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Book part
Publication date: 9 May 2018

Katy Vigurs, Steven Jones, Julia Everitt and Diane Harris

This chapter draws on findings from a comparative, qualitative research project investigating the decision-making of different groups of English higher education students in…

Abstract

This chapter draws on findings from a comparative, qualitative research project investigating the decision-making of different groups of English higher education students in central England as they graduated from a Russell group university (46 interviewees) and a Post-92 university (28 interviewees). Half of the students graduated in 2014 (lower tuition fees regime) and the other half graduated in 2015 (higher tuition fees regime). The students interviewed were sampled by socio-economic background, gender, degree subject/discipline and secondary school type. Semi-structured interviews were used to explore students’ future plans and perceptions of their future job prospects. Despite higher debt levels, the 2015 sample of Russell Group graduates from lower socio-economic backgrounds had a positive view of their labour market prospects and a high proportion had achieved either a graduate job or a place on a postgraduate course prior to graduation. This group had saved money whilst studying. The 2015 sample of Post-1992 University graduates (from both lower and average socio-economic backgrounds) were worried about their level of debt, future finances and labour market prospects. This chapter raises questions about whether a fairer university finance system, involving lower levels of debt for graduates from less advantaged backgrounds, might avoid some graduates’ transitions to adulthood being so strongly influenced by financial anxieties.

Details

Higher Education Funding and Access in International Perspective
Type: Book
ISBN: 978-1-78754-651-6

Keywords

Article
Publication date: 6 March 2024

Radiah Othman and Rashid Ameer

This paper aims to seek accounting graduates' perspectives on the demand for accounting in their workplaces, on the gaps in accounting education (AE), and on the future of the…

Abstract

Purpose

This paper aims to seek accounting graduates' perspectives on the demand for accounting in their workplaces, on the gaps in accounting education (AE), and on the future of the accounting profession, inspired by the new definition of accounting proposed by Carnegie et al. (2021, 2022, 2023a), to adopt a strong focus on sustainable development goals (SDGs) in AE to inculcate tertiary students with the skills that lead them to approach and apply accounting as a multidimensional technical, social and moral (TSM) practice.

Design/methodology/approach

The online qualitative survey was distributed to 100 randomly selected New Zealand accounting graduates in order to gather insights from their workplaces. All responses from the 30 graduates who completed the questionnaire underwent qualitative analysis using Leximancer software, which automatically identifies high-level concepts and insights and offers interactive visualizations without bias.

Findings

The graduates’ experiences underscore the ongoing significance of technical skills in the New Zealand workplace. They emphasized the lack of non-technical skills training, stressed the necessity of diverse business knowledge and highlighted the importance of automation and digital skills.

Practical implications

The implications for transforming AE involve adopting an activist approach to integrate a TSM perspective into teaching and learning and being open to an interdisciplinary approach to expose tertiary students to the impact of accounting on sustainable development, including collaboration with professional bodies for real-world experiences.

Originality/value

The importance of engaging with SDG-related narratives is stressed to stimulate further discussion, debate and research aimed at identifying practical solutions for AE as a facilitator for SDGs in realizing accounting as a TSM practice.

Details

Meditari Accountancy Research, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2049-372X

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Article
Publication date: 13 March 2024

Christian Ehiobuche

The effect of vicarious learning during clinical or medical internships on graduates' adaptive career behaviours has attracted scant attention from healthcare researchers…

Abstract

Purpose

The effect of vicarious learning during clinical or medical internships on graduates' adaptive career behaviours has attracted scant attention from healthcare researchers, particularly, in the developing world context. Drawing upon the social cognitive career theory model of career self-management (SCCT-CSM), the current study examines how vicarious learning influences the clinical graduates' adaptive career behaviours (i.e. career exploration and decision-making) via career exploration and decision-making self-efficacy (CEDSE) and career intention.

Design/methodology/approach

Data were collected from 293 nursing graduates undertaking clinical internships in 25 hospitals across Nigeria who willingly participated in this study as they were also assured of confidentiality at two-waves. The proposed hypotheses were tested using a path analysis.

Findings

The findings showed that vicarious learning during clinical internship had a direct effect on career exploration, decision-making and career decision self-efficacy among graduate trainees. Also, the findings revealed that the effects of vicarious learning on the graduates' career exploration and career decision-making were significantly mediated by career decision self-efficacy and career intentions.

Practical implications

The findings of this study have important practical implications for higher education institutions and industries that send and receive clinical graduates for clinical internships to gain more skills. More emphasis should be on encouraging learners to learn vicariously in addition to other forms of learning experiences available during clinical internships.

Originality/value

The study explains that the graduates' higher engagement in clinical career exploration and decision-making was based on a higher level of vicarious learning during internships. The results suggest that higher education institutions and healthcare service providers can derive greater benefits from more emphasis on promoting vicarious learning during clinical internships.

Details

Higher Education, Skills and Work-Based Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2042-3896

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Article
Publication date: 29 February 2024

Karri Holley and Joretta Joseph

The purpose of this paper is to understand US federal government policy during the early stages of the COVID-19 pandemic and the connections to graduate education. Using the…

Abstract

Purpose

The purpose of this paper is to understand US federal government policy during the early stages of the COVID-19 pandemic and the connections to graduate education. Using the multiple streams framework, the paper outlines these actions through various streams (problems, policy and political) and perspectives (defining problems, articulating options and mobilizing responses).

Design/methodology/approach

The primary sources of data collected for this study were US federal government policies from March 2020 through May 2021. Policies were examined through introduction, implementation and alteration (when possible) within the specific time period of the study. The policies outlined in this paper were connected to the US Department of Education, and to a lesser extent, the National Institutes of Health, the National Science Foundation and other federal agencies. Data analysis was a two-fold process. First, the individual policy was considered as a single case and second, a cross-case comparison occurred across the multiple cases.

Findings

Analysing the study’s data in the problem stream provides a strong indicator of how the pandemic was perceived as a challenge for US graduate education. The pandemic served as a focusing event and illuminated the connections of graduate education to key institutional functions, including research and teaching. Broadly, US federal policy actions in this area focused on giving institutions resources and flexibility to support graduate students and allow them to continue their academic work while also seeding funding and incentives to continue the movement of knowledge, activities and people in the research pipeline. Actions in the policy stream aligned with the decentralized nature of the US higher education system and allowed for choice by academic institutions within the parameters of options.

Originality/value

This paper extends extant literature related to policy-making and graduate education to consider policy-making during a time of crisis. The paper offers methodological and conceptual ideas for consideration in future research.

Details

Studies in Graduate and Postdoctoral Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2398-4686

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Article
Publication date: 1 April 1993

Andrea Spurling

Presents the results of qualitative research conducted in sixBritish companies during 1991‐92; all of which are major employers ofscience and engineering graduates. Draws on…

Abstract

Presents the results of qualitative research conducted in six British companies during 1991‐92; all of which are major employers of science and engineering graduates. Draws on experiences of managers of graduate recruits and presents material taken from interviews by way of illustration of the points made. Discusses the aspirations of graduate recruits to industry and the problems they encounter, working in a different environment; the requirements of training and development programmes; the need to match company and individual needs; and the necessity of nurturing graduates for the first four or five years to avoid “poaching” by other companies. Offers a number of recommendations for the effective management, training and development of graduate entrants, so as to ensure their successful transition from an academic to a work environment, and to retain graduate entrants, as a long‐term investment.

Details

Education + Training, vol. 35 no. 4
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 27 June 2008

Brenda Little

The purpose of this article is to explore to what extent there are variations in the development of graduates once in employment; to what extent these variations can be explained…

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Abstract

Purpose

The purpose of this article is to explore to what extent there are variations in the development of graduates once in employment; to what extent these variations can be explained by differences in the higher education systems; and what the current moves towards greater harmonisation between these systems might mean for graduates' continuing professional development in employment.

Design/methodology/approach

Data were collected from the graduating cohort of 1999/2000 across 11 European countries, five years after graduation. The views of higher education providers and employers on graduates in the knowledge society were investigated in a smaller sub‐set of countries.

Findings

There are differences in the incidence and length of UK graduates' initial training in employment compared to all graduates which can be explained, in part, by the traditionally looser “fit” between higher education and employment in the UK (compared to many continental European countries). Five years after graduation, UK graduates enjoy similar levels of work‐related training as their European counterparts, although there are quite large differences between employment sectors.

Originality/value

This article looks into what extent harmonisation of higher education programmes (arising from the Bologna process) will affect the relationship between higher education and employment, and in particular the role played by higher education and by employers in graduates' initial professional formation and continuing development; it will be of interest to those in that field.

Details

Education + Training, vol. 50 no. 5
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 1 July 1996

May M.L. Wong

Describes and compares the objectives and content of the graduate training programme conducted in Japan by a Japanese retailer and by its Hong Kong subsidiary. The case company…

1275

Abstract

Describes and compares the objectives and content of the graduate training programme conducted in Japan by a Japanese retailer and by its Hong Kong subsidiary. The case company uses different approaches to train the Japanese graduate trainees in Japan and the local graduate trainees in the Hong Kong subsidiary. Like the Japanese female graduate trainees, the local graduate trainees are not expected to work for the company on a long‐term basis; are regarded as peripheral employees; and are not expected to be the primary contributory element for organizational learning within the company. Notes various negative factors related to the training provided at the Hong Kong subsidiary, citing factors such as the fact that it is aimed at meeting short‐term needs rather than long‐term development.

Details

Journal of European Industrial Training, vol. 20 no. 5
Type: Research Article
ISSN: 0309-0590

Keywords

Article
Publication date: 1 March 1994

John Arnold and Kate Mackenzie Davey

Describes career‐related experiences of over 1,000 graduates in thefirst few years of their careers in eight organizations, along with theperceptions of their bosses. Long‐term…

2796

Abstract

Describes career‐related experiences of over 1,000 graduates in the first few years of their careers in eight organizations, along with the perceptions of their bosses. Long‐term career prospects were an important factor in graduates′ decisions to join their organization, but the degree of importance varied substantially between organizations. Subsequent to joining, most graduates experienced low Career Clarity: that is, they found it difficult to identify short‐term and long‐term career possibilities in their organization. This eroded their organizational commitment. Graduates perceived a moderate amount of support from organizational systems for their career development, but also considerable barriers which they could not control. Their bosses had significantly more positive views of graduate career opportunities in the organization than the graduates. A case study of one organization illustrates some issues in managing graduate careers.

Details

International Journal of Career Management, vol. 6 no. 1
Type: Research Article
ISSN: 0955-6214

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Article
Publication date: 1 June 2005

Carrie Bedingfield

To encourage employers to challenge their current views on graduate recruitment and look at innovative ways of securing a return on investment in recruitment and training.

4152

Abstract

Purpose

To encourage employers to challenge their current views on graduate recruitment and look at innovative ways of securing a return on investment in recruitment and training.

Design/methodology/approach

The paper critically reviews current models of graduate recruitment and development. It uses external research and the personal experience of the author to identify problems with current models and to suggest future improvements.

Findings

The paper finds that there are strong grounds for challenging employers’ investment in graduate‐training schemes, but that the schemes do have an important role to play for many organisations.

Practical implications

A series of suggestions is made which the author believes would lead to significant improvements in corporate return on investment in graduate schemes.

Originality/value

The concept of looking at graduate recruitment in the context of the business and talent needs of the employing organisation. This paper will be of value to HR professionals and other senior managers who currently have a graduate recruitment and development scheme or who are thinking of introducing one.

Details

Industrial and Commercial Training, vol. 37 no. 4
Type: Research Article
ISSN: 0019-7858

Keywords

Article
Publication date: 1 February 1992

Derek Biddle and Anne Hamill

Examines the differences between graduates and non‐graduates fromthe viewpoint of managerial potential and in the light of the question,“Can graduate calibre people be equipped…

Abstract

Examines the differences between graduates and non‐graduates from the viewpoint of managerial potential and in the light of the question, “Can graduate calibre people be equipped with the same skills by a limited period of training, without university experience?” Reviews the case of a professional self‐management programme, common to graduates and non‐graduates, which concentrates on the graduate skills of debating, thinking, analysis, research and resource investigation skills, and confidence. Concludes that each group is a mirror image of the other and each can learn greatly from the other.

Details

International Journal of Manpower, vol. 13 no. 2
Type: Research Article
ISSN: 0143-7720

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