Re-addressing transitions to inequality
N M Speirs
The importance of employability
The CBI have defined a list of ‘employability skills’;
Self-management — readiness to accept responsibility, flexibility, time management,
readiness to improve own performance;
Team working — respecting others, co-operating, negotiating, persuading, contributing
to discussions;
Business and customer awareness — basic understanding of the key drivers for business
success and the need to provide customer satisfaction;
The importance of employability
Problem solving — analysing facts and circumstances and applying creative
thinking to develop appropriate solutions;
Communication and literacy — application of literacy, ability to produce clear,
structured written work and oral literacy, including listening and questioning;
Application of numeracy — manipulation of numbers, general mathematical
awareness and its application in practical contexts; and
Application of information technology — basic IT skills, including familiarity
with word processing, spreadsheets, file management and internet search
engines.
Confederation of British Industry (2007) Time Well Spent: Embedding Employability in Work Experience, p12
The importance of employability
The notion of employability as something a graduate should somehow posses.
So employability can be achieved through developing graduate attributes.
These attributes in turn are developed through participation in;
* volunteering
* internships
* study abroad
* student representation
* living away from home
The other curriculum
‘Most scholars who study the impact of college on students agree that what
happens outside the classroom - the other curriculum - can contribute to
valued outcomes of college.’
‘For about 40 percent of students, the do-it-yourself side of college [what took
place outside the classroom] was the most significant educational experience.’
Kuh, G. D., The Journal of Higher Education, Vol. 66, No. 2 (Mar. - Apr., 1995), pp. 123-155
Moffatt, M. Coming of Age in New Jersey: College and American Culture. New Brunswick, N.J.: Rutgers University Press, 1988.
The other curriculum
‘Participation in extracurricular activities has been a more accurate predictor
of workplace competence than grades .‘
‘Colleges cannot force students to participate in organized campus activities or
perform leadership roles. However, they can and should be accountable for
creating the conditions that promote such behaviour.’
Howard, A. "College Experiences and Managerial Performance." Journal of Applied Psychology, 71 (1986), 530-52.
Kuh, G. D., The Journal of Higher Education, Vol. 66, No. 2 (Mar. - Apr., 1995), pp. 123-155
The WP student
Regardless of the institution, the experience of the widening participation
student is often very different to the rest of the student cohort.
Many such students are not able to take part in extra- or co-curricular activities.
This can be due to a range of factors such as;
* family commitments,
* the necessity for paid part time work
* due to living at home work
Testa, D. & Egan, R. (2014) Finding voice: the higher education experiences of students from diverse backgrounds, Teaching in Higher Education, 19:3, 229-241.
Mann, S.J., (2001) Alternative Perspectives on the Student Experience: Alienation and engagement, Studies in Higher Education, 26:1, 7-19.
The WP student
In addition to these commitments, many such students also have low volume social
capital and do not understand the ‘rules of the game’.
This lack of capital and knowledge of how to navigate the higher education
system and beyond can lead to little appreciation for how important these extra- or
co-curricular activities are.
Crozier, G., & Davies, J., (2006), Family matters: A discussion of the Bangladeshi and Pakistani extended family and community in supporting the children’s
education. The Sociological Review 54, no. 4:678–95.
Bourdieu, P. (1990). In other words: Essays towards a reflexive sociology. Cambridge, UK: Polity Press.
The WP student
The WP student can be a frustrated participant in an unresponsive institutional context
This often leads to problematizing students from non-traditional backgrounds, rather
than the educational institutions responsible for their progress
This is linked to Bourdieu and the notion of institutional habitus.
Bowl, M., (2001) Experiencing the barriers: non-traditional students entering higher education, Research Papers in Education 16(2), 141-160.
Thomas, L. (2002) Student retention in higher education: the role of institutional habitus, Journal of Education Policy, 17:4, 423-442
Atkinson, W., (2011) From sociological fictions to social fictions: some Bourdieusian reflections on the concepts of ‘institutional habitus’ and ‘family habitus’,
British Journal of Sociology of Education, 32:3, 331-347.
Reay, D., David, M. & Ball S., (2001) 'Making a Difference?: Institutional Habituses and Higher Education Choice‘, Sociological Research Online, vol. 5, no. 4,
<http://www.socresonline.org.uk/5/4/reay.html>
The WP student
Given that graduates from non-traditional backgrounds can also face disadvantage in
the labour market, it is vital that WP students have equal access to those opportunities
that will prepare them for the labour market, as the rest of the student cohort does.
Thomas, L. & Jones, R. (2007). Embedding employability in the context of widening participation. Higher Education Academy, UK.
Gorard, S., Smith, E., May, H, Thomas, L., Adnett, N. & Slack, K. (2006) Review of widening participation research: addressing the barriers to participation in
higher education. Bristol: HEFCE .
Widening horizons
Widening Horizons is an example of a project that provides an international experience
for WP students.
Such experiences add to the employability of our undergraduates by aiding personal
growth.
This particular project is fully funded.
Eligible students take part in a competitive application procedure.
Successful students attend a series of pre-departure classes.
Crossman, J. E. & Clarke, M. (2010) International experience and graduate employability : stakeholder perceptions on the connection High Education, 59:599–
613
McGourty, R. (2014) Does Study Abroad Accelerate Personal Growth? Trends & Insights for International Leaders.
Widening horizons
“The sharing of ideas and skills
between all of us made the trip so
rewarding and all it required was
getting over the initial fear of dealing with
the unknown. Once I had passed that
barrier, I was really able to throw myself into
everything and appreciate that perhaps the
most rewarding experiences lie in the
unexpected.”
Widening horizons
“I was faced with being without family or
friends for a long-time for the very first time in
my life. Having not moved out of my parent’s
house to go to university, I had always been
in a comfortable zone of always having family
or friends with me. At the start of the trip, I
was very nervous about this as I did not know
how I would cope. Nevertheless, I made good
friends with the people in the group and was
able to take reassurance from them.”
Widening horizons
“I have made new friends in Edinburgh - which
is great, giving me a new circle of people. It has
also built my confidence and determination.
Going to UVa has shown me the community
side of education and I now feel that I want to
be even more involved in the University as
much as I can.”
Widening horizons
“I feel as though the trip has enriched my life
in many ways. I feel more mature, confident
and understanding of different people and
cultures. The memories that I have made over
there will always stay with me and I can
confidently say that it was the best thing I have
ever done!”
Widening horizons
A number of the students have since applied for further bursaries to
take part in further international experiences.
Students have reported a more active involvement with campus life.
In general, the students have exhibited a greater sense of self-efficacy.
For discussion
Is it the role of a university to prepare its students for the labour market?
If yes, how?
How can you assist WP students in their understanding of the ‘rules of the game’
regarding the importance of extra and co- curricula activities?
How can you then provide these extra and co- curricula opportunities?
Are you aware of the ‘problematizing’ of ‘students from non-traditional
backgrounds’?