'Defend and extend': British business strategy, EU employment policy and the emerging politics of Brexit

As the British government embarks upon the process of exiting the European Union (EU), it will have to navigate the preferences of powerful business interest groups. However, the British politics and political economy literatures have tended to neglect the question of business agency in general and its relation to EU integration in particular. This article analyses British business strategy in relation to EU employment policy between 2010 and 2016. Through a document analysis of business responses to the Balance of Competences Review on EU Employment Policy and Confederation of British Industry (CBI) policy documents, the article argues that British business has attempted to ‘defend and extend’ a liberalising agenda within the EU in the recent past. Brexit fundamentally undermines this strategic orientation. The article accordingly outlines some of the key strategic dilemmas which the ‘Leave’ vote generates for British capital within the emerging politics of Brexit

Domesticating Urban Theory? US Concepts, British Cities and the Limits of Cross-national Applications

The efficacy of the urban regime and growth machine concepts beyond the US remains a matter of considerable debate. Some argue that these frameworks retain considerable value so long as they are 'properly' applied and that recent concerns about the limits to these frameworks result from no more than their 'misapplication'. I critically examine this argument through a review of recent work on the mobilisation of business interests in British cities. The central claim is that, even when focused on the 'right' issues and questions, US frameworks quickly exhaust their explanatory capacity. In the context of a widening diversity of alternative approaches, I suggest that it is time to move squarely beyond growth coalition and regime accounts. The paper makes a number of suggestions for ways in which this new phase of theory building might proceed.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Meeting the needs of industry: the drivers for change in engineering education

This paper was presented at Engineering Education 2010 (EE2010): Inspiring the next generation of engineers, 6 - 8 July 2010, Aston University, organised by the Higher Education Academy Engineering Subject Centre, Loughborough University.This paper examines the drivers for change as engineering departments develop ‘experience-led degrees’ that aim to equip students with the employability skills needed by industry. The term ‘experience-led engineering degree’ came from the Sainsbury Review and is taken to mean components of an engineering degree that develop industry related skills and which may also include industry interaction. It presents the relevant findings from a study on how engineering degrees meet the needs of industry (Engineering graduates for industry). The study used a case study approach to address the research question: “How can we enhance a sustainable world-class higher education engineering sector that meets the graduate recruitment needs of industry?” Six case studies were developed that describe examples of experience-led components in engineering departments across England. A number of key messages emerged from the analysis of the case studies and this paper looks in detail at the drivers that lead to change within universities and discusses how these vary according to institutional missions and priorities. The case studies demonstrated examples of both wide-scale radical change and incremental small-scale change, with all cases showing the vital role played by learning and teaching champions in driving forward change at a departmental level and the importance of support from senior management. It is also recognised that responsibility for change must be shared between universities, industry and the funding bodies. Barriers to change have been identified and recommendations are made as to how change can be facilitated

Engaging with childhood: student placements and the employability agenda.

Employability is a particular organising narrative within the global, neoliberal economic discourse, with increasing relevance across different educational contexts. For universities in the UK, student employability, that is the readiness of students to gain and maintain employment and contribute to the economy, is a significant feature of accountability with employability outcomes increasingly used by students in making their decision of which university to attend. Yet little attention is paid to the organizing power of the employability agenda and to university students’ participation in that agenda apart from focussing on knowledge and skills relevant to gain employment. This is particularly concerning in university programmes that develop professionals who work with children. Placement, gaining knowledge, skills and experience in the places where children and young people are found, is a common aspect of employability being embedded within programme curricula. This article explores the organising power of the employability agenda for children and young people in a context of university placements. Focused on student experiences on placement in primary school settings in the north of England analysis considers students’ engagement with their own learning and the children who are essential to that learning

A partnership-based model for embedding employability in urban planning education

This paper proposes a partnership-based model for embedding employability in urban planning education. The model is based on the author’s experiences of implementing an international project which supported the development of employability skills in urban and regional planning education in Malawi. Since independence, urban planners have typically trained outside the country, attending university in the UK and other Commonwealth countries. More recently, the paradigm has shifted towards in-country education delivered by academic staff cognisant with the opportunities and challenges of development in Malawi. There remains, though, a gap between graduate knowledge of the subject and the skills necessary to pursue a professional career in the sector. Although there is no consensus yet on the meaning of employability in the literature, lessons from the project indicate that academic–public–private collaboration helps incorporate in curriculum skills that employers anticipate. Applicability of these principles is however context dependent, particularly in the emerging economy context where institutional capacity may be less developed compared to elsewhere

Is Bologna working? Employer and graduate reflections of the quality, value and relevance of business and management education in four European Union countries

This article focuses on the relevance of undergraduate business and management higher education from the perspectives of recent graduates and graduate employers in four European countries. Drawing upon the findings of an empirical qualitative study in which data was collated and analysed using grounded theory research techniques, the paper draws attention to graduates' and employers' perceptions of the value of higher education in equipping students with discipline-specific skills and knowledge as well as softer 'generic' skills. It also highlights the importance of formal 'work-based' learning within undergraduate curricula in providing students with the skills and experiences required by employers operating within a global workplace

Evaluating the impact of career management skills module and internship programme within a university business school

This study evaluates the impact of an intervention on business school graduates’ employability comprising of a curriculum-based career management skills (CMS) module and an industrial placement year. The study uses data from the destinations of leavers of higher education survey to examine the employability of different groups within the cohort (no intervention, CMS module only and CMS module plus structured work experience). It finds that structured work experience has clear, positive effects on the ability of graduates to secure employment in ‘graduate level’ jobs within six months of graduation. Furthermore, participation in the CMS module also has a clear, positive effect upon the ability of participants to secure employment