DOCSLIB.ORG

Negotiating Employability, Identity and the Meaning of Higher Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Negotiating Employability, Identity and the Meaning of Higher Education Psychology graduates in the transition to employment: Negotiating employability, identity and the meaning of higher education Peter Reddy Doctor of Philosophy Aston University January 2016 © Peter Reddy, 2016 Peter Reddy asserts his moral right to be identified as the author of this thesis. This copy of the thesis has been supplied on condition that anyone who consults it is understood to recognise that its copyright rests with its author and that no quotation from the thesis and no information derived from it may be published without appropriate permission or acknowledgement. 1 Summary Aston University Psychology graduates in the transition to employment: Negotiating employability, identity and the meaning of higher education Peter Reddy Doctor of Philosophy January 2016 The experience of psychology students and graduates in the transition from higher education to employment is examined using interpretative phenomenological analysis (IPA) and thematic analysis (TA) of in-depth semi-structured individual interviews. Four students were interviewed near the beginning and again near the end of their sandwich placement year, and five graduates were interviewed shortly after graduation and again two years on. A literature review of studies of the graduate transition revealed a relative lack of qualitative studies and in particular few studies reflecting the circumstances of contemporary British psychology students and graduates and few longitudinal studies. The research is located additionally in literature concerned with graduate employability, the psychology of change and transition, vocation and identity, development in early adulthood, the development of epistemological reasoning, participation in communities of practice, the development of epistemic virtue, phronesis and ontological development. Graduate interviews are analysed case-by-case and placement student interviews are grouped thematically. Ambition to enter clinical psychology is discussed as part of a strong career focus as well as issues of power and identity. The role of work experience, both as a graduate and on undergraduate placement emerges as a transformative force, much more so than higher education, which is experienced as enabling at best rather than transforming. Higher education is experienced in a range of ways from a source of a career credential to training for enframing in the Heideggerian sense, but rarely as ontologically significant. In conclusion the advantages of professional level work experience and a vocational direction are advocated to facilitate a transformative ontological turn in undergraduate education. Key words: Graduate transition, interpretative phenomenological analysis, thematic analysis, experience of higher education, employability, ontological development, psychology education. 2 Acknowledgements Particular thanks are offered to the following for their invaluable help, support and forbearance Dr Rachel Shaw, supervisor Graduate and student participants Dr Elisabeth Moores, associate supervisor Professor Alison Halstead, mentor Colleagues All have been kind, patient and helpful beyond the calls of duty and friendship and I am extremely grateful. 3 Contents Summary .............................................................................................................. 2 Acknowledgements .............................................................................................. 3 Contents ............................................................................................................... 4 List of tables and figures ....................................................................................... 8 Chapter 1: Introduction and overview ................................................................... 9 Preamble ...................................................................................................................................................................9 The UK Bachelors degree in psychology .................................................................................................. 10 What is higher education for? ...................................................................................................................... 12 Employability ....................................................................................................................................................... 15 Employability and university league tables........................................................................................... 17 Graduate employment ..................................................................................................................................... 17 Change and transition ..................................................................................................................................... 18 Vocation and identity ....................................................................................................................................... 19 Self and identity .................................................................................................................................................. 20 Developmental perspectives on the graduate transition ................................................................ 21 The development of epistemological reasoning / cognitive development .............................. 22 Knowing, becoming, ontology, epistemic virtue, phronesis ............................................................ 23 Communities of practice ................................................................................................................................. 26 Why psychology graduates in the transition to employment? ..................................................... 26 Objectives ............................................................................................................................................................... 27 Research questions ............................................................................................................................................ 28 Chapter 2: Study one, a systematic review and meta-synthesis............................. 29 Rationale..............................................................................................................................................................29 Method ................................................................................................................................................................29 Search ...................................................................................................................................................................... 30 First stage screening......................................................................................................................................... 31 Second stage screening ................................................................................................................................... 32 Results ..................................................................................................................................................................33 Appraisal ..............................................................................................................................................................34 Aims of studies ..................................................................................................................................................49 Methodologies of studies ..............................................................................................................................52 Theoretical standpoints ..................................................................................................................................54 Synthesis of findings ........................................................................................................................................56 Theme one: Out of the wilderness – the graduate transition as difficult, uncertain and painful. .................................................................................................................................................................... 59 Theme two: Unevenness in transition, individual differences. ...................................................... 59 Theme three: Continuity in transition. ..................................................................................................... 60 Theme four: Identity. ........................................................................................................................................ 60 Theme five: Vocational education and work experience. ................................................................ 61 Theme six: Being and becoming, embodiment and relationships. .............................................. 62 Theme seven: End point or moving on? ................................................................................................... 63 Theme eight: Expectations. ........................................................................................................................... 64 Theme nine: Power and position. ............................................................................................................... 64 Theme ten: Relevance of higher education ............................................................................................ 64 Theme eleven: Skills and
Load more

Recommended publications
  • Regional and Interregional Cooperation to Strengthen Basic Sciences in Developing Countries
    ACTA UNIVERSITATIS UPSALIENSIS Skrifter rörande Uppsala universitet C. Organisation och historia 88 Regional and Interregional Cooperation to Strengthen Basic Sciences in Developing Countries Addis Ababa, 1– 4 September 2009 Proceedings of an International Conference organized by The International Science Programme (ISP), Uppsala University, Sweden, in association with The Swedish International Development Cooperation Agency (Sida) and Addis Ababa University (AAU), Ethiopia, and under the auspices of The African Union Commission (AUC) Editor: Christer Kiselman c Uppsala University and the authors 2011 ISSN 0502-7454 ISBN 978-91-554-7910-7 Printed in Sweden by Edita Västra Aros, Västerås, 2011 Distributor: Uppsala University Library, P. O. Box 510, SE-751 20 Uppsala, Sweden The front cover illustration was made by Peter Sundin and Hossein Aminaey at the International Science Programme and indicates the complexity of regional collabora- tion accounted for in this volume. Colours are arbitrary. Table of contents Kerstin Sahlin Preface .......................................................... 9 Joseph Nordgren Dedication ...................................................... 11 Opening Ceremony, 1 September 2009 Peter Sundin A word of welcome ............................................... 13 Tsige Gebre-Mariam Welcoming speech ................................................ 15 Jean-Pierre Ezin Keynote address .................................................. 17 Berth Abrahamsson A word of welcome from the Embassy of Sweden ...................
    [Show full text]
  • Experience Life At
    1st University of Surrey IN THE UK FOR WORK PLACEMENTS International Study Centre AND RESEARCH PARTNERSHIPS (QS WORLD EMPLOYABILITY Admissions Centre, RANKINGS 2020) 1 Billinton Way Brighton, BN1 4LF, UK T: +44 (0)1273 339 333 isc.surrey.ac.uk agents: agents.studygroup.com EXPERIENCE LIFE AT The International Study Centre programmes are provided by Study Group in collaboration with the University of Surrey. Surrey Disclaimer This prospectus is issued for the general guidance If your programme is cancelled, we will work in consultation of students considering entry to University of Surrey with you to offer a suitable alternative, subject to meeting International Study Centre from 2020. The information the admission requirements for that programme or the is correct at the time of going to press and the programmes opportunity to obtain a refund of any advance payments you and services described herein are those which Study Group have made for the programme. The alternative programme is planning to offer. We make every effort to ensure that the may not be at the same International Study Centre as the content of our prospectus, website and other materials is original offer. accurate. However, on occasion it may be necessary to alter Study Group reserves the right, where applicable, to amend certain aspects of a module or programme, for example if the regulations governing programmes at University of changes are required to meet external requirements;or if Surrey International Study Centre. We therefore strongly programmes are over-subscribed and the quality of teaching recommend that immediately prior to making any application would be adversely affected as a result.
    [Show full text]
  • Educating for Professional Life
    UOW5_22.6.17_Layout 1 22/06/2017 17:22 Page PRE1 Twenty-five Years of the University of Westminster Educating for Professional Life The History of the University of Westminster Part Five UOW5_22.6.17_Layout 1 22/06/2017 17:22 Page PRE2 © University of Westminster 2017 Published 2017 by University of Westminster, 309 Regent Street, London W1B 2HW. All rights reserved. No part of this pUblication may be reprodUced, stored in any retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, withoUt prior written permission of the copyright holder for which application shoUld be addressed in the first instance to the pUblishers. No liability shall be attached to the aUthor, the copyright holder or the pUblishers for loss or damage of any natUre sUffered as a resUlt of reliance on the reprodUction of any contents of this pUblication or any errors or omissions in its contents. ISBN 978-0-9576124-9-5 A CIP catalogue record for this book is available from The British Library. Designed by Peter Dolton. Design, editorial and production in association with Wayment Print & Publishing Solutions Ltd, Hitchin, Hertfordshire, UK. Printed and bound in the UK by Gomer Press Ltd, Ceredigion, Wales. UOW5_22.6.17_Layout 1 05/07/2017 10:49 Page PRE3 iii Contents Chancellor’s Foreword v Acknowledgements vi Abbreviations vii Institutional name changes ix List of illustrations x 1 Introduction 1 Map showing the University of Westminster’s sites in 1992 8 2 The Polytechnic and the UK HE System pre-1992
    [Show full text]
  • Level 4 Students
    BA ENGLISH AND LINGUISTICS COMBINATIONS ENGLISH LANGUAGE ENGLISH LITERATURE LINGUISTICS CREATIVE WRITING COURSE HANDBOOK 2015-2016 LEVEL 4 STUDENTS September 2015 Department of English, Linguistics and Cultural Studies Faculty of Social Sciences and Humanities University of Westminster 309 Regent Street, London, W1B 2UW CONTENTS The Handbook is split into two parts. The first part is the programme specification which can be used as a stand-alone guide to the course. This is also published on the University’s web site as a guide to potential applicants and current students: WELCOME TO THE COURSE ................................................................................ 1 THE ACADEMIC ENVIRONMENT........................................................................... 3 THE COURSE ........................................................................................................... 3 THE ORIENTATION PROGRAMME ....................................................................... 4 CHECKLIST OF WHAT TO KNOW AND BY WHEN ............................................. 5 Academic year structure and calendar ......................................................................... 5 PART ONE - PROGRAMME SPECIFICATION ...................................................... 7 Course Record Information .......................................................................................... 7 ADMISSIONS REQUIREMENTS ............................................................................. 7 General Entry Requirements .......................................................................................
    [Show full text]
  • AUTHOR SPONS AGENCY AVAILABLE from EDRS PRICE ABSTRACT DOCUMENT RESUME Pratt, John the Polytechnic Experiment: 1965-1992. Societ
    DOCUMENT RESUME ED 415 724 HE 030 743 AUTHOR Pratt, John TITLE The Polytechnic Experiment: 1965-1992. INSTITUTION Society for Research into Higher Education, Ltd., London (England). SPONS AGENCY Committee of Directors of Polytechnics (England); Leverhulme Trust, London (England). ISBN ISBN-0-335-19564-4 PUB DATE 1997-00-00 NOTE 370p. AVAILABLE FROM Taylor & Francis, 1900 Frost Road, Suite 101, Bristol, PA 19007; phone: 800-821-8312; fax: 215-785-5515 ($125). PUB TYPE Books (010) Historical Materials (060) Reports Descriptive (141) EDRS PRICE MF01/PC15 Plus Postage. DESCRIPTORS Administration; Adult Students; College Faculty; College Students; Cooperative Education; Diversity (Student); Educational Finance; *Educational History; Educational Legislation; Educational Needs; Educational Policy; Elitism; Financial Support; Foreign Countries; Governance; Government Role; Government School Relationship; Graduate Study; Higher Education; Nontraditional Education; Statistical Data; Student Characteristics; Technical Education; *Technical Institutes; Technology Education; Undergraduate Study IDENTIFIERS Council for National Academic Awards (England); *England; Further and Higher Educ Act 1992 (Great Britain); *Polytechnics; Wales ABSTRACT This history of the "polytechnic experiment" covers the period from the establishment of a binary British higher education policy in the mid-1960s to the passage in 1992 of the Further and Higher Education Act, which abolished the binary policy and the polytechnic sector, thus enabling the polytechnics in England and Wales to acquire the title of university and award their own degrees. During this period over 50 existing technical and other colleges were combined into 30 institutions in a nonuniversity, "public" sector in order to address the increasing need for vocational, professional, and industrial-based courses that could not be met by the universities.
    [Show full text]
  • By Authors M to R
    Cambridge International Conference on Open, Distance and e-Learning Internationalisation and Social Justice: the role of Open, Distance and e-Learning Papers by authors M - R Page Jean Mitchell Publication of research in ODL: Internationalisation or 3 McDonaldization? Peter Mozelius Towards e-learning for all in Sri Lanka – progress and 9 K.P. Hewagamage problems in some selected Sri Lankan 21st century Henrik Hansson initiatives Peter Mozelius Differently-abled persons with ICT ability – inclusion 19 Niranjan and empowerment in Sri Lankan rural areas via Megammaana Telecentres Mariam Munawar E-learning system implementation: critical success 27 Ibrahim Munawar factors in cross-border delivery Wendy Cukier Mustafa Munawar The Free Online Secondary School (FOSS): a 35 solution to the obstacles of Secondary School homeschooling Adebayo M.A. Transnational hegemony, knowledge base and 41 Ninalowo contestation Isaac Ntshoe Open, distance and e-learning in the dual economy of 56 Getrude Bohloko South Africa: promoting global social justice policy or furthering the digital divide? Jennifer O’Rourke Looking at the gift horse: how ODL principles and 64 practice can guide appropriate use of OER Joyce Olufunke Gender, age, marital status and open, distance and 73 Ogunsanmi sandwich educational programmes in South West Nigeria: implications for internationalisation across borders in learning E.O. Osakinle Promoting intercultural understanding among 79 M.B.I. Omoniyi university undergraduates through sandwich programme in Nigeria Paul Prinsloo Towards
    [Show full text]
  • World Bank Document
    THE WORLD BANK Cultivating Knowledge and Skills Public Disclosure Authorized to Grow African Agriculture A Synthesis of an Institutional, Regional, and International Review Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized REPORT NO. 40997-AFR 00_FS_FM.qxd 12/12/07 4:05 PM Page i Cultivating Knowledge and Skills to Grow African Agriculture A Synthesis of an Institutional, Regional, and International Review THE WORLD BANK AGRICULTURE AND RURAL DEVELOPMENT DEPARTMENT AFRICA REGION HUMAN DEVELOPMENT DEPARTMENT 00_FS_FM.qxd 12/12/07 4:05 PM Page ii © 2007 The International Bank for Reconstruction and Development / The World Bank 1818 H Street, NW Washington, DC 20433 Telephone 202-473-1000 Internet www.worldbank.org/rural E-mail [email protected] All rights reserved. This volume is a product of the staff of the International Bank for Reconstruction and Development/The World Bank. The findings, interpretations, and conclusions expressed in this paper do not necessarily reflect the views of the Executive Directors of The World Bank or the governments they represent. The World Bank does not guarantee the accu- racy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or accept- ance of such boundaries. The material in this publication is copyrighted. Copying and/or transmitting portions or all of this work without permission may be a violation of applicable law. The International Bank for Reconstruction and Development/ The World Bank encourages dissemination of its work and will normally grant permission to reproduce portions of the work promptly.
    [Show full text]
  • Placements and Degree Performance: Do Placements Lead to Better Marks, Or Do
    ASET Annual Conference Placements and degree performance: Do placements lead to better marks, or do better students choose placements? Driffield, N.L, Foster, C.S., and Higson, H.E. Aston University, Birmingham B4 7ET Corresponding author: Helen Higson Aston University Birmingham B47 ET UK e-mail: [email protected] tel: 0044121 204 3191 fax: 0044121 204 4650 Abstract There has been a strong move recently to make degrees more applicable to employment; including work placements as part of the programme is one way of achieving this. Such placements are advocated to increase employability, but also for improving academic performance. This paper examines the relationship between undertaking a work placement and the class of degree achieved. It challenges earlier findings that undertaking a placement increases degree results. Studying seven cohorts of students, a well tested approach was employed that allows for sample selection – i.e. whether better students do placements rather than whether placements produce better students. The paper concludes that the sample selection is much stronger, i.e. placement students do better because they are better students. The results highlight that it is not merely doing a placement that matters, but a successful placement adds significantly to subsequent performance. The paper concludes with advice to students and policy makers. Key words: Employment, Degree classification, Non-Traditional Students, Business Education, Student Success Introduction Over recent years there has been a strong move to make UK degrees more applicable to the world of work and to include work placements as an integral part of a degree programme is one way of achieving this.
    [Show full text]
  • The Impact of Students' Industrial Training Students' Industrial
    ISSN: 22782278----33693369 ISSN: 22782278----33693369 Internati International Journal of Advances in Management and Economics Available online at www.managementjournal.info RESEARCH ARTICLE The Impact of Students’ Industrial Training on their Employability Status after GraduationGraduation:: Evidence from Kumasi in Ghana Ayogyam AAlexlexlexlexanderanderander****,, Appienti Ansah William, Jenkins A. Asaah, Abubakari Zakari Kumasi Polytechnic, Ghana *Correspondence E-mail: [email protected]@yahoo.com Abstract A current development in Ghana where students graduating from the tertiary institutions find it difficult to secure employment has become extremely worrisome. Employers have complained over the years that, though students are knowledgeable, they lack practical skills hence they become less useful to industry. Realizing this deficiency, many institutions have developed industrial training model to address the issue. The study therefore sought to investigate the effect industrial training could have on students’ employability. A cross sectional research was conducted on employers in the Kumasi Metropolis in the country. Three groups of respondents were sampled namely; employers, jobless graduates seeking employment and graduates already employed. In respect of these groups, 93 employers and 120 graduates were sampled for the research. Since the sampled size was greater than 30, the Wilcoxon sign rank test was adopted to test for significant difference between two scenarios in each variable so that the research hypothesis be decided on. The wilcoxon’s signed ranked test concluded that alternate hypothesis H 1, H 4 and H 5 were accepted whiles their respective null hypothesis be rejected. Contrary, alternate hypothesis 2 and 3 were rejected whiles their null hypothesis accepted because the scenarios used for the test in the respective variables indicated no significant difference.
    [Show full text]
  • This Is Your Future. Undergraduate Prospectus 2021/22
    This is your future. Undergraduate Prospectus 2021/22 www.city.ac.uk www.city.ac.uk 1 Introduction 109 Business Management, Digital Innovation and Entrepreneurship BSc 2 This is City. 110 International Business BSc Contents 2020 Why City? 112 Finance courses 16 A commitment to your career 114 Banking and International Finance BSc Open Days 18 Gaining essential experience 115 Finance BSc 20 The place to start your business 116 Investment and Financial Risk Management BSc th Saturday 27 June 22 A global community 118 School of Health Sciences 24 Great spaces to learn and socialise 122 Adult Nursing BSc rd Saturday 3 October Life at City 124 Childrenʼs Nursing BSc 26 First-rate facilities 126 Mental Health Nursing BSc See www.city.ac.uk/open-days 130 Midwifery BSc for full details. 28 Studying in the heart of London 30 A culture of support 132 Optometry BSc 32 Joining City from overseas 136 Radiography (Diagnostic Imaging) BSc 34 Finding your place 138 Radiography (Radiotherapy and Oncology) BSc 36 Running with the pack 140 Speech and Language Science BSc 38 Financing your studies 142 Speech and Language Therapy BSc 40 Scholarships and prizes 144 The City Law School 42 Our alumni network 148 Law LLB 44 School of Arts & Social Sciences 150 School of Mathematics, Computer 48 Criminology BSc Science & Engineering 50 Criminology and Psychology BSc 154 Aeronautical Engineering MEng or BEng 52 Criminology and Sociology BSc 156 Biomedical Engineering MEng or BEng 54 Economics BSc 158 Civil Engineering MEng or BEng 56 Economics with Accounting BSc
    [Show full text]
  • Review of Chemistry Programmes
    Review of Chemistry Programmes - In Denmark and in the United Kingdom 2006 Review of Chemistry Programmes © 2006 The Danish Evaluation Institute Printed by Vester Kopi Copying allowed only with source reference This publication ca be ordered from: All book stores or on EVA’s homepage www.eva.dk 40,- Dkr. incl. VAT ISBN 87-7958-998-7 Photo: Mikael Schlosser/Scanp Contents 1 Summary 7 2 Introduction 9 2.1 Background 9 2.2 Purpose 9 2.3 Scope 10 2.4 Organisation of the review 12 2.5 Methodology 12 2.5.1 The use of criteria 13 2.5.2 Self-evaluation 13 2.5.3 Site visits 14 2.5.4 Register based labour market survey 14 2.5.5 Report 15 2.6 Content of the report 15 3 Comparative perspectives 17 3.1 Chemistry in Denmark and the UK 17 3.1.1 Chemistry in the UK 17 3.1.2 Chemistry in Denmark 18 3.1.3 Student intake and entry requirements 20 3.2 The student learning experience 24 3.2.1 Degree, programme structure and content 24 3.2.2 Aims 33 3.2.3 Descriptors for learning outcomes, including competences 34 3.2.4 Teaching, learning and assessment methods 37 3.3 Quality assurance 39 3.3.1 Quality assurance policies 40 3.3.2 Approval, monitoring and periodic reviews of programmes and awards 41 3.3.3 Quality assurance of assessment procedures 44 3.3.4 Quality assurance of teaching staff 47 3.3.5 Learning support 48 3.3.6 Public information 51 4 The Danish Chemistry Programmes 53 4.1 Employability 53 4.1.1 Socioeconomic status 55 4.1.2 Labour market affiliation 56 4.2 Feedback to the Danish institutions 57 4.2.1 The University of Aalborg 57 4.2.2 The University of Aarhus 60 4.2.3 The University of Copenhagen 62 4.2.4 The University of Roskilde 65 4.2.5 The University of Southern Denmark 68 Appendix Appendix A Educational context 73 Appendix B Terms of reference 79 Appendix C Members of the expert panel 83 Appendix D The participating universities 85 Appendix E Criteria 89 Preface This report is the result of a joint project between the Danish Evaluation Institute (EVA) and the Quality Assurance Agency for Higher Education (QAA).
    [Show full text]
  • Exemplar of First Filter with Supporting Evidence -. Aston University
    � . Aston University APPROVAL OF NEW PROGRAMME FIRST FILTER TO BE COMPLETED WITH REFERENCE TO SECTION 4 OF THE PROCESS DOCUMENT FOR THE DESIGN ANQ APPROVAL OF NEW PROGRAMMES (available at https://www2.aston.ac.uk/clipp/guality/a-z/prog-approval) School to endorseyja School Management Team, To be sjgneg offby Execytjye Dean or nomjnee If there is an imperative for the programme to be advertised before it has been fully approved, permission to advertisemay be requested fromthe Programme Approval Steering Committee(PASC). A signed First Filter Form, Costings and (for undergraduate programmes) a Graduate Prospects report must be provided. Collaborative programmes must have undergone risk assessment. Before a programme can recruit students: FullA pproyal must be obtained from a Programme Specific Approval Panel (PSAP) at least 4 months prior to the intended start date(the period of time needed to put arrangements in place for students). All modules must be approyegby the Fun Approyalstage, PLEASE SEE THE GUIDANCE WITHIN EACH FIELD ON THE FORM, AND REFER TO THE GUIDANCE NOTES AT THE END OF THE FORM FOR FURTHER DETAILS. PART ONE The information in this first section is essential for First Filter approval. Part One must therefore be completed in full and signed by the Executive Dean(s) in section 18. The Dean's signature represents the School's considered endorsement of the proposal at this stage of approval and hence its commitment to resourcing and running the programme in the event of Final Approval. The form will therefore not be accepted for consideration unless PartOne has been fully and thoroughly completed.
    [Show full text]