https://link.springer.com/content/pdf/10.2307%2F3343168.pdf

Development as Freedom

One dimensional man

What makes organizations so similar? We contend that the engine of rationalization and bureaucratization has moved from the competitive marketplace to the state and the professions. Once a set of organizations emerges as a field, a paradox arises: rational actors make their organizations increasingly similar as they try to change them. We describe three isomorphic processes-coercive, mimetic, and normative—leading to this outcome. We then specify hypotheses about the impact of resource centralization and dependency, goal ambiguity and technical uncertainty, and professionalization and structuration on isomorphic change. Finally, we suggest implications for theories of organizations and social change.

The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields (Chinese Translation)

Public Management Reform. A Comparative Analysis

One in a while, every twenty years perhaps, a book appears that makes one see a whole area of human experience in a new light. Once pointed out, the new insights are sp obvious that one cannot understand how one could have missed them before. In the broad area of the political economy of western society, J.A. Schumpeter's Capitalism, Socialism and Democracy (1943) was one such book. So, with all its faults, was J.K. Galbraith's The Affluent Society (1957). Fred Hirsch's Social Limits to Growth (Routledge and Kegan Paul, London, 1977) is another.

Social limits to growth

The UK Government is calling upon higher education students to see their learning as an investment that will give them direct benefits in the labour market. At the same time, the relationship between educational credentials and their returns in labour market has been changing in recent times. Based on a qualitative study with 53 final‐year undergraduate students in a pre‐1992 university, this article examines the way higher education students understand the role of their educational credentials in relation to their future employability. It shows that students perceive their academic qualifications as having a declining role in shaping their employment outcomes in what is perceived to be a congested and competitive graduate labour market. While academic credentials are still seen as a significant dimension of their employability, students increasingly see the need to add value to them in order to gain an advantage in the labour market.

'The degree is not enough' : students' perceptions of the role of higher education credentials for graduate work and employability

https://link.springer.com/content/pdf/10.1057%2Fhep.2011.26.pdf

Graduate Employability: A Review of Conceptual and Empirical Themes

This article examines the way students, making the transition from higher education into the labour market, construct, understand and begin to manage their employability. It draws upon a qualitative study of 53 final‐year undergraduates in a pre‐1992 university in the UK. It firstly explores students’ perceptions of the current labour market for graduates and how they understand future career progression. It examines their different orientations and attitudes to work and careers through the development of an ideal‐type model. It then considers how these orientations influence the way students approach future work and careers and manage their employability, and further discusses some of the implications this has for current policies around higher education and the labour market in the UK context.

Graduate employability and student attitudes and orientations to the labour market

Purpose




In the context of far-reaching changes in higher education and the labour market, there has been extensive discussion on what constitutes graduate employability and what shapes graduates’ labour market outcomes. Many of these discussions are based on skills-centred approaches and related supply-side logic. The purpose of this paper is to develop an alternative, relational conceptualisation of employability based on the concept of capitals. It discusses how this provides a more detailed and multi-dimensional account of the resources graduates draw upon when transitioning to the labour market.




Design/methodology/approach




The paper presents a new model on graduate employability, linked to five areas of capital which are seen as constitutive of graduates’ employability and significant to their transitions to the labour market. The paper draws together existing conceptual approaches and research studies to illustrate the different features of the model and how they relate to graduate employability. It also discusses some practical implications for those helping to facilitate graduates’ transitions to the job market.




Findings




The paper argues that the graduate capital model presents a new way of understanding graduate employability which addresses the challenges of facilitating graduates’ transitions and early career management. The forms of capital outlined are conceived as key resources that confer benefits and advantages onto individuals. These resources encompass a range of human, social, cultural, identity and psycho-social dimensions and are acquired through graduates’ formal and informal experiences.




Research limitations/implications




Whilst this is a conceptual model, it has potentially strong implications for future research in this area in terms of further research exploration on the core components and their application in the labour market.




Practical implications




This re-conceptualization of graduate employability has significant implication for graduates’ career management and strategising in developing resources for enhancing their transitions to and progression within the labour market. It also has implications for career educators in developing practical employability strategies that can be used within institutional settings.




Social implications




The paper raises salient implications for the effective and equitable management of graduate outcomes post-graduation which has clear relevance for all stakeholders in graduate employability, including students/graduates, career educators and employers.




Originality/value




The paper develops a new model for conceptualising graduate employability and illustrates and applies this to discussion of graduate employability. It also raises practical applications around the different components of the model.

/pdf/forms-of-graduate-capital-and-their-relationship-to-graduate-i33pq044j8.pdf

Forms of graduate capital and their relationship to graduate employability

This article first offers a survey of what has become an area of increasing interest in higher education: the rise of the so-called ‘student-consumer’. This has been linked in part to the marketisation of higher education and the increased personal financial contributions individual students make towards their higher education. Drawing upon a qualitative study with students across seven different UK higher education institutions, the article shows that while there is evidence of growing identification with a consumer-orientated approach, this does not fundamentally capture their perspectives and relationships to higher education. The article shows the degree of variability in attitude and approaches towards consumerism of higher education and how students still perceive higher education in ways that do not conform to the ideal student-consumer approach. The implications for university relations and how policy-makers and institutions themselves approach the issue are discussed.

Michael Tomlinson

Papers

'The degree is not enough' : students' perceptions of the role of higher education credentials for graduate work and employability

Graduate Employability: A Review of Conceptual and Empirical Themes

Graduate employability and student attitudes and orientations to the labour market

Forms of graduate capital and their relationship to graduate employability

Student perceptions of themselves as ‘consumers’ of higher education