Chapter Summary

The aim of this chapter has been to review the dimensions of employability. This has comprised exploring extant literature on the concepts of graduate employability, capital, career management, motivations to study and stakeholder’s perspectives on employability.

It is evident from the review of the literature that employability is a complex area and has a number of interpretations which are largely influenced by the individual

stakeholders’ perspective. This is supported by Tymon (2013, p. 842) who claims “employability is complex and multidimensional” and warns against being simplistic when trying to define it. Tymon (2013) continues to explain the complexity based on the work of Hugh-Jones, Sutherland and Cross (2006) in that employability should be viewed from the different perspectives of employer, HEI and the student. Tymon (2013, p. 842) makes reference to the work of Andrews and Higson (2008); Feldman (2009); Rae (2007) and Yorke (2004) and suggests it is easier and better to develop employability with “employment-based training and experience, there is little doubt that employers and employers’ organisations are probably best placed to provide this work based training and experience, which in the past they did”. However,

organisations are becoming increasingly reluctant to invest in developing the

transferrable skills of graduates due to economic pressures and beliefs about the lack of commitment from Generation Y employees (Jackson, 2010).

For part-time students, graduate employability could relate to more than just the initial acquisition of a graduate role. Neugebauer and Evans-Brain (2016, p. 18) suggest six elements of employability which are relevant for both graduation and beyond and considered essential for sustained employability:

 Managed Applications  Qualifications  Continued Learning  Experience  Self-Belief  Interpersonal skills

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Neugebauer and Evans-Brain (2016, p. 11) therefore suggest employability is not just about people entering the workforce now but is about “developing the skills to find work that is engaging and rewarding for the whole of our workings lives.

Employability is dynamic and vibrant, and in line with our personal values”. This dimension of employability could therefore be particularly relevant for a part-time student who is considering a change of career but requires a formal qualification in order to pursue this further.

2.6.1 Part-time Students and Employability – Gap in Theory

When evaluating employability literature, the main focus is generally on full-time students as they make the transition from HE to work (Delaney and Farren, 2016). Studies undertaken by Callender, Wilkinson Gibson and Perkins (2011) and Jackson (2016) bridge some of the gaps in the literature, particularly in terms of the impact of part-time distance learning programmes and development of graduate identity

amongst such learners. It is however evident that overall there is little research into the perspectives of part-time students on taught programmes and how they relate and view employability strategies. As suggested by Delaney and Farren, (2016, p. 195) employability “relates to one’s ability to get a job or get promoted in one’s existing job. For those who are self-employed, employability relates to getting work”. This statement demonstrates the diverse nature of employability, it effectively means different things to each individual and is therefore subjective depending on what context it is being viewed from. Perhaps this is why employability is difficult to define. Certainly, within the context of this study, the aim is to consider the differing perspectives to gain a better understanding of how relevant part-time students find such strategies. On the basis of employability being viewed not just about the initial acquisition of a suitable position, evaluating motivations for study amongst part-time students could be significant factor in terms of how such learners view and relate to the conceptualisations of employability.

Based on the review of extant literature and the identification of a general gap in empirical research surrounding the conceptualisations of employability and part-time students, the aim of this thesis is to further explore the significance of existing

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conceptualisations to design and test a model of employability for such learners. Whilst a number of models such as USEM (Knight and Yorke, 2003); CareerEDGE (Dacre Pool and Sewell, 2007) and Career Management (Bridgstock, 2009) exist, they are predominantly focussed on full-time students and their graduate

employability. The models include the numerous conceptualisations of employability but what aspects of these dimensions can be utilised for the career enhancement of part-time learners? The CareerEDGE model presented by Dacre Pool and Sewell (2007) also comprises a measurement tool and has been empirically tested. A

number of the questions do however appear more relevant for the traditional full-time student. There is a tendency therefore to absorb part-time students within the same structures and frameworks within HE which have been developed for full-time

students. Whilst existing models and conceptualisations will have some relevance for part-time students, there is a lack of research into how these could be best utilised for such learners. This study therefore considers the antecedents of employability to determine how these could enhance the careers of part-time students.

Figure 2.9 below builds on the research map presented by Leshem and Trafford (2007) and demonstrates the research context determined from the literature review presented within this chapter. The inner section of the circle captures the main points to be explored further and which form the basis of next stage of the study. Primary data collection and analysis will be undertaken in two parts, the first being the design of a research instrument to empirically test the perceptions of part-time students. The second part of this study will further evaluate the proposed research instrument and the positing of a model of employability for part-time students. The justification for the research methodology adopted and research design and methods to carry out the primary research data are explained in Chapter 3.

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Figure 2.9 Essential components of the research based on Leshem and Trafford (2007)

CONTRIBUTION TO KNOWLEDGE

Answers to research question (s) FIELDWORK

Research question (s) THE GAP IN KNOWLEDGE

Research Context Research Context Research Context Research Context

The antecedents of employability primarily relate to full-time students. Limited theoretical and empirical research in terms of part-time students

How relevant are the conceptualisations of graduate employability in determining the readiness for part-time students

Two stage survey of part-time students to obtain data on their perceptions of the dimensions of employability Models of employability Capital Human Social Cultural Psychological Identity Career Management Self-perceived employability Signal management Context

Labour market and self- perceived employability

Educational, governmental, organisational & individual

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