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  • Going beyond getting a job: Graduates’ narratives and lived experiences of their career development

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    Bridgstock263534Accepted.pdf (218.4Kb)
    File version
    Accepted Manuscript (AM)
    Author(s)
    Bridgstock, Ruth
    Grant-Iramu, Michelle
    Bilsland, Chris
    Tofa, Matalena
    Lloyd, Kate
    Jackson, Denise
    Griffith University Author(s)
    Bridgstock, Ruth S.
    Year published
    2019
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    Abstract
    The most common definitions of graduate employability emphasise the possession of understandings, skills and attributes necessary to acquire graduate level work, perform adequately at work, and to build a career (Hillage & Pollard, 1998). University key performance indicators for graduate employability tend to focus on the proportion of graduates in full-time employment a few months after course completion (Jackson & Bridgstock, 2018). This chapter takes as its starting point that neither the dominant skills-based definition of graduate employability, nor the established key performance measures, are adequate, and that higher ...
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    The most common definitions of graduate employability emphasise the possession of understandings, skills and attributes necessary to acquire graduate level work, perform adequately at work, and to build a career (Hillage & Pollard, 1998). University key performance indicators for graduate employability tend to focus on the proportion of graduates in full-time employment a few months after course completion (Jackson & Bridgstock, 2018). This chapter takes as its starting point that neither the dominant skills-based definition of graduate employability, nor the established key performance measures, are adequate, and that higher education institutions may be doing themselves and their learners a disservice by continuing to use them. We draw upon Business and Creative Industries graduates’ narratives about their career trajectories up to five years after course completion, exploring individual accounts of the value of professional relationships, and career experiences as they transition beyond university, to tease out a more nuanced conceptualisation of graduate employability. This emergent conceptualisation embraces longer time frames for career launch, and evolving career identities. It confirms the importance of the subjective indicators of success advocated by Jackson and Bridgstock (2018), incorporating graduates’ own aims and goals, and recognising the different ways that they can add value. Finally, it acknowledges that employability is influenced by a wide range of factors beyond the graduate’s skills and knowledge. By sharing graduates’ narratives and lived experiences of their early career trajectories, this chapter starts to suggest how universities can better foster graduates’ capacities to make meaningful and productive contributions through work and life.
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    Book Title
    Education for Employability II: Learning for Future Possibilities
    DOI
    https://doi.org/10.1163/9789004418707_008
    Copyright Statement
    © 2019 Sense Publications. The attached file is reproduced here in accordance with the copyright policy of the publisher. It is the author-manuscript version of the paper. Please refer to the publisher’s website for further information.
    Subject
    Education
    Higher education
    Curriculum and pedagogy theory and development
    Publication URI
    http://hdl.handle.net/10072/388739
    Collection
    • Book chapters

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