607 research outputs found
Portrait of Louis Nowra, author, 1981, 1 [picture] /
No full textTitle devised by cataloguer from inscription.; Part of the collection: Portraits of Louis Nowra, author, 1981.; Inscriptions: "Louis Nowra 5/2/81, H de Berg"--In ink on verso of print.; Condition: Soiled, scratched.; Also available in an electronic version via the Internet at: http://nla.gov.au/nla.pic-vn4728368
Portrait of Louis Nowra, author, 1981, 2 [picture] /
No full textTitle devised by cataloguer from inscription.; Part of the collection: Portraits of Louis Nowra, author, 1981.; Inscriptions: "Louis Nowra 5/2/81, H de Berg"--In ink on verso of print.; Condition: Soiled, scratched.; Also available in an electronic version via the Internet at: http://nla.gov.au/nla.pic-vn4728375
Portrait of Louis Nowra, author, 1981, 3 [picture] /
No full textTitle devised by cataloguer from inscription.; Part of the collection: Portraits of Louis Nowra, author, 1981.; Inscriptions: "Louis Nowra 5/2/81, H de Berg"--In ink on verso of print.; Condition: Soiled, scratched.; Also available in an electronic version via the Internet at: http://nla.gov.au/nla.pic-vn4728377
Portrait of Louis Nowra, author, in front of a tree, 1981 [picture] /
No full textTitle devised by cataloguer from inscription.; Part of the collection: Portraits of Louis Nowra, author, 1981.; Inscriptions: "Louis Nowra 5/2/81, H de Berg"--In ink on verso of print.; Condition: Soiled, scratched.; Also available in an electronic version via the Internet at: http://nla.gov.au/nla.pic-vn4728421
Portrait of Louis Nowra, author, leaning on a railing, 1981 [picture] /
No full textTitle devised by cataloguer from inscription.; Part of the collection: Portraits of Louis Nowra, author, 1981.; Inscriptions: "Louis Nowra 5/2/81, H de Berg"--In ink on verso of print.; Condition: Soiled, scratched.; Also available in an electronic version via the Internet at: http://nla.gov.au/nla.pic-vn4728382
An unjust balance: a systematic review of the employability perceptions of UK undergraduates from disadvantaged socio-economic backgrounds
No full textA systematic review of qualitative primary data (2010–2021) was undertaken to understand how inequality is experienced by undergraduate students from disadvantaged socio-economic backgrounds transitioning to the UK labour market. A ten-step protocol for qualitative synthesis was adapted to guide the study, whilst the PRISMA flow diagram was used to report the search. Data was extracted from 14 papers with thematic synthesis used to analyse the results inductively. This review illustrates multiple barriers faced by disadvantaged socio-economic students in a competitive graduate labour market and the severe impact this may have on student career development. Disadvantaged students often apply more effort than advantaged counterparts in seeking work and internship opportunities and live more precariously, as they lack finance to buffer them. In contrast, advantaged socio-economic status students can act quickly to build their employability profiles from the beginning of their degree studies, with the strategic application of social, cultural and economic capital. The qualitative papers in this review complement previous quantitative research, illustrating that despite participation rates in high education increasing for disadvantaged students, their career outcomes have not generally improved relative to their more advantaged peers. The review includes recommendations for stakeholders including government, universities, careers services and employers
Employability and capitals: the role of socio-economic background
No full textEntry to higher education has increased substantially for economically disadvantaged groups in recent years, but historically disadvantaged groups have been proven to still face significantly poorer graduate outcomes than their more advantaged counterparts. This research applied a theory of capital development, to explore why this might be the case with an examination of the employability experiences of first-generation students at a UK Russell Group university. An exploratory sequential mixed method was utilised. Data collection commenced with twenty-five interviews with first-generation students. These interviews were analysed thematically, inductively and then deductively with the application of the Graduate Capital Model. Findings from the first phase of the data collection were used to inform the creation of a survey for the second phase which was administered to 379 participants. Capitals have been increasingly used to explore disadvantage; however, this theorisation of experience has not always been fully supported with empirical evidence. This research applied the Graduate Capital Model to gain insight into the experiences of first-generation students via both qualitative and quantitative data. Although the GCM had been applied in other contexts, to the author’s knowledge this is the only research to apply the model to analyse the employability experiences of first-generation undergraduates within the UK. This study is also potentially unique in gathering quantitative data on this subject with the application of the Graduate Capital Scale.Key findings include the high value attached by first-generation students to their human capital in the form of educational credentials, however they often felt excluded from the graduate labour market because of low social and cultural capital. The Graduate Capital Model proved valuable in understanding the students’ experiences, but there was a need to look beyond the model in its current form to understand more about the foundational role of economic capital and how capitals co-evolve. Significantly, the research revealed first-generation and continuing-generation students to depend on different modes of career support. First-generation students were more likely to rely on university lecturers and less able to utilise their parents and careers services for employability capital development. The research includes recommendations for policy and practice to support first-generation students with their capital development before, during and after they transition from higher education. <br/
Qualitative data set for the thesis 'Employability and capitals: the role of socio-economic background'
No full textThis dataset includes transcripts from 25 interviews conducted in support of the PhD project as above. The interviews were conducted online via Microsoft teams. The transcripts were created in MS Word.
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Quantitative data set for the thesis 'Employability and capitals: the role of socio-economic background'
No full textThis dataset supports the thesis entitled: ‘Employability and Capitals: The Role of Socio-economic background’ and includes results from an online survey.</span
'You have to work ten times harder’: first-in-family students, employability and capital development’
No full textSince the 1990s, UK government policy has sought to increase access to higher education, with a plan to improve social mobility. However, enhancing the employability prospects for all has proven difficult to achieve through widening participation alone. This research explores this paradox, via the experiences of first-in-family undergraduates as they prepare to enter the UK graduate labour market. The concept of capital development is applied to understand the structural disadvantages experienced by students who lack a familial university background. Twenty-five interviews with first-in-family students at a Russell Group university in the UK were analysed thematically, with the application of the Graduate Capital Model. Findings reveal the high value attached by these students to human capital and the barriers they face in accruing social and cultural capital. This research illustrates how students who lack such capital face numerous obstacles in developing the strong career identities necessary to transition to graduate employment. Whilst the Graduate Capital Model gives valuable insight into the experiences of these students, the role of economic capital in shaping prospects is also recognised. Recommendations are proposed as to how universities, careers services and employers might act in support of first-in-family students’ graduate transitions
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