Examines the use of micro‐businesses for undergraduate placements on business and management courses. Such businesses are often not considered for placements by HEIs because…
Abstract
Examines the use of micro‐businesses for undergraduate placements on business and management courses. Such businesses are often not considered for placements by HEIs because graduates have tended to obtain employment in larger organisations. However, the graduate labour market is changing and micro‐businesses can be used as a vehicle for linking theory and practice and developing transferable skills. The research involved an in‐depth study of two cases where the author operated as a participant observer. Key factors contributing to the efficacy of the work experience were found to include the preparation of students for their placements; mentoring of both students and placement providers by a suitably qualified academic tutor; and support following the placement to help all the parties involved to reflect and learn from their experience. In particular there is a need for the development of effective learning networks consisting of students, micro‐business owner‐managers and placement tutors.
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In order to compete for positional advantage in the graduate labour market students need more than a good degree classification. The evidence suggests that participation in…
Abstract
Purpose
In order to compete for positional advantage in the graduate labour market students need more than a good degree classification. The evidence suggests that participation in extra-curricular activities (ECAs) can have a significant influence on labour market outcomes. The purpose of this paper is to examine the extent to which undergraduates engage in ECAs during their studies and analyses the factors influencing their participation in such activities.
Design/methodology/approach
This study is based on a sample of 21 undergraduates in the Business School at a “new” university. These students completed two questionnaires in their first year of study. These were followed-up by in-depth interviews which were carried out in their first and final year of study.
Findings
The study found that many of these students were not participating in ECAs because they lacked an appreciation of the value of ECAs to graduate employers. The students were also influenced by social and peer norms, especially the fact that their peers were not engaging in ECAs. Finally, the students often exhibited an extrinsic locus of control and dependency which was not conducive to engagement in ECAs.
Research limitations/implications
The generalisability of the findings may be seen as limited by the fact that the study is based on a relatively small sample of students from one university. This research, however, provides detailed insights into the factors influencing student participation in ECAs and adds new perspectives to this under-researched area.
Practical implications
The paper concludes by suggesting a range of inter-related approaches that higher education institutions could adopt in order to improve student participation in ECAs. These include careers education at all stages of the students’ studies; the use of unfreezing techniques in conjunction with case studies; a more substantial role for personal tutors; and the development of an institutional habitus that encourages autonomy and agency.
Originality/value
Despite the importance of ECAs to graduate employers there have been relatively few studies into the factors influencing undergraduate participation in such activities.
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Paul Greenbank, Sue Hepworth and John Mercer
The purpose of this paper is to examine the extent to which term‐time employment influences two specific aspects of the student experience in higher education: working…
Abstract
Purpose
The purpose of this paper is to examine the extent to which term‐time employment influences two specific aspects of the student experience in higher education: working collaboratively and preparing for entry into the graduate labour market. The paper also aims to consider the extent to which the students are able to appreciate the inter‐relationships that exist between activities such as these.
Design/methodology/approach
The study is based on three research projects: an ongoing piece of action research into the factors influencing student engagement in collaborative activities for examination preparation; a related study into attitudes to group work; and a study into how students make career decisions.
Findings
In all of these studies term‐time working was identified as a factor influencing student engagement in collaborative/group activities and career planning and preparation. However, the research found that term‐time is often “blamed” by the students for their failure to engage in these activities when other factors are more influential.
Practical implications
This research argues that students should try and obtain term‐time jobs that benefit both their academic studies and their prospects in the graduate labour market. The students need to appreciate the inter‐relationships that exist between the different activities they are engage in. They should be supported in this by both higher education institutions and employers. The government ought to monitor the situation, and if necessary, introduce legislation to protect students from the negative effects of term‐time employment.
Originality/value
This research suggests that the negative effects of term‐time employment may be exaggerated by students looking for an excuse for not engaging in particular activities.
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Paul Greenbank and Sue Hepworth
This paper aims to examine the extent to which economic factors influence the career decision‐making process of working class students.
Abstract
Purpose
This paper aims to examine the extent to which economic factors influence the career decision‐making process of working class students.
Design/methodology/approach
The study involved an initial survey of 165 final‐year students from a range of degree programmes. It was followed by in‐depth interviews with 30 working class students.
Findings
It is shown that many working class students are not actively involved in career enhancing activities that develop their employability. The majority of students are also failing to engage seriously in the career decision‐making process. Furthermore, most students indicate that they wish to remain within commuting distance of their home when looking for jobs. Existing research identifies limited economic capital as an important factor influencing such behaviour. However, this study suggests that the students' values and their non‐financial circumstances appear to have more effect on their career decision making.
Practical implications
If economic factors were the most important influence on the career decision‐making behaviour of working class students there would be a limited role for careers education. However, because the students' values appear to be a more important influence there is scope for intervention. This paper suggests that activity based approaches using multiple case studies, analogical encoding and group work seem to provide the best way of encouraging students to critically evaluate the way they currently engage in career decision making.
Originality/value
This paper provides evidence to support interventions to improve the career decision‐making behaviour of working class students (and the wider student population). It also advocates a novel approach to such interventions.
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This paper examines the way social class influences the relationship between business mentors and small business owner‐managers.
Abstract
Purpose
This paper examines the way social class influences the relationship between business mentors and small business owner‐managers.
Design/methodology/approach
The paper is based on the author's experience of mentoring businesses with The Prince's Trust. Three businesses were selected as cases. The methodological approach involved participant‐observation over an extended period of time. These observations were supplemented by semi‐structured interviews.
Findings
The paper focuses on Bourdieu's concepts of habitus and cultural capital as key influences on the values and dispositions of owner‐managers. The working class owner‐managers in this study lacked a future orientation and as a result “lived for today”. They also had a fatalistic attitude to life arising from both their experience and an understanding of their “position” in society. Low aspiration levels were also evident in the way the owner‐managers in this study viewed ambition as “pretentious” and “getting above oneself”. In addition, they resisted the idea of being “rational” and preferred to utilise informal or “hot” information.
Practical implications
This paper concludes that professionals should resist adopting a “deficit model” that automatically assumes the values of the mentor are superior to those of the owner‐manager. In order to avoid this it is suggested that professionals should adopt a reflexive approach in their relationships with clients.
Originality/value
It could be argued that other factors besides social class will influence the owner‐manager/business mentor relationship and the way these businesses are run. However, a focus on social class was felt to be appropriate because of its neglect in small business research.
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This paper aims to examine how students from foundation degrees (FDs) run at local further education colleges coped (academically and to a lesser extent psychologically) with the…
Abstract
Purpose
This paper aims to examine how students from foundation degrees (FDs) run at local further education colleges coped (academically and to a lesser extent psychologically) with the transition to a final year honours degree at a university.
Design/methodology/approach
This paper is based on the experience of FD graduates who joined the final year of a full‐time BSc (Hons) in Business and Management at Edge Hill University. The study utilised questionnaires and focus groups with the FD graduates. It also involved interviews with the lecturers at Edge Hill and the programme managers of the foundation degrees.
Findings
The study found that the transition from foundation to honours degree created considerable levels of stress for the students. This largely arose because of the different approaches to teaching and learning adopted in further and higher education. In particular, Edge Hill adopted a more academic approach; there was less support; and there was a greater emphasis on independent learning. This paper identifies the need for more support for students making the transition from foundation to honours degrees. It also discusses different options for improving the transition process and highlights issues requiring further research and debate.
Originality/value
The experience of students making the transition from foundation degrees to honours degrees is under‐researched. This paper addresses this gap in the research. It will be of interest to policy makers, those involved in delivering foundation degrees and those recruiting FD graduates on to their honours programmes.
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This study adopts an action research approach with the aim of improving the process of career decision making among undergraduates in a business school at a “new” university in…
Abstract
Purpose
This study adopts an action research approach with the aim of improving the process of career decision making among undergraduates in a business school at a “new” university in the UK.
Design/methodology/approach
The study utilised unfreezing techniques, multiple case studies in conjunction with the principle of analogical encoding, and lecture input to influence the values underpinning the way students intend to engage in the process of career decision making. The paper draws on evidence collected over three cycles of an action research project and from different data sources, i.e. questionnaires, interviews and observations.
Findings
The study found that students from working class and middle class backgrounds exhibited similar types of career decision making behaviour. The students tended not to have a future orientation; they relied on informally absorbed information and their intuition rather than rational approaches to decision making; and they demonstrated an unwillingness to be instrumental and operate as “players”. The series of interventions (i.e. the unfreezing exercise, the case studies and the lecture input) resulted in shifts in attitude to career decision making and preparation, particularly for those students who engaged in all three stages of the intervention The unfreezing exercise was seen as particularly important in encouraging students to critically reflect on their career decision making.
Originality/value
This research provides new insights into the factors influencing the way undergraduates approach career decision making. It also provides suggestions for encouraging students to critically reflect on how they make career decisions and prepare for the transition to the graduate labour market.
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Despite the importance of micro‐businesses to the UK economy, training has failed to recognise and take into account the way owner‐managers run such firms. These owner‐managers…
Abstract
Despite the importance of micro‐businesses to the UK economy, training has failed to recognise and take into account the way owner‐managers run such firms. These owner‐managers tend to combine informally absorbed information, heuristics and other short‐cut methods in a more intuitively‐based approach to decision making. Does not, however, advocate that more formalised and comprehensive forms of decision making should be adopted. Instead, suggests that intuitive methods of decision making may be the most appropriate for micro‐business owner‐managers. As such, training should attempt to reduce the types of bias that are inherent in more intuitive approaches to decision making.
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The purpose of this paper is to examine the decision‐making process of students who decided to study for a foundation degree.
Abstract
Purpose
The purpose of this paper is to examine the decision‐making process of students who decided to study for a foundation degree.
Design/methodology/approach
The research involved interviewing 30 students who were on, or had recently completed, a business‐related foundation degree.
Findings
This study found that students were not adopting a rational/comprehensive approach when making the decision to study for a foundation degree. The students only utilised limited sources of information; they did not consider a range of different options; and they often relied on informally absorbed information and their intuition. This paper argues that these students need impartial “hot” sources of advice that are easy to access. The students should also be provided with the opportunity to critically evaluate their decision‐making and should be encouraged to develop alternative, more comprehensive, approaches to decision‐making.
Originality/value
This paper sets out a novel approach to preparing students for making choices about higher education which involves focusing on the process of decision‐making. It also argues against targeting support at working class students on the grounds that students from middle class backgrounds also exhibit a lack of understanding of higher education and flaws in the way they make decisions.
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This article analyses how higher education institutions (HEIs) have responded to government policy to increase the participation rates of students from lower social classes…
Abstract
Purpose
This article analyses how higher education institutions (HEIs) have responded to government policy to increase the participation rates of students from lower social classes through their admissions policies.
Design/methodology/approach
The article uses documentary evidence and interviews with institutional policy makers to examine HEI admissions policies and the rationale underpinning them.
Findings
This research found that admissions policies owed more to the nature of demand than attempts to widen participation. Old universities tend to ask for high A‐level grades and were sceptical about the value of vocational qualifications, but demonstrated a willingness to be more flexible where there was a low demand for courses. Less prestigious institutions tend to recruit more students from working class backgrounds because of the markets they were able to recruit in rather than because of their widening participation policies.
Research limitations/implications
Whilst this study is based on a small number of cases, the evidence suggests that institutional admissions policies perpetuate the problem of working class disadvantage. The ability of HEIs to review and change their admissions policies is, however, constrained by the way government policy encourages a competitive and stratified system of higher education. This is unlikely to change in the foreseeable future, but those wanting equality of opportunity in HE need to continue to put pressure on institutional policy makers to develop more inclusive systems of admission.
Originality/value
By interviewing key institutional policy makers this article has been able to provide insights into the rationale behind HEI policy on admissions and widening participation.