How do Graduates from Pre-1992 Reflect on their University Experience? (Essay Sample)

How do graduates from pre-1992 reflect on their university experience?
[Birkbeck University of London]
Research Methods in Management
Word Count:
How do Graduates from pre-1992 reflect on their University Experience?
Abstract
This research paper reports on the findings on employability and career progression as based on students who were resident in the UK before 1992 among four universities, namely Lifelong Learning Institute at University of Leeds, Aston University Birmingham, University of Bolton and University of Bradford. The research explores students' experiences after graduation before 1992, their future plans and provision for career guidance. The research provides key messages for employers, career services and other stake-holders.
Introduction
For a number of years, unemployment after graduation has been a major issue of concern for a number of industry and academic practitioners in all parts of the world. There has been significant research on worker mobility after graduation and the general feeling is that individuals who are mobile are likely to secure superior outcomes in the labour market. According to Kidd et al (2014), three factors are significant for worker mobility: studies, employment and the ‘returning home' factor. There is convincing evidence that employment is the core factor. In recent years, various parts of the globe have experienced shortages of skilled workers. The intensity that is involved while developing, attracting and retaining talent should be a source of unity for all stakeholders in their quest for employability. Shortage of talent as a result of increasing demand has led to scarcity and talent shortage is indeed imminent. The transition right from graduation up to employment has enjoyed increased attention in recent years and research in this sector has been explored from different theoretical frameworks and disciplines (Surujlal et al, 2012). Many of the pre-1992 students that I interviewed were reluctant to make use of the career services available in their universities. Using qualitative approach, this study explored about experiences of graduates of four universities beginning their graduation to their employment in the years before 1992.
Literature review
In England and Wales, the proportion of young people who are studying in colleges and universities of higher education has soared sevenfold since 1960's. In Britain, research has indicated that entry into higher education is never a guarantee of getting more prestigious occupations and gaining higher status (Brooks & Everett, 2009). Over recent years no major changes have been witnessed in graduate distribution in the British labour market. Indeed, career starts are disappointingly at a lower level and the density of graduates seems to have impacted negatively on wages. The lack of rewards for the education of the young adults may hold a significant bearing regarding the perceptions of engaging in further training and education. Although there has been minimal work exploring how higher education experiences alters the attitudes too further learning, a lot of research has been carried out on the experience of graduates on the labour market.
For instance, research by Purcell and Elias (2004) paints a better picture regarding the outcomes of the labour market. Many in their samples indeed indicate that they had obtained the right employment they had anticipated and which was in line with their qualifications. Over 80% of respondents in this research indicated that they had used the skills that they had acquired in the undergraduate studies. In addition, the respondents do not agree that they is an oversupply of graduates.
However, seven years after graduation, 10% of males and 15% of females were reported to be in ‘non-graduate' jobs. However, Brown & Hesketh (2004) maintain that around 40% of graduates are currently holding jobs that do not require any degrees. Only one in twenty graduates is able to get a lucrative job with a reputable firm. The duo further argue that the expansion of higher education is at risk of churning graduates who end up on low-paid jobs or unemployed altogether. Smetherham (2006) supports this view in her research which explored the differences between university graduates with different classifications. She noted that five years after graduation about 19% of with firsts and 22% of those holding lower seconds felt that they were overqualified for the jobs that they were currently doing. There is evidence within the United Kingdom that mass higher education has led to reduced unemployment and the additional taxes that an average graduate pays more than compensates the costs incurred in in his/her degree course.
Many researchers support this argument by maintaining that many graduates feel over-qualified in the jobs they are currently doing and there is little hope of the labour market expanding to correspond with increased graduate supply. There are students who choose to stay on in colleges and pursue their studies to post-graduate level. The probability of studying at any university is indeed influenced by the distance the student has to travel. The ability for any university to retain its graduates with its own locality is dependent on its size versus its local labour market. For instance, small university towns like Bangor, St. Andrews and Aberystwyth are less likely to retain huge numbers as does large metropolitan universities like Manchester, Birmingham and Liverpool. Kidd et al, (2014) argue that the earnings of those who choose to leave the university are much higher than those who stay on.
Methodology
Qualitative method of collecting data was used in this research and interviews were conducted between former graduates of the four universities. Those who finished their studies before 1992 were the respondents. 100 former students were involved in the interview and each university was represented by 25 students. The choice of these universities was based on different market options. In order to locate which student had left from which university, data about the students was obtained from Destinations of Leavers from Higher Education (DLHE) for the year 1992/93. Indeed, they had been recruited through a mail sent by the alumni offices in the four universities and through advertisements on ‘Friends Reunited' which is a UK internet site that reunites old friends from Universities, colleges and schools. Life history, in-depth interviews were conducted with the sample.
The approach on life history was necessary as it was based on ‘realist' inductive manner (Miller, 2000). They were unstructured in order to let the respondents elaborate their stories in their own words. Questions were based on education, employment or any form of engagement since leaving university. In order to adhere to research ethics, permission was sought from the respondents before the conversation was recorded. The wider literature, research questions and analytical notes taken soon after each individual interview were used to formulate a thematic framework which would be used for analysis. The following four research questions were asked:
* Are you employed? (This question was extrapolated as shown in the data analysis table)
* Did you further your studies?
* Is your job located in the same locality as your university?
* Do you feel you are over-qualified for the job you do?
After the interview, a detailed transcription was carried out and results analysed accordingly. In order to be balanced, the gender factor was considered and each university contributed the same number of male respondents as did the females.
Data analysis
The interview included detailed and comprehensive work histories since the time of graduation in 1992. The table below gives a summary of the respondent results.
Question 1. Are you employed?
Tabe 1: Employment details and further studies
Current Situation

Males

Females

Full term employment related to long-term career

33

26

Part-time employment related to long-term career

3

8

Full-time employment (other)

6

6

Part-time employment (other)

0

1

Self-employed

1

1

Postgraduate stu...