The topic discussed within this report is based around the question “What are the challenges facing students for employment in and after university?”
The 2 most obvious challenges are that of students attempting to remain employed and study full time and trying to find that balance. The second being the struggle to enter the workforce for a graduate who has no experience. Both are major and somewhat troubling aspects for anyone who has either attended University or for those who have recently graduated. While both challenges seem to go hand in hand, work during your study at university to get experience, but to work it impacts your studies, there seems to be no easy fix for these issues.

The lack of experience in the field increases the difficulty to enter into the workforce as a recently graduated student. Far more often than not students are told all they need is a degree, apply yourself to your studies and you’ll find your way into your chosen career in no time (Helyer & Lee, 2014). However this issues has been the subject of a wide range of academic studies over the last 25 years. From these studies they have shown that without that work experience students become unemployable; while they have the knowledge they don’t actually know how to work within that specific environment (Helyer & Lee, 2014). Transferable competencies for examples is a highly sort after skill when an employer is looking for new employees, and this skill is learnt from being employed, working your way up through the ranks of the industry enabling an employee to work in different departments, areas and destinations. They are able to adjust their knowledge and pick up new skills autonomously while completing tasks (Badriotti & Pappada, 2011). While they can try and teach “employability skills” within a University degree, which does give a student interview techniques and job searching abilities, it doesn’t show the student how to interact with other staff, how to problem solve within that job or even whether or not they want to be a part of that industry. It is based off of theory and the accounts from other scholars and authors rather than firsthand experience which can be far more valuable (Marković & Stoilkovska, 2015).
 

The second challenge as stated above is that of students wanting to remain employed whilst studying at University. A number of studies have shown that not only does this affect a students grades and study, it also affects their mental/physical wellbeing and their social integration (Broadbridge & Swanson, 2006). Why would students put themselves through this kind of strain? It comes down to 2 main factors; money stability and the benefits one receives from spending money. While studies may vary, a high 54% of students work a minimum of 10 hours per week purely for the stability it gives them. If they are living out of home it earns them the money to live, to pay rent and bills, transportation etc. For those living in the USA, working enables them to attend university or college since their governments don’t subsidise their payments and if they do, it comes with a high interest rates (Broadbridge & Swanson, 2006). However while money stability can be a preferred situation to be in, spending money on other items and luxuries can be just as preferable. For those living at home they have less expenses to take care of therefore can find other ways to use their earnings such as events, takeout, jewelry, games etc. If a student living out of home were to do the same they would have to work more hours which would impact on their study time even more (Oliver, 2011).

It is clear from these 2 challenges discussed above that right now there is no quick fix, you’re either employable and put yourself through a lot of strain and work to become that way, or you focus on your studies and lack the experience needed to enter the work force. While Universities are working to counteract these factors by encouraging or providing work experience, selected modules to focus on these aspects and internships, they are still a long way off from perfecting their solutions (Helyer & Lee, 2014).
However, while there are negative impacts all around, it is still recommended to take up some form of employment or volunteer work as a student as they become more knowledgeable and confident about entering the graduate labour market.
 

 

Bibliography

 

Badriotti, A., & Pappada, G. (2011). Higher education and graduate employment in Europe. Journal for Perspectives of Economic, Political, and Social Integration, 17(1-2), 16-31. Doi:10.2478/v10241-012-0007-5

 

Broadbridge, A., & Swanson, V. (2006). MANAGING TWO ROLES. Community, Work & Family, 9(2), 159–179. doi:10.1080/13668800600586878

 

Helyer, R., & Lee, D. (2014). The role of work experience in the future Employability of higher education graduates. Higher Education Quarterly, 68(3), 348–372. doi:10.1111/hequ.12055

 

Marković, Z., & Stoilkovska, B. B. (2015). Final year university students’ beliefs about future employment relationships. Procedia - Social and Behavioral Sciences, 171, 76–82. doi:10.1016/j.sbspro.2015.01.091

 

Oliver, D. (2011). University student employment and expectations of the graduate labour market. Journal of Industrial Relations, 53(1), 123–131. doi:10.1177/0022185610390301