代写留学生论文Employment and Employability
Business Perspectives on Graduate Attributes
Introduction and overview
The growth of the knowledge economy
The meaning of employability in the knowledge economy
Employment projections
Business perspectives on graduate attributes
How are universities responding – case example: Sheffield Hallam
Graduate career paths for business students
What does this mean for me?
Introduction and overview
The growth of the knowledge economy
The meaning of employability in the knowledge economy
Employment projections
Business perspectives on graduate attributes
How are universities responding – case example: Sheffield Hallam
Graduate career paths for business students
What does this mean for me?
The present context
In developed economies, "the world is turning" (Neil Young)
The Knowledge Economy
Seen as a consequence of the impact of globalisation, deregulation and advances in technology:
“...companies today need managers who respond to these challenges. They need risk takers, global entrepreneurs, and techno-savvy managers. They need leaders who can re-conceive their business and inspire their people...” Bartlett and Ghoshal (2000) pp4-5
The Meaning of Employability in the Knowledge Economy
Companies now have to do more with less
Companies are now leaner, flatter and more flexible
Work roles are subject to rapid change
Consistently high levels of performance are demanded
Employment to.....Employability: a recognition that many companies are not able to offer long term career opportunities to their managers and professionals
A redefinition of career, from a stepped progression in an organisation over time to that of the “boundaryless career”:
“...may involve changing jobs on a regular basis...highlights the need for marketable skills and external networks that offer invaluable contacts and information...provides freedom and independence from...traditional organisational career arrangements.” Arthur and Rousseau (1996) quoted in Brown and Hesketh (2004)
Employment projections
“These days most people in most advanced economies produce nothing that can be weighed: communications, software, advertising, financial services. They trade, write, design, talk, spin and create; rarely do they make anything. The assets they work with are just as ephemeral as their output.” Charles Leadbetter (1999) pp 18
Employment projections - Reich's analysis
Robert Reich (1991), “The Work of Nations”.
Identified the rise of the Symbolic Analyst within the Knowledge Economy who had
Problem Solving Skills
Skills required to help customers understand their needs and how they can be met
Skills needed to link problem-solvers and problem-identifiers
Such people play the role of Strategic Broker
Other types of jobs – Routine Production Services and In-Person Services
Robert Reich (1991), “The Work of Nations”.
Identified the rise of the Symbolic Analyst within the Knowledge Economy who had
Problem Solving Skills
Skills required to help customers understand their needs and how they can be met
Skills needed to link problem-solvers and problem-identifiers
Such people play the role of Strategic Broker
Other types of jobs – Routine Production Services and In-Person Services
Qualifying points:
There is controversy over how projections are compiled i.e. how accurate are they?
Even accepting projections on their own terms, the UK is still fundamentally not a Knowledge Economy
However, there is evidence to suggest that skills relevant to the Knowledge Economy are growing in demand
Does Business Feel that UK Graduates Have the Right Skills?
What are the right skills?
Have UK graduates developed these by the time they graduate?
Evidence from “Graduate Employability: What do employers think and want” Will Archer and Jess Davidson, Council for Industry and Higher Education, 2008.
“The Task Force believes that business and universities must ensure that all students develop employability skills while still at university. These skills are self-management, teamworking, business and customer awareness, problem solving, communication and literacy, numeracy, and the application of information technology. Language skills are also important in an increasingly globalised workplace. Students should be striving to develop these skills which, alongside their academic qualifications, are not an optional extra.” (Emphasis added) CBI HE Task Force 2009, pp14
E.G. Sheffield Hallam
Has a definition of employability:http://www.1daixie.com/dxlxslw/
'enabling students to acquire the knowledge, personal and professional skills and encouraging the attitudes that will support their future development and employment’ (Sheffield Hallam, 2002).
Has a curriculum policy statement – “The SHU Employability Framework”
Embeds employability into curricula by encouraging courses to embrace the following:
Tracked what 2004-5 graduates were doing 3.5 years after graduation
76.1% of leavers were in full time paid work only
“Full time first degree leavers in medicine and dentistry (97.2%), engineering and technology (94.3%) and business and administrative studies (93.5%) were more likely to be in work”
Of all leavers who were engaged in employment, 81.1% were working in graduate occupations
Median salary for UG qualifications was £24k
Tracked what 2004-5 graduates were doing 3.5 years after graduation
76.1% of leavers were in full time paid work only
“Full time first degree leavers in medicine and dentistry (97.2%), engineering and technology (94.3%) and business and administrative studies (93.5%) were more likely to be in work”
Of all leavers who were engaged in employment, 81.1% were working in graduate occupations
Median salary for UG qualifications was £24k
Tracked what 2004-5 graduates were doing 3.5 years after graduation
76.1% of leavers were in full time paid work only
“Full time first degree leavers in medicine and dentistry (97.2%), engineering and technology (94.3%) and business and administrative studies (93.5%) were more likely to be in work”
Of all leavers who were engaged in employment, 81.1% were working in graduate occupations
Median salary for UG qualifications was £24k