“人职匹配”理论下的职业指导实践探析

学生职业指导工作有助于提升广大学生的就业能力,帮助学生树立积极的就业观念,对实现学生就业具有积极的作用。本文在简要梳理国内外职业指导的相关定义和理论的基础上,结合我国高校职业指导的实际情况     

冰山模型启发下的高校就业指导工作研究

近年来,我国一直将就业作为最大的民生工程来抓。毕业生人数持续增长,学生就业压力不断增加。如何帮助学生顺利就业、就好业,是对高校就业指导工作的一大考量。本文通过研究冰山模型,发现其不仅适用于企业的人才培养和招聘,对高校毕业生的就业指导工作也有指导性意义。本文通过研究分析冰山模型在高校毕业生求职中的有效应用,提出从差异化培养、学生能力塑造、专业技能提升等方面培养毕业生的求职能力并有效指导高校的就业工作,从而帮助毕业生高效就业。     

内蒙古自治区医药类高校毕业生就业情况调查报告

J为贯彻自治区医药卫生体制改革的总要求,更好地帮助学生了解就业形势与政策,引导学生树立正确的就业观、择业观,进一步指导高校开展大学生就业指导课程体系建设、大学生职业生涯规划等工作．对即将毕业的2013届医药类高校毕业生就业情况进行调研。结果表明,毕业生就业观念逐渐趋于理性,但还存在“下不去”、追求岗位稳定性、竞争力缺乏等问题。高校还应该优化专业和课程设置,强化就业形势和政策的教育与宣传,注重学生实习实践能力的提高,增强学生就业竞争力,帮助毕业生顺利实现就业。     

内蒙古自治区医药类高校毕业生就业情况调查报告

为贯彻自治区医药卫生体制改革的总要求,更好地帮助学生了解就业形势与政策,引导学生树立正确的就业观、择业观,进一步指导高校开展大学生就业指导课程体系建设、大学生职业生涯规划等工作,对即将毕业的2013届医药类高校毕业生就业情况进行调研。结果表明,毕业生就业观念逐渐趋于理性,但还存在"下不去"、追求岗位稳定性、竞争力缺乏等问题。高校还应该优化专业和课程设置,强化就业形势和政策的教育与宣传,注重学生实习实践能力的提高,增强学生就业竞争力,帮助毕业生顺利实现就业。     

新时期高校大学生就业困境与就业力提升对策

就业力是决定高校毕业生就业质量的重要决定因素,提高学生就业力,既对学生个人、社会企业与经济发展具有深远影响,又对提高国家经济建设发挥重要作用。通过分析高校大学生就业存在的社会发展环境、学校培养模式、学生主观因素等影响因素,相关部门应通过营造良好社会环境,改善外部环境、改革学校教学模式,提供理论指导、培养学生就业意识,强化综合能力等策略解决高校大学生就业问题。     

“三步走”：家庭经济困难学生就业难之对策思考

高校扩招以来,家庭经济困难学生不断增多,帮助其解决就业问题成为学生工作者不可回避的工作。对于家庭经济困难学生中存在的就业能力相对薄弱、就业取向存在偏差、就业机会不公平等问题,可从家庭、学校与社会三个方面发掘问题产生的原因,有针对性地通过心理解困、职业规划和就业服务＂三步走＂战略,帮助其从心理上＂脱困＂,让他们＂走出去＂,在实践中提高就业能力,争取更多更好的就业机会,实现其人生价值。     

关于加强大学生就业指导课程建设的几点思考

近几年,全国各高校都相继开设了大学生就业指导课程,以帮助在校学生树立正确的人生观和就业观,提高其进入社会的就业能力以及工作能力,有力地推动了高校的学生就业工作。基于就业指导课程在建设和实施过程中存在的诸如重视程度不够、课程体系不完善、教学方法和手段单一等缺陷进行了分析研究,提出了相关措施,以促进就业指导课程教学的有效开展。     

当前高校就业教育存在的问题及对策思考

高校就业教育存在着工作停留在表层、对全程化教育认识不足、就业教育主体单一化和师资力量薄弱的问题。高校就业教育应把帮助学生树立正确就业理念、掌握就业方法、培养就业能力作为工作目标,把就业教育贯穿大学教育的整个过程,实行全程化指导,同时应与大学的育人职能相结合,并加强学生就业安全防范意识的培养。     

发挥共青团服务大学生就业创业的职能

为大学生的就业创业提供有效服务,帮助他们顺利择业就业,是当前高校共青团组织服务青年学生、服务党政大局的重要任务。高校共青团组织要根据自身的特点和优势,针对大学生在就业中存在的实际困难,在大学生就业观念教育、职业规划导航、就业能力提升、就业渠道拓展等方面,深入开展服务工作。     

大学生就业中的法律适用

高校毕业生已成为我国就业大军的主力。但许多学生往往忽视相关法律法规,对就业以及就业合同签订中有关自身利益条款和相关知识了解不够深刻,造成就业过程中法律纠纷问题日趋增多。帮助毕业生了解就业法律方面相关知识,学会运用相关法律减少就业风险,以维护大学生自身的合法权益,是帮助大学生踏入社会的第一步,是构建和谐社会的要求。     

International experience,universities support and graduate employability – perceptions of Chinese international students studying in UK universities

Recent policy developments in English Higher Education have resulted in employability placed in the spotlight, whereby the success of universities will be measured based on graduate employment. This represents the latest focus placed on employability in the sector, as universities are increasingly expected to provide employment-ready graduates to meet the demands of a global economy. In response universities have invested considerable energy into initiatives and services to enhance the employability outcomes of graduates. However, institutions have largely been UK-centric on their focus, with limited attention paid to the employability needs of international students. In this paper, we report the outcomes of a study centred on the largest group of non-EU domiciled international students in the UK, those from Mainland China. Drawing on survey data we examine Mainland Chinese students’ attitudes to their employability and the support they engage with through their UK University. We pay specific attention to the opportunities presented through the ‘international’ nature of the HE experience, and consider how these are utilised by both the students, and their institutions, to develop their future employability. We conclude by proposing recommendations for universities and institutions to enhance the support offered to this often overlooked, but significant group of students.     

Employing discourse: universities and graduate ‘employability’

What constitutes graduate employability is discursively framed. In this paper we argue that whilst universities in the UK have long had an involvement in producing useful and productive citizens, the ongoing neoliberalisation of higher education has engendered a discursive shift in definitions of employability. Traditionally, universities regarded graduate employment as an aspect of institutions’ relationship with the labour market, and one where they enjoyed a significant degree of discretion. Now, employability is a performative function of universities, shaped and directed by the state, which is seeking to supplant labour markets. We argue that this has three profound implications. First, state intervention in labour markets adjusts power balances in favour of employers. Second, contrary to the legitimising rationale of enhancing social justice, pursuit of employability agendas may well be creating two tiers of universities – those that produce docile employees and those that produce employers/leaders. And third, employability discourses may be adversely affecting pedagogies and curricula, to the disbenefit of students, institutions, employers, social justice and civil society.     

Visualising the future: surfacing student perspectives on post-graduation prospects using rich pictures

The gradual commodification of higher education in the context of an increased focus on graduate employability attributes together with evolving labour markets is creating challenges for universities and students alike. For universities, there has been significant investment in careers services and, through institution-wide initiatives, employability or graduate attribute development established to support graduate transitions into work. Meanwhile, for students, experience of part-time work together with pessimistic post-recession employment discourses are challenging the notion that a good degree guarantees their future career prospects. Simultaneously, decreasing financial support from the state has resulted in worrying levels of debt for new graduates. This pilot study was designed to gain a fresh perspective of how students imagine themselves following graduation. The study used rich pictures (RP) as a methodology to explore student views of life beyond university in the UK and Canada. Content analysis of the RPs provided insights into their thoughts and anxieties about potential challenges for the future. Students presented both positive and negative visions of their future, with success in achieving a respectable performance in their final degree as the key differentiator. The insights gained are discussed in the context of related research into students’ concerns and university initiatives to support students throughout higher education and then into graduate employment. The findings revealed student motivations, hopes and fears which can inform the development of impactful university interventions.     

‘The degree is not enough’: students’ perceptions of the role of higher education credentials for graduate work and employability

The UK Government is calling upon higher education students to see their learning as an investment that will give them direct benefits in the labour market. At the same time, the relationship between educational credentials and their returns in labour market has been changing in recent times. Based on a qualitative study with 53 final‐year undergraduate students in a pre‐1992 university, this article examines the way higher education students understand the role of their educational credentials in relation to their future employability. It shows that students perceive their academic qualifications as having a declining role in shaping their employment outcomes in what is perceived to be a congested and competitive graduate labour market. While academic credentials are still seen as a significant dimension of their employability, students increasingly see the need to add value to them in order to gain an advantage in the labour market.     

‘That extra sparkle’: students’ experiences of volunteering and the impact on satisfaction and employability in higher education

Research suggests that students entering Higher Education are doing so with greater expectations around their graduate employability. Students’ volunteering activities have been of interest to academics, but the impact of these activities on learning, employability and student satisfaction has been neglected. The current study investigated whether students who volunteered felt it benefited them, whether they felt they were more employable and whether they perceived their course as satisfying in combination with their volunteering. This small-scale qualitative study used a sample of psychology undergraduate students in focus groups (n = 11), and also a number of psychology graduate interviews (n = 6) from one UK university. Thematic analysis produced several key themes including students’ motivations to begin volunteering, which were mainly career-oriented; their motivations to continue, which included rewarding feelings and personal development; the impact of volunteering on their psychology degree, which included situated learning; and their perceptions of their volunteering and its impact on their employability. The findings indicated many reasons for both starting and continuing with volunteering activities with a clear narrative among this sample that volunteering enhanced their employment and postgraduate prospects. Findings are discussed in line with the current context of Higher Education and the implications for both students and Higher Education Institutions.     

Graduate employability and educational context: a comparison between Great Britain and the Netherlands

Within policy circles, graduate employability remains a problem. It is often understood as an individual phenomenon, overlooking the influence of the organisation of higher education on the competition for graduate jobs. This article explores and compares how graduate employability is socially constructed within Great Britain and the Netherlands. It provides an analysis of both Dutch and British systems of higher education and explains how they shape the positional competition for graduate jobs. In addition it shows how perceptions of employability of final year university students relate to these two educational systems. The article is based on an empirical study on graduate employability in both countries using both micro analysis as well as contextual analysis. The article shows a fit between educational structure and employability strategies. The educational context shapes graduates' understandings and expectations of the competition for graduate jobs.     

Career choice status among undergraduates and the influence of career management competencies and perceived employability

This study examines the influence of career management competencies and perceived employability on career choice status (CCS) among undergraduates. Making informed and appropriate career choices is positively linked with well-being, work performance and academic and career success. Early career decision-making is now critical if students wish to succeed in highly competitive graduate labour markets. This study gathered quantitative data from 370 Business undergraduates in an Australian and UK university. Findings suggest that students have largely made career decisions and are reasonably satisfied with their choices. CCS varied with age, stage of study, perceived employability and student capabilities in career self-management. Findings highlight the need for universities to not only equip students with the necessary skills to enter their chosen career but also – in collaboration with industry – develop strategies to engage students in the different aspects of career self-management earlier on in their studies.     

Constructing a graduate career future: Working with Bourdieu to understand transitions from university to employment for students from working‐class backgrounds in England

In high participation systems of higher education, the link between undergraduate study and progression to graduate employment is increasingly tenuous. One response is a growing emphasis on the development of employability skills and preparing students to take advantage of future opportunities as part of university study. This paper uses a Bourdieusian‐based conceptualisation of graduate capitals, combined with a concern for the psycho‐social dimensions of classed experience, to consider transitions through university and into employment for students from working‐class backgrounds in England, drawing on data from a study of students who attended the two universities in Bristol UK. It is argued that the assemblage of capitals that make up graduate capital could be seen as constituting a form of symbolic capital with magical powers, that hides the power relations involved in successful progression to graduate futures. While the move from university into work is more prolonged and precarious for students from all backgrounds, access to the resources that enable the development and mobilisation of graduate capitals, along with psycho‐social dimensions of class, create additional challenges for the development of viable graduate career identities for working‐class students such as those discussed in this paper. The paper concludes by noting implications for policy and practice.     

The reporting of university league table employability rankings: a critical review

Which are the best and worst universities in the UK for getting a job when you graduate? This question attracts readers of the employability rankings in national league tables. This study critically reviews the employability measure used in the rankings and its subsequent reporting in public news and commentary sources, such as national and local media, student and advisory websites as well as universities and the publishers themselves. A debate that is constrained by a reproduction of the content and apparent neutrality of the employability measure in the tables is revealed. Universities themselves are the most frequent commentators, and echo the content of the tables fairly uncritically. Analysis leads to a consideration that participants in higher education may not be served well by a proliferation of information that can lead to simultaneous over-simplification and obfuscation that does not result in clarity or trust. I will argue that prospective students and their advisers need to review information that is available critically, and that universities individually and collectively should facilitate the production of a more nuanced narrative about graduate career pathways that is not controlled by marketing and metrics.     

Want students to engage? Contextualise graduate learning outcomes and assess for employability

The ability of graduates to proactively develop, adapt and repackage their capabilities (or attributes) is an essential aspect of employability. This study was conducted at Deakin University, where graduate capabilities have been recast as graduate learning outcomes, and employability is frequently referenced. In light of significant curriculum reform to make graduate capabilities prominent, we investigated student perceptions of graduate capabilities and associated learning outcomes, as well as preparation for employment, to better understand how we can engage students in developing and showcasing their employability. We interviewed 45 students across 10 focus groups and qualitatively analysed their responses for commonly recurring themes. Focus groups were completed in two stages with data analysis and adjustment of questions between stages to enable validation and greater depth of understanding. Our analysis suggests that even with capabilities renamed as learning outcomes, students find graduate learning outcomes too generic to be meaningful and are most likely to engage with learning outcomes that are contextualised and assessed. Our case study illustrates ways to combat this – particularly the importance of assessment design and consistent, student-focused communication in engaging students in the development of capabilities and in the curation of evidence for employability. Students also suggest that advice from employers, professionals and recent graduates, and exposure to industry-related experiences could help make graduate capabilities more meaningful.