‘Talent-spotting’ or ‘social magic’? Inequality, cultural sorting and constructions of the ideal graduate in elite professions

Graduate outcomes – including rates of employment and earnings – are marked by persistent inequalities related to social class, as well as gender, ethnicity and institution. Despite national policy agendas related to social mobility and ‘fair access to the professions’, high-status occupations are disproportionately composed of those from socially privileged backgrounds, and evidence suggests that in recent decades many professions have become less socially representative. This article makes an original contribution to sociological studies of inequalities in graduate transitions and elite reproduction through a distinct focus on the ‘pre-hiring’ practices of graduate employers. It does this through a critical analysis of the graduate recruitment material of two popular graduate employers. It shows how, despite espousing commitments to diversity and inclusion, constructions of the ‘ideal’ graduate privilege individuals who can mobilise and embody certain valued capitals. Using Bourdieusian concepts of ‘social magic’ and ‘institutional habitus’, the article argues that more attention must be paid to how graduate employers’ practices constitute tacit processes of social exclusion and thus militate against the achievement of more equitable graduate outcomes and fair access to the ‘top jobs

Public services outsourcing in an era of austerity: the case of British social care

Utilising an institutional, inter-organisational and inter-personal framework, longitudinal qualitative data are used to examine the changing nature of state – voluntary sector relationships in the area of social care outsourcing and its implications for the terms and conditions of those employed by Scottish voluntary organisations. Over the period 2002 to 2008/09, against the background of funders seeking to pass on efficiencies to voluntary organisations, these relationships have become increasingly cost-based and ‘arms-length’. This has been accompanied by downward pressures on staff terms and conditions, which are intensifying because of more draconian public expenditure cuts. Consequently, voluntary sector employers are increasingly converging on an employment model based on low pay and more limited access to sickness, pension and other benefits that is informed strongly by narrow financial logics

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

In and out of home care decisions:The influence of confirmation bias in developing decision supportive reasoning

The aims of this study were to identify the themes Social Workers regard as important in supporting decisions to remove children from, or return them to, the care of their parents. To further elicit underlying hypotheses that are discernible in interpretation of evidence. A case study, comprising a two-part vignette with a questionnaire, recorded demographic information, child welfare attitudes and risk assessments, using scales derived from standardised instruments, was completed by 202 Social Workers in Northern Ireland. There were two manipulated variables, mother’s attitude to removal and child’s attitude to reunification2 years later. In this paper we use data derived from respondents’ qualitative comments explaining their reasoning for in and out of home care decisions. Some 60.9% of respondent’s chose the parental care option at part one, with 94% choosing to have the child remain in foster care at part two. The manipulated variables were found to have no significant statistical effect. However, three underlying hypotheses were found to underpin decisions; (a)child rescue, (b) kinship defence and (c) a hedged position on calculation of risk subject to further assessment. Reasoning strategies utilised by social workers to support their decision making suggest that they tend to selectively interpret information either positively or negatively to support pre-existing underlying hypotheses. This finding is in keeping with the literature on ‘confirmation bias.’ The research further draws attention to the need to incorporate open questions in quantitative studies, to help guard against surface reading of data, which often does not ‘speak for itself.

Report of the Commission to Study the Adequacy and Equity of Certain Cost Components of the School Funding Formula

The Commission was created by Resolves 2014, chapter 114, legislation that originated with the Joint Standing Committee on Education of the 126th Maine Legislature. Five members were appointed by the President of the Maine Senate; seven members were appointed by the Speaker of the House. The final two members were the Commissioner of Education or designee, and the Chair of the State Board of Education or designee. The names of Commission members and the organizations they represent, are included in Appendix B. What follows are descriptions and materials related to each section of the Resolve and the final recommendations made by the commission for each section. Materials used by the commission during their deliberations appear in a series of appendices

Performance funding workbook : a guide to South Carolina's performance funding system for public higher education

This document was prepared for the purpose of providing information on South Carolina’s performance evaluation system for public higher education and to incorporate the latest system and performance measurement revisions as approved by the South Carolina Commission on Higher Education

Communication, Collaboration and Enhancing the Learning Experience: Developing a Collaborative Virtual Enquiry Service in University Libraries in the North of England

This paper uses the case study of developing a collaborative ‘out of hours’ virtual enquiry service by members of the Northern Collaboration Group of academic libraries in the north of England to explore the importance of communication and collaboration between academic library services in enhancing student learning. Set within the context of a rapidly changing UK higher education sector the paper considers the benefits and challenges of collaboration and the contribution of library services to the student experience. The project demonstrated clear benefits to student learning and evidence of value for money to individual institutions as well as showing commitment to national shared services agendas. Effective communication with students, with colleagues and stakeholders in our own and other Northern Collaboration member institutions, and with OCLC, our partner organisation, was a critical success factor in the development, promotion and uptake of the new service

General system update and measurement revisions to indicators adopted for 2001-02

This document was prepared for the purpose of providing information on South Carolina’s performance evaluation system for public higher education and to incorporate the latest system and performance measurement revisions as approved by the South Carolina Commission on Higher Education

Does student loan debt deter higher education participation? New evidence from England

Research among prospective UK undergraduates in 2002 found that some students, especially from low social classes, were deterred from applying to university because of fear of debt. This paper investigates whether this is still the case today in England despite the changing higher education landscape since 2002. The paper describes findings from a 2015 survey of prospective undergraduates and compares them with those from the 2002 study. We find that students’ attitudes to taking on student loan debt are more favorable in 2015 than in 2002. Debt averse attitudes remain much stronger among lower-class students than among upper-class students, and more so than in 2002. However, lower-class students did not have stronger debt averse attitudes than middle-class students. Debt averse attitudes seem more likely to deter planned higher education participation among lower-class students in 2015 than in 2002