contexts. We propose a composite definition of employability based on the findings from this review: Employability is lifelong, evolving and complex, requiring adaptability and capabilities including knowledge, skills and attributes to obtain sustainable employment and resolve work ambiguities in challenging globalised, sociocultural and economic contexts. Higher education teaching practices, curriculum and assessment develop employability by developing discipline-specific alongside transferable knowledge, skills, attitudes, literacies, competencies, capacities and capabilities relevant to potential workplaces and aligned with employability attributes. Student-centred experiential learning models such as work-integrated learning, internships, industry experience, problem-based learning and reflection promote employability. Higher education also should promote career development competencies to enable students to showcase their skills, experiences, and attributes to employers through e-portfolios.

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What does a sociologist do? Norwegian, English, and Hungarian university students’ possible future selves

Hordósy,

Yasdiman,

Lee

2024

British Journal of Sociology of Education

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Employability: a core role of higher education?

Cited by 7 publications

References 110 publications

Developing future competencies of people employed in non-standard forms of employment: employers’ and employees’ perspective

Developing future competencies of people employed in non-standard forms of employment: employers’ and employees’ perspective

Employability Learning and Teaching Research: A Twenty Year Structured Narrative Review

What does a sociologist do? Norwegian, English, and Hungarian university students’ possible future selves

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