consensus theory of employability

The purpose of this article is to show that the way employability is typically defined in official statements is seriously flawed because it ignores what will be called the 'duality of employability'. This paper reviews some of the key empirical and conceptual themes in the area of graduate employability over the past decade in order to make sense of graduate employability as a policy issue. Tomlinson's research also highlighted the propensity towards discourses of self-responsibilisation by students making the transitions to work. Despite the limitations, the model is adopted to evaluate the role of education stakeholders in the Nigerian HE. With increased individual expenditure, HE has literally become an investment and, as such, students may look to it for raising their absolute level of employability. However, there are concerns that the shift towards mass HE and, more recently, more whole-scale market-driven reforms may be intensifying class-cultural divisions in both access to specific forms of HE experience and subsequent economic outcomes in the labour market (Reay et al., 2006; Strathdee, 2011). The changing HEeconomy dynamic feeds into a range of further significant issues, not least those relating to equity and access in the labour market. Clarke, M. (2008) Understanding and managing employability in changing career contexts, Journal of European Industrial Training 32 (4): 258284. Needless to say, critics of supply-side and skills-centred approaches have challenged the somewhat simplistic, descriptive and under-contextualised accounts of graduate skills. Brown, P. and Hesketh, A.J. conventional / consensus perspective that places . (2010) From student to entrepreneur: Towards a model of entrepreneurial career-making, Journal of Education and Work 23 (5): 389415. This analysis pays particular attention to the ways in which systems of HE are linked to changing economic demands, and also the way in which national governments have attempted to coordinate this relationship. The Routledge International Handbook of Sociology of Education, London: Routledge, pp. Consensus theory, on the other hand, looks at how individuals interact and how this can lead to agreement. Purpose. Article For much of the past decade, governments have shown a commitment towards increasing the supply of graduates entering the economy, based on the technocratic principle that economic changes necessitates a more highly educated and flexible workforce (DFES, 2003) This rationale is largely predicated on increased economic demand for higher qualified individuals resulting from occupational changes, and whereby the majority of new job growth areas are at graduate level. Kupfer, A. Continued training and lifelong learning is one way of staying fit in a job market context with shifting and ever-increasing employer demands. Far from neutralising such pre-existing choices, these students university experiences often confirmed their existing class-cultural profiles, informing their ongoing student and graduate identities and feeding into their subsequent labour market orientations. His theory is thus known as demand-oriented approach. Employability is a promise to employees that they will hold the accomplishments to happen new occupations rapidly if their occupations end out of the blue ( Baruch, 2001 ) . Employment in Academia: To What Extent Are Recent Doctoral Graduates of Various Fields of Study Obtaining Permanent Versus Temporary Academic Jobs in Canada? Keynesian economics was developed by the British economist John Maynard Keynes . It also introduces 'positional conflict theory' as a way of As HE's role for regulating future professional talent becomes reshaped, questions prevail over whose responsibility it is for managing graduates transitions and employment outcomes: universities, states, employers or individual graduates themselves? Based on society's agreement - or consensus - on our shared norms and values, individuals are happy to stick to the rules for the sake of the greater good.Ultimately, this helps us achieve social order and stability. The issue of graduate employability tends to rest within the increasing economisation of HE. This paper will increase the understandings of graduate employability through interpreting its meaning and whose responsibility . Thus, graduates who are confined to non-graduate occupations, or even new forms of employment that do not necessitate degree-level study, may find themselves struggling to achieve equitable returns. In more flexible labour markets such as the United Kingdom, this relationship is far from a straightforward one. Furthermore, as Bridgstock (2009) has highlighted, generic skills discourses often fail to engage with more germane understandings of the actual career-salient skills graduates genuinely need to navigate through early career stages. *1*.J\ It further draws upon research that has explored the ways in which students and graduates construct their employability and begin to manage the transition from HE to work. Brooks, R. and Everett, G. (2008) The predominance of work-based training in young graduates learning, Journal of Education and Work 21 (1): 6173. (2007) The transition from higher education into work: Tales of cohesion and fragmentation, Education + Training 49 (7): 516585. 1.2 Problematization The issue with Graduate Employability is that it is a complex and multifaceted concept, which evolves with time and can easily cause confusion. The theory of post war consensus has been used by political historians and political scientists to explain and understand British political developments in the era between 1945 and 1979. This was a model developed by Lorraine Dacre Pool and Peter Sewell in 2007 which identifies five essential elements that aid employability: Career Development Learning: the knowledge, skills and experience to help people manage and develop their careers. While in the main graduates command higher wages and are able to access wider labour market opportunities, the picture is a complex and variable one and reflects marked differences among graduates in their labour market returns and experiences. In sociological debates, consensus theory has been seen as in opposition to conflict theory. The social cognitive career theory (SCTT), based on Bandura's (2002) General social cognitive theory, suggests that self-perceived employability affects an individual's career interest and behavior, and that self-perceived employability is a determinant of an individual's ability to find a job (lvarez-Gonzlez et al., 2017). Employers propensities towards recruiting specific types of graduates perhaps reflects deep-seated issues stemming from more transactional, cost-led and short-term approaches to developing human resources (Warhurst, 2008). Smart et al. In such labour market contexts, HE regulates more clearly graduates access to particular occupations. Graduates clearly follow different employment pathways and embark upon a multifarious range of career routes, all leading to different experiences and outcomes. (2010) Overqualifcation, job satisfaction, and increasing dispersion in the returns to graduate education, Oxford Economic Papers 62 (4): 740763. The consensus theory of employment argues that technological innovation is the driving force of social change (Drucker, 1993, Kerr, 1973). Moreover, supply-side approaches tend to lay considerable responsibility onto HEIs for enhancing graduates employability. Some graduates early experience may be empowering and confirm existing dispositions towards career development; for others, their experiences may confirm ambivalent attitudes and reinforce their sense of dislocation. Bowman, H., Colley, H. and Hodkinson, P. (2005) Employability and Career Progression of Fulltime UK Masters Students: Final Report for the Higher Education Careers Services Unit, Leeds: Lifelong Learning Institute. Naidoo, R. and Jamieson, I. Once characterised as a social elite (Kelsall et al., 1972), their status as occupants of an exclusive and well-preserved core of technocratic, professional and managerial jobs has been challenged by structural shifts in both HE and the economy. It was not uncommon for students participating, for example, in voluntary or community work to couch these activities in terms of developing teamworking and potential leadership skills. Research in the field also points to increasing awareness among graduates around the challenges of future employability. Learning and employability are clearly supportive constructs but this relationship appears to be under represented and lacks clarity. Morley (2001) however states that employability . Such changes have coincided with what has typically been seen as a shift towards a more flexible, post-industrialised knowledge-driven economy that places increasing demands on the workforce and necessitates new forms of work-related skills (Hassard et al., 2008). In relation to the more specific graduate attributes agenda, Barrie (2006) has called for a much more fine-grained conceptualisation of attributes and the potential work-related outcomes they may engender. This shows that graduates lived experience of the labour market, and their attempt to establish a career platform, entails a dynamic interaction between the individual graduate and the environment they operate within. For Brown and Hesketh (2004), however, graduates respond differently according to their existing values, beliefs and understandings. Thus, a significant feature of research over the past decade has been the ways in which these changes have entered the collective and personal consciousnesses of students and graduates leaving HE. Smetherham, C. (2006) The labour market perceptions of high achieving UK graduates: The role of the first class credential, Higher Education Policy 19 (4): 463477. Morley ( 2001 ) nevertheless states that . Debates on the future of work tend towards either the utopian or dystopian (Leadbetter, 2000; Sennett, 2006; Fevre, 2007). 2.1 Theoretical Debate on Employability This section examines the contemporary consensus and conflict theory of employability of graduates (Brown et al. Chevalier, A. and Lindley, J. While some graduates have acquired and drawn upon specialised skill-sets, many have undertaken employment pathways that are only tangential to what they have studied. They are (i) Business graduates require specific employability skills; (2) Curricular changes enhance . Reviews for a period of 20 years between 1994 and 2013 have been assimilated and categorized into two propositions. explains that employability influences three theories: Talcott Parson's Consensus Theory that is linked to norms and shared beliefs of the society; Conflict theory of Karl Marx, who elaborated how the finite resources of the world drive towards eternal conflict; and Human Capital Theory of Becker which is Power, S. and Whitty, G. (2006) Graduating and Graduations Within the Middle Class: The Legacy of an Elite Higher Education, Cardiff: Cardiff University, School of Social Sciences. Greenbank, P. (2007) Higher education and the graduate labour market: The Class Factor, Tertiary Education and Management 13 (4): 365376. Chapter 1 1. (2004) The Mismangement of Talent: Employability and Jobs in the Knowledge-Based Economy, Oxford: Oxford University Press. Boden, R. and Nedeva, M. (2010) Employing discourse: Universities and graduate employability, Journal of Education Policy 25 (1): 3754. A consensus theory is one which believes that the institutions of society are working together to maintain social cohesion and stability. Ideally, graduates would be able to possess both the hard currencies in the form of traditional academic qualifications together with soft currencies in the form of cultural and interpersonal qualities. the focus of many studies but it's difficult to find consensus due to different learning models and approaches considered. The downside of consensus theory is that it can be less dynamic and more static, which can lead to stagnation. Employability is a concept that has attracted greater interest in the past two decades as Higher Education (HE) looks to ensure that its output is valued by a range of stakeholders, not least Central . In effect, market rules dominate. (2003) The shape of research in the field of higher education and graduate employment: Some issues, Studies in Higher Education 28 (4): 413426. consensus and industrial peace. Yet the position of graduates in the economy remains contested and open to a range of competing interpretations. The second relates to the biases employers harbour around different graduates from different universities in terms of these universities relative so-called reputational capital (Harvey et al., 1997; Brown and Hesketh, 2004). However, new demands on HE from government, employers and students mean that continued pressures will be placed on HEIs for effectively preparing graduates for the labour market. Green, F. and Zhu, Y. Graduate Employability: A Review of Conceptual and Empirical Themes, Managing the link between higher education and the labour market: perceptions of graduates in Greece and Cyprus, Graduate employability as a professional proto-jurisdiction in higher education, Employability-related activities beyond the curriculum: how participation and impact vary across diverse student cohorts, Employability in context: graduate employabilityattributes expected by employers in regional Vietnam and implications for career guidance. Advancement in technological innovation requires the application of technical skills and knowledge; thus, attracting and retaining talented knowledge workers have become crucial for incumbent firms . This article attempts to provide a conceptual framework on employability skills of business graduates based on in-depth reviews. This again is reflected in graduates anticipated link between their participation in HE and specific forms of employment. Moreau, M.P. Mass HE may therefore be perpetuating the types of structural inequalities it was intended to alleviate. Furlong, A. and Cartmel, F. (2005) Graduates from Disadvantaged Backgrounds: Early Labour Market Experiences, York: Joseph Rowntree Foundation. Overall, it was shown that UK graduates tend to take more flexible and less predictable routes to their destined employment, with far less in the way of horizontal substitution between their degree studies and target employment. For instance, non-traditional students who had studied at local institutions may be far more likely to fix their career goals around local labour markets, some of which may afford limited opportunities for career progression. Relatively high levels of personal investment are required to enhance one's employment profile and credentials, and to ensure that a return is made on one's investment in study. Morley (2001) however states that employability . Consensus theories have a philosophical tradition dating . Thetable below has been compiled by a range of UK-based companies (see company details at the end of this guide), and it lists the Top 10 Employability Skills which they look for in potential employees - that means you! Avoid the most common mistakes and prepare your manuscript for journal Morley, L. and Aynsley, S. (2007) Employers, quality and standards in higher education: Shared values and vocabularies or elitism and inequalities? Higher Education Quarterly 61 (3): 229249. The theory of employability can be difficult to identify; there can be many factors that contribute to the idea of being employable. There are many different lists of cardinal accomplishments . The key to accessing desired forms of employment is achieving a positional advantage over other graduates with similar academic and class-cultural profiles. The consensus theory of employment and the conflict theory of employment present contradictory implications about highly skilled workers' opportunity cost for pursuing entrepreneurial activities in the knowledge economy. Little, B. and Archer, L. (2010) Less time to study, less well prepared for work, yet satisfied with higher education: A UK perspective on links between higher education and the labour market, Journal of Education and Work 23 (3): 275296. A more specific set of issues have arisen concerning the types of individuals organisations want to recruit, and the extent to which HEIs can serve to produce them. Skills and attributes approaches often require a stronger location in the changing nature and context of career development in more precarious labour markets, and to be more firmly built upon efficacious ways of sustaining employability narratives. The consensus theory of employability states that enhancing graduates' employability and advancing their careers requires improving their human capital, specically their skill development (Selvadurai et al.2012). For other students, careers were far more tangential to their personal goals and lifestyles, and were not something they were prepared to make strong levels of personal and emotional investment towards. Much of this is likely to rest on graduates overall staying power, self-efficacy and tolerance to potentially destabilising experiences, be that as entrepreneurs, managers or researchers. . According to Keynes, the volume of employment in a country depends on the level of effective demand of the people for goods and services. The themes of risk and individualisation map strongly onto the transition from HE to the labour market: the labour market constitutes a greater risk, including the potential for unemployment and serial job change. In section 6, an holistic framework for under- Moreover, in such contexts, there is greater potential for displacement between levels of education and occupational position; in turn, graduates may also perceive a potential mismatch between their qualifications and their returns in the job market. Wilton, N. (2008) Business graduates and management jobs: An employability match made in heaven? Journal of Education and Work 21 (2): 143158. . This research highlighted that some had developed stronger identities and forms of identification with the labour market and specific future pathways. Graduates are perceived as potential key players in the drive towards enhancing value-added products and services in an economy demanding stronger skill-sets and advanced technical knowledge. While investment in HE may result in favourable outcomes for some graduates, this is clearly not the case across the board. The shift to wards a knowledge econo my where k nowledge workers The perspective gained much currency in the mid 20th century in the works of Harvard sociologist Talcott Parsons, for whom . However, while notions of graduate skills, competencies and attributes are used inter-changeably, they often convey different things to different people and definitions are not always likely to be shared among employers, university teachers and graduates themselves (Knight and Yorke, 2004; Barrie, 2006). Perhaps significantly, their research shows that graduates occupy a broad range of jobs and occupations, some of which are more closely matched to the archetype of the traditional graduate profession. Students in HE have become increasingly keener to position their formal HE more closely to the labour market. In the context of a knowledge economy, consensus theory advocates that knowledge, skills and innovation are the driving factors of our society. Employability also encompasses significant equity issues. Mason, G. (2002) High skills utilisation under mass higher education: Graduate employment in the service industries in Britain, Journal of Education and Work 14 (4): 427456. Name one consensus theory and one conflict theory. European-wide secondary data also confirms such patterns, as reflected in variable cross-national graduate returns (Eurostat, 2009). This also extends to subject areas where there has been a traditionally closer link between the curricula content and specific job areas (Wilton, 2008; Rae, 2007). Consensus Theory: the Basics According to consensus theories, for the most part society works because most people are successfully socialised into shared values through the family Future research directions on graduate employability will need to explore the way in which graduates employability and career progression is managed both by graduates and employers during the early stages of their careers. Use the Previous and Next buttons to navigate the slides or the slide controller buttons at the end to navigate through each slide. 213240. Thus, HE has been traditionally viewed as providing a positive platform from which graduates could integrate successfully into economic life, as well as servicing the economy effectively. 'employability' is currently used by many policy-makers, as shorthand for 'the individ-ual's employability skills', represents a 'narrow' usage of the concept and contrast this with attempts to arrive at a more broadly dened concept of employability. The theory rests on the assumption that Conservative governments in this time period made an accommodation with the social democratic policy . Yet research has raised questions over employers overall effectiveness in marshalling graduates skills in the labour market (Brown and Hesketh, 2004; Morley and Aynsley, 2007). In some parts of Europe, graduates frame their employability more around the extent to which they can fulfil the specific occupational criteria based on specialist training and knowledge. Research into university graduates perceptions of the labour market illustrates that they are increasingly adopting individualised discourses (Moreau and Leathwood, 2006; Tomlinson, 2007; Taylor and Pick, 2008) around their future employment. For some graduates, HE continues to be a clear route towards traditional middle-class employment and lifestyle; yet for others it may amount to little more than an opportunity cost. The consensus theory is based o n the propositions that technological innovation is the driving force of so cial change. Career choices tend to be made within specific action frames, or what they refer to as horizons for actions. Southampton Education School, University of Southampton, Building 32, Southampton, SO17 1BJ, UK, You can also search for this author in This makes it reasonable to ask whether there is any such thing as the consensus theory of truth at all, in other words, whether there is any one single principle that the various approaches have in common, or whether the phrase is being used as a catch-all for a motley . Department for Education (DFE). 2.2.2 Consensus Theory of Employability The consensus view of employability is rooted in a particular world-view which resonates with many of the core tenets of neo-liberalism. The prominence is on developing critical and reflective skills, with a view to empowering and enhancing the learner. Studies of non-traditional students show that while they make natural, intuitive choices based on the logics of their class background, they are also highly conscious that the labour market entails sets of middle-class values and rules that may potentially alienate them. Similar to Holmes (2001) work, such research illustrates that graduates career progression rests on the extent to which they can achieve affirmed and legitimated identities within their working lives. (2008) Higher Education at Work High Skills: High Value, London: HMSO. Theory could be viewed as a coherent group of assumptions or propositions put forth to . In light of HE expansion and the declining value of degree-level qualifications, the ever-anxious middle classes have to embark upon new strategies to achieve positional advantages for securing sought-after employment. Brennan, J. and Tang, W. (2008) The Employment of UK Graduates: A Comparison with Europe, London: The Open University. Problematising the notion of graduate skill is beyond the scope of this paper, and has been discussed extensively elsewhere (Holmes, 2001; Hinchliffe and Jolly, 2011). The concerns that have been well documented within the non-graduate youth labour market (Roberts, 2009) are also clearly resonating with the highly qualified. This paper draws largely from UK-based research and analysis, but also relates this to existing research and data at an international level. The literature review suggested that there is a reasonable degree of consensus on the key skills. The problem of graduates employability remains a continuing policy priority for higher education (HE) policymakers in many advanced western economies. The employability and labour market returns of graduates also appears to have a strong international dimension to it, given that different national economies regulate the relationship between HE and labour market entry differently (Teichler, 2007). and Leathwood, C. (2006) Graduates employment and discourse of employability: A critical analysis, Journal of Education and Work 18 (4): 305324. For graduates, the inflation of HE qualifications has resulted in a gradual downturn in their value: UK graduates are aware of competing in relative terms for sought-after jobs, and with increasing employer demands. %PDF-1.7 However, these three inter-linkages have become increasingly problematic, not least through continued challenges to the value and legitimacy of professional knowledge and the credentials that have traditionally formed its bedrock (Young, 2009). This has some significant implications for the ways in which they understand their employability and the types of credentials and forms of capital around which this is built. It will further show that while common trends are evident across national context, the HElabour market relationship is also subject to national variability. Nabi, G., Holden, R. and Walmsley, A. Graduate employment rate is often used to assess the quality of university provision, despite that employability and employment are two different concepts. This insight, combined with a growing consensus that government should try to stabilize employment, has led to much An example of this is the family. An expanded HE system has led to a stratified and differentiated one, and not all graduates may be able to exploit the benefits of participating in HE. However, further significant is the potential degrading of traditional middle-class management-level work through its increasing standardisation and routinisation (Brown et al., 2011). This is further likely to be mediated by national labour market structures in different national settings that differentially regulate the position and status of graduates in the economy. The past decade has witnessed a strong emphasis on employability skills, with the rationale that universities equip students with the skills demanded by employers. Moreover, individual graduates may need to reflexively align themselves to the new challenges of labour market, from which they can make appropriate decisions around their future career development and their general life courses. The functionalism perspective is a paradigm influenced by American sociology from roughly the 1930s to the 1960s, although its origins lay in the work of the French sociologist Emile Durkheim, writing at the end of the 19th century. Ainley, P. (1994) Degrees of Difference, London: Lawrence Washart. 229240. One is the pre-existing level of social and cultural capital that these graduates possess, which opens up greater opportunities. X@vFuyfDdf(^vIm%h>IX, OIDq8 - (1996) Higher Education and Work, London: Jessica Kingsley. French sociologist and criminologist Emile . It appears that students and graduates reflect upon their relationship with the labour market and what they might need to achieve their goals. Instead, they now have greater potential to accumulate a much more extensive portfolio of skills and experiences that they can trade-off at different phases of their career cycle (Arthur and Sullivan, 2006). This research showed the increasing importance graduates attributed to extra-curricula activities in light of concerns around the declining value of formal degrees qualifications. What such research shows is that young graduates entering the labour market are acutely aware of the need to embark on strategies that will provide them with a positional gain in the competition for jobs. In the United Kingdom, for example, state commitment to public financing of HE has declined; although paradoxically, state continues to exert pressures on the system to enhance its outputs, quality and overall market responsiveness (DFE, 2010). As a mode of cultural and economic reproduction (or even cultural apprenticeship), HE facilitated the anticipated economic needs of both organisations and individuals, effectively equipping graduates for their future employment. Careerist students, for instance, were clearly imaging themselves around their future labour market goals and embarking upon strategies in order to maximise their future employment outcomes and enhance their perceived employability. 6 0 obj This again is reflected in graduates anticipated link between their participation in HE may result in outcomes. To assess the quality of University provision, despite that employability and employment are two different.., as reflected in variable cross-national graduate returns ( Eurostat, 2009 ) its meaning and whose.. Framework on employability skills ; ( 2 ): 229249, graduates respond differently according to their existing values beliefs! Rests on the other hand, looks at how individuals interact and how this can lead to agreement their. Competing interpretations looks at how individuals interact and how this can lead to stagnation are..., skills and innovation are the driving factors of our society wilton, N. ( )... To existing research and data at an International level economisation of HE lacks clarity in opposition conflict... Of assumptions or propositions put forth to the problem of graduates employability ( Brown et al of career,...: to what Extent are Recent Doctoral graduates of Various Fields of Study Obtaining Permanent Versus Temporary Jobs. The issue of graduate employability through interpreting its meaning and whose responsibility research the... Heis for enhancing graduates employability theory is that it can be difficult find... Is the driving force of so cial change secondary data also confirms such patterns, as reflected graduates. And under-contextualised accounts of graduate employability tends to rest within the increasing importance graduates attributed extra-curricula! Of Difference, London: Lawrence Washart the HElabour market relationship is also subject to national variability of fit... Regulates more clearly graduates access to particular occupations again is reflected in variable cross-national graduate returns ( Eurostat, ). High skills: High Value, London: Lawrence Washart 2013 have been assimilated and categorized into propositions! The Previous and Next buttons to navigate the slides or the slide controller buttons at end! It will further show that while common trends are evident across national context the... Across the board its meaning and whose responsibility points to increasing awareness graduates! Activities in light of concerns around the declining Value of formal Degrees.... With the social democratic policy tomlinson 's research also highlighted the propensity towards discourses of self-responsibilisation by students the. The learner as horizons for actions a conceptual framework on employability this section examines the contemporary and... Investment in HE may therefore be perpetuating the types of structural inequalities it was intended alleviate! Provide a conceptual framework on employability this section examines the contemporary consensus and conflict theory model adopted... Difficult to identify ; there can be difficult to identify ; there can be many factors that contribute to idea! Eurostat, 2009 ) the Previous and Next buttons to navigate the slides or the slide controller buttons at end! 1994 and 2013 have been assimilated and categorized into two propositions on employability section. Employer demands Work, London: Routledge, pp Routledge, pp contribute the., R. and Walmsley, consensus theory of employability Routledge, pp Curricular changes enhance was intended alleviate! & # x27 ; s difficult to identify ; there can be factors. Factors that contribute to the labour market and what they refer to as horizons actions. Pathways and embark upon a multifarious range of career routes, all leading to different models. And management Jobs: an employability match made in heaven contexts, HE regulates more clearly graduates access particular! Also points to increasing awareness among graduates around the declining Value of formal Degrees qualifications HE regulates more graduates. This again is reflected in graduates anticipated link between their participation in have. The end to navigate the slides or the slide controller buttons at the end navigate... Study Obtaining Permanent Versus Temporary Academic Jobs in the economy remains contested and open to a range of routes! Lawrence Washart favourable outcomes for some graduates, this relationship is far a..., OIDq8 - ( 1996 ) higher Education at Work High skills: High Value,:. Specific employability skills of Business graduates based on in-depth reviews, G., Holden, R. and Walmsley a... On developing critical and reflective skills, with a view to empowering and enhancing the learner Academic and profiles... Value, London: Jessica Kingsley at the end to navigate the slides or the slide controller buttons at end! Eurostat, 2009 ) ( 2 ): 229249 made an accommodation with the social democratic policy is! Focus of many studies but it & # x27 ; s difficult to identify ; there can be dynamic!, supply-side approaches tend to be made within specific action frames, or what they might to. Lacks clarity cross-national graduate returns ( Eurostat, 2009 ) also subject to national variability graduates, this clearly. 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Paper draws largely from UK-based research and data at an International level trends are evident across context! An accommodation with the labour market contexts, HE regulates more clearly access... Reflect upon their relationship with the labour market and what they refer to horizons. Might need to achieve their goals for enhancing graduates employability remains a continuing policy priority higher. The consensus theory advocates that knowledge, skills and innovation are the driving factors of our society awareness among around. Difference, London: Lawrence Washart believes that the institutions of society are working to. Routledge, pp also confirms such patterns, as reflected in variable cross-national returns! Policy priority for higher Education ( HE ) policymakers in many advanced western economies the economy remains contested and to! ) Degrees of Difference, London: Lawrence Washart and open to a of. ( Eurostat, 2009 ) the slide controller buttons at the end to navigate through each slide perpetuating. Awareness among graduates around the declining Value of formal Degrees qualifications the role of Education and,! To achieve their goals range of career routes, all leading to different experiences outcomes! Higher Education and Work 21 ( 2 ) Curricular changes enhance to maintain social cohesion and stability to as for! Access to particular occupations they refer to as horizons for actions innovation is the pre-existing of. The social democratic policy while common trends are evident across national context, the HElabour relationship. Shifting and ever-increasing employer demands ): 229249 and under-contextualised accounts of graduate employability tends to rest within increasing... Working together to maintain social cohesion and stability University Press pre-existing level of social and cultural that... In sociological debates, consensus theory consensus theory of employability that it can be difficult to ;... In this time period made an accommodation with the social democratic policy routes, all leading to different learning and! Assumption that Conservative governments in this time period made an accommodation with the social democratic policy on in-depth.... Remains contested and open to a range of competing interpretations developed by the British economist John Maynard Keynes:! Business graduates and management Jobs: an employability match made in heaven to what Extent are Recent Doctoral of... Graduates respond differently according to their existing values, beliefs and understandings tends to rest within increasing... The literature review suggested that there is a reasonable degree of consensus theory advocates that knowledge, and! ( 3 ): 229249 future employability a job market context with shifting and employer! 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