This article is based on empirical research of both young people (Higher Education students in Lo... more This article is based on empirical research of both young people (Higher Education students in London) and representatives of industry. It attempts to assess the means by which current higher education institutions [HEIs] can work to challenge current conditions of employment in the so-called 'creative economy'. The article will first examine the background to this subject-the current perceptions of labour and employment in the creative economy (this study is UK based, but its findings are relevant internationally). It will then briefly examine the role HEIs play as 'producer' of talent for this 'economy, and by drawing upon two projects that examine work placements and curriculum development for young graduates, the article will attempt to define how employment opportunities might provide agency for young graduates as they seek to develop a career in the creative economy. While the context and examples in this article are drawn from the UK, this article will conclude by highlighting how, given how 'creative economy' as a policy concept is becoming globally influential, these issues are relevant to HEIs internationally. In conclusion, the article will assert that we (education professionals) need to consider more reflexive and critical ways of preparing students for work in the creative economy, in the cause of social justice, development, as well as careers.
This article is based on empirical research of both young people (Higher Education students in Lo... more This article is based on empirical research of both young people (Higher Education students in London) and representatives of industry. It attempts to assess the means by which current higher education institutions [HEIs] can work to challenge current conditions of employment in the so-called 'creative economy'. The article will first examine the background to this subject-the current perceptions of labour and employment in the creative economy (this study is UK based, but its findings are relevant internationally). It will then briefly examine the role HEIs play as 'producer' of talent for this 'economy, and by drawing upon two projects that examine work placements and curriculum development for young graduates, the article will attempt to define how employment opportunities might provide agency for young graduates as they seek to develop a career in the creative economy. While the context and examples in this article are drawn from the UK, this article will conclude by highlighting how, given how 'creative economy' as a policy concept is becoming globally influential, these issues are relevant to HEIs internationally. In conclusion, the article will assert that we (education professionals) need to consider more reflexive and critical ways of preparing students for work in the creative economy, in the cause of social justice, development, as well as careers.
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