Higher education as a portfolio investment: students' choices about studying, term time employment, leisure, and loans

Pemberton, Jim; Jewell, Sarah; Faggian, Alessandra; King, Zella

doi:10.1093/oep/gps026

Cited by 9 publications

(4 citation statements)

References 11 publications

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“…Among them, the focus on widening access, student choice, teaching excellence and a range of metrics surrounding graduate employability. Also of relevance here is the increasing marketization of higher education (Blackmore et al , 2016; Pemberton et al , 2013; Wilton, 2014) prompting many Higher Education Providers (HEPs) to reposition themselves as “market-orientated educational enterprises” (Grotkowska et al , 2015) through focussing on the personal development of students and, ultimately, their preparedness for future employment.…”

Section: Introductionmentioning

confidence: 99%

Identity, employability and entrepreneurship: the ChANGE framework of graduate attributes

Maxwell

Armellini

2019

HESWBL

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Purpose The purpose of this paper is to introduce an evidence-based, transferable framework of graduate attributes and associated university toolkit to support the writing of level-appropriate learning outcomes that enable the university to achieve its mission to Transform Lives + Inspire Change. Design/methodology/approach An iterative process of co-design and co-development was employed to produce both the framework and the associated learning outcomes toolkit. Findings There is tangible benefit in adopting an integrated framework that enables students to develop personal literacy and graduate identity. The toolkit enables staff to write assessable learning outcomes that support student progression and enable achievement of the framework objective. Research limitations/implications While the framework has been in use for two years, institutional use of the toolkit is still in its early stages. Phase 2 of the project will explore how effectively the toolkit achieves the framework objective. Practical implications The introduction of a consistent, integrated framework enables students to develop and actively increase personal literacy through the deliberate construction of their unique graduate identity. Social implications Embedding the institutional Changemaker attributes alongside the agreed employability skills enables students to develop and articulate specifically what it means to be a “Northampton graduate”. Originality/value The uniqueness of this project is the student-centred framework and the combination of curricular, extra- and co-curricular initiatives that provide a consistent language around employability across disciplines. This is achieved through use of the learning outcomes toolkit to scaffold student progression.

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Section: Introductionmentioning

confidence: 99%

Identity, employability and entrepreneurship: the ChANGE framework of graduate attributes

Maxwell

Armellini

2019

HESWBL

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“…In E&W0 F 1 , the promise of enhanced employability has been used to justify students contributing to the full cost of their study and living costs; thereby, 1) moving debt from the public to the private purse; 2) recasting HE as a market with 'customer voice'; and, 3) bringing into sharper focus those output credentials that can be benchmarked between competing institutions (Blackmore, Bulaitis, Jackman, & Tan, 2016;Pemberton, Jewell, Faggian, & King, 2013;Wilton, 2012). Put simply, students are paying in effect for a 'gameplaying' advantage to enable them to move from the field of education to the field of work (Jackson, 2014;Jameson, Strudwick, Bond-Taylor, & Jones 2012).…”

Section: Responsibility For Work-readinessmentioning

confidence: 99%

Graduate employability, employment prospects and work-readiness in the changing field of professional work

Herbert

Rothwell

Glover

et al. 2020

The International Journal of Management Education

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“…In such conditions, models which present the student as homo economicus disciplined to focus not just on how much academic effort to invest, but also on how to invest effort in pursuit of 'employability' and how to signal such acquisition in the context of a highly competitive graduate job market (see for example (Pemberton, Jewell, Faggian, & King, 2013) miss the point. The point is that education is not a simple mechanism for social mobility, and any 'return on investment' may have little to do with effort or merit.…”

Section: Conclusion: Beyond the Neoliberal Student Resistance As A Pmentioning

confidence: 99%

Negotiating Neoliberalism

Downs

2017

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Higher education as a portfolio investment: students' choices about studying, term time employment, leisure, and loans

Cited by 9 publications

References 11 publications

Identity, employability and entrepreneurship: the ChANGE framework of graduate attributes

Identity, employability and entrepreneurship: the ChANGE framework of graduate attributes

Graduate employability, employment prospects and work-readiness in the changing field of professional work

Negotiating Neoliberalism

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