Disrupting Assumptions about Graduate Employability: Exploring Culturally and Linguistically Diverse University Students' Graduate Capitals in Australia

Autor/inn/en	Baker, Sally; Xavier, Anna; Due, Clemence; Dunwoodie, Karen; Newman, Alex
Titel	Disrupting Assumptions about Graduate Employability: Exploring Culturally and Linguistically Diverse University Students' Graduate Capitals in Australia
Quelle	In: Journal of Higher Education Policy and Management, 45 (2023) 2, S.174-191 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baker, Sally)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
DOI	10.1080/1360080X.2023.2180165
Schlagwörter	Employment Qualifications; Student Diversity; Career Development; Refugees; Immigrants; Foreign Countries; College Graduates; Student Attitudes; Language Usage; School Personnel; Human Capital; Social Capital; Cultural Capital; Self Concept; Self Esteem; Australia + Suchen Sie Ihr Suchwort? Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Berufsentwicklung; Flüchtling; Immigrant; Immigrantin; Immigranten; Ausland; Hochschulabsolvent; Hochschulabsolventin; Schülerverhalten; Sprachgebrauch; Schulpersonal; Humankapital; Sozialkapital; Selbstkonzept; Self-esteem; Selbstaufmerksamkeit; Australien
Abstract	Employability is a powerful discourse in higher education, yet as a driver for policy and practice it has not translated into an uplift in graduate outcomes for all student groups. In particular, Culturally and Linguistically Diverse Migrant and/or Refugee (CALDMR) students experience inequitable graduate outcomes and access to meaningful employment opportunities. Drawing on a national study of career advisors and CALDMR students' experiences of how Australian universities support their career development, we examine CALDMR students' employability through the conceptual framework of graduate capitals. We make two key contributions: firstly, we offer insights into staff and student perceptions of university approaches with CALDMR. Secondly, we identify a lack of linguistic and cultural diversity conceptualisations of employability by examining the experiences of CALDMR students and staff through the lens of graduate capitals. We disrupt the assumptions and presumed familiarity with cultural knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01