Written Report Sheet
Topic: What are the challenges facing students for employment
after finishing University?
Several faculty and administrators from different universities provide
countless opportunities for students to succeed in their degrees, as well as
improve their chances for graduate employment through various pursuits.
Employers are looking for more than a graduate degree from University
students, making it more challenging for students to secure employment after
graduation. This report will discuss the qualities and credentials a university
graduate must possess in order to gain an employment position, as well as
debating whether or not demographic variables are relevant in the labour
market.
Whilst a graduate degree is still considered a significant dimension when
applying for a job, employers now look for something more valuable in an
applicant. Students find that their academic degree does not have the same
effect it used to when shaping their employment outcomes (Tomlinson, 2008).
In order to secure an employment position after graduation, and gain an
advantage in the graduate labour market, students feel they need add value
to themselves by further developing their academic credentials, personal
skills, qualities and experiences within their field. Employers have advised
universities to produce employable graduates by encouraging them to
further advance these skills and experiences (Moreau & Leathwood, 2006). By
doing so, universities will allow graduates to further increase their confidence
and employment opportunities when competing in the graduate labour
market. An online survey was conducted and sent to university graduates in
order to develop an understanding of employment outcomes after graduation.
Results revealed that a total of 68% of graduates were successful, as they
immediately secured age-related employment after graduation. 34% of
respondents implied that the coursework that was assigned to them in their
programs fully prepared them for their current jobs; however there were few
that disagreed (Molinari & Ellis, 2014).
In order to prevent students from entering the world of employability
unprepared, university faculty and administrators should meet to discuss the
coursework that is applied and perhaps enhance it so that it better relates to
the real life occupation. Assistance with career planning to increase
employment opportunities post university could certainly benefit students.
Work experience, whether it is unpaid or volunteer, increases chances of
employability, particularly if it is related to the field of study, as it will provide
you with a more valuable skill set in future occupations (Passaretta, 2015).
Certain careers expect students to complete a Masters degree in addition to
their chosen degree, as it provides students with a more in-depth knowledge
of their field. A Masters degree allows a student to become more qualified and
prepared for future employment. An example of this is a Masters degree in
Architecture. Completing this degree allows a student to become a registered
Architect, as they undergo the real-life experiences through assessment
items, therefore providing them with a better understanding of the duties that
are required of an Architect.
Not only do employers look for specific qualifications, skills, qualities and
experiences when searching through applicants, various also look for certain
demographic variables. Variables such as gender, age, social class, ethnicity,
disability, and the university that the student attended, all impact on the
employment opportunities available in the labour market. It is argued that
the discourse of employability, with its emphasis on individual responsibility
and neglect of social inequalities, has potentially damaging consequences for
these graduates. (Moreau & Leathwood, 2006). This argument suggests that
there is a decrease in employability for students after graduation as
employers having numerous applicants to choose from due to the neglect of
social inequalities in the labour market. A study was conducted comparing the
post graduation outcomes of 182 graduates with disabilities and 1304
without. Results showed that 14% of graduates with disabilities and 13%
without were employed after graduation, revealing that there were very few
employment differences between graduates with and without disabilities
(Fichten, et al., 2012).
Employers are looking for more than a graduate degree from University
students, making it more challenging for them to secure employment after
graduation. Students are required to possess numerous academic credentials,
along with impressive skills, qualities and experience within their field in order
to compete in the graduate labour market. Social inequalities within the
labour market are considered important to various employers, however it is
also severely neglected by others. These arguments are considered
challenges that face students for employment after graduation.
Reference List
Fichten, C. S., Jorgensen, S., Havel, A., Barile, M., Ferraro, V., Landry, M.-E., et
al. (2012). What happens after graduation? Outcomes, employment and
recommendations of recent junior/community college graduates with and
without disabilities. Disability and Rehabilitation , 34 (11), 917-924.
Molinari, V., & Ellis, M. L. (2014). Survey of Master's Gerontology Students
Spanning Over 40 Years. Gerontology & Geriatrics Education , 35 (3), 264-276.
Moreau, M.-P., & Leathwood, C. (2006). Graduates' employment and the
discourse of employability: a critical analysis. Journal of Education and Work ,
19 (4), 305-324.
Passaretta, G. (2015). Work experience during higher education and postgraduation occupational outcomes: A comparitive study on four European
countries. International Journal of Comparative Sociology , 56 (3-4), 232-253.
Tomlinson, M. (2008). 'The degree is not enough': students' perceptions of the
role of higher education credentials for graduate work and employability.
British Journal of Sociology of Education , 29 (1), 49-61.
