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The Society for Research into Higher Education


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Silver linings but no silver bullet: Graduate careers in (times of) crisis

by Andrew Dorrance and Daria Luchinskaya

It should come to no-one as a surprise that the COVID-19 pandemic has changed the lives of students and graduates alike in an unprecedented way. The recent SRHE event Graduate Careers In (Times Of) Crisis, jointly organised by the Student Access and Experience and Employability and Enterprise and Work-based Learning Networks, explored the impacts of the pandemic on graduates’ transitions to work. While there have been scattered silver linings for students and graduates, many challenges remain. This blog summarises the key themes emerging from the event and discusses potential steps forward.

Introduction

The ‘Graduate Careers In (Times Of) Crisis’ event aimed to discuss the early impact of the pandemic on graduates’ experiences, to explore how careers advice, information and guidance has changed with physical distancing requirements, and to reflect on the broader labour market context (please see the section at the end for more details). The speakers contrasted findings from the ‘Class of 2020’ Graduating in a Pandemic project, that tracked the experiences of recent graduates with the longer-term experiences of the 2009/10 ‘Recession graduates’ from the Futuretrack project. Careers professionals discussed their responses to the pandemic and highlighted different projects aimed at helping students and graduates. There was a general sense, too, that the pandemic seems to have acted as a catalyst for reflection, among students, graduates, careers staff and other stakeholders.

Pandemic challenges

The pandemic seems to have exacerbated existing inequalities among students and graduates that then had different effects on their transitions to employment.

Digital inequality, where students and graduates struggle with access to sufficiently high-quality internet connections and personal devices, accentuates barriers to accessing education, job interviews and jobs that have moved online. Both Futuretrack and Graduating in a Pandemic found that there was vast difference between people’s experiences of working from home, accentuated by digital inequality and potentially the environment in which they can work.

There was also qualitative evidence of work placements, interviews and job offers ‘falling through’, with graduates reporting difficulties in doing their jobs and some even saying they lost their ‘perfect’ job offer. College graduates who undertook vocational courses orientated towards the service sector were particularly affected, and reported difficulties in finding or doing their jobs when in industries that were particularly affected by Covid-19 – for example, in events management or beauty therapy.  College graduates were also more likely to come from less advantaged backgrounds than university graduates.

Some graduates who would have, in other circumstances, joined the labour market, have been opting to go into education (eg graduate to postgraduate or college to degree-level) as a temporary solution to a lack of graduate job opportunities.

Ultimately, the labour market impact of the pandemic contributed to an increase in anxiety amongst students and graduates, particularly those studying subjects that required placements to complete their degrees, and those who were already facing disadvantages. These findings are consistent with what we know from the experiences of ‘recession graduates’ of 2009/10. Futuretrack and related research found that existing inequalities structured access to careers information, networks and useful resources and the ability to navigate the recession stemming from the crisis, and that these educational and social (dis)advantages were cumulative.

Silver linings

Despite these challenges, Graduating in a Pandemic found that around a third of graduates from 2020 were employed in or had been offered a job that was related to their intended career path (although such graduates were more likely to be from more advantaged backgrounds). For those working in the so-called ‘non-graduate’ jobs, it may be a matter of time before they move to more appropriate employment, although it remains to be seen hoe Covid-19 will affect different industries over the longer term.

The majority of Futuretrack’s ‘recession graduates’ had moved to ‘graduate’-level employment 9-10 years after graduation. Over half of those reported that it was exactly the type of job they wanted to do and over three quarters were generally satisfied with their jobs. However, even 9-10 years on from graduation, a substantial minority of Futuretrack graduates were not well integrated into the labour market and unsatisfied with their jobs. This less-well integrated group of graduates, as well as those who recently changed work and those working freelance and the self-employed, were perhaps more vulnerable to the (indirect) effects of Covid-19, for example, regarding job security or eligibility for furlough.

Reflection

The pandemic had also offered people a chance to reflect. Futuretrack graduates reported taking time to re-evaluate career priorities and life values. A small number of 2020 graduates whose job offers were impacted had indicated that the pandemic had given them the time to rethink their career path and look for and attain their ‘dream’ job rather than the ‘graduate’ job they would have done otherwise.

Careers services professionals found themselves in a ‘unique’ role as a link between HE, students, graduates and employers, and stepped up to the pandemic challenges. They worked hard to develop inclusive and innovative ways in supporting students and graduates. For example, online workshops and events improved accessibility and speaker availability. However, there were also challenges in attaining consistently high levels of attendance and ensuring that the services reached the students and graduates most ‘at risk’ of falling through careers service provision.

Careers services also developed new resources, for example focusing on virtual recruitment practices and work placements to address the changes to the recruitment and placements process as a result of the pandemic. Over the pandemic period, careers services were also able to learn what services work better online (eg using the shared screen feature to look at students’ CVs) or in-person, and to adapt as the pandemic unfolded, and continues to do so.

Looking forward

Fortunately, going forward there are perhaps tentative grounds for positivity, as student recruitment had seen an uplift and employers were becoming optimistic about growth in the short-term with opportunities for graduates coming into the labour market. However, there were also concerns around the ongoing uncertainty around the unfolding impact of the pandemic. It was also clear that not all graduates were motivated by financial gain, which led to a discussion about including social returns in measuring the value of higher education in addition to the current focus on individual labour market outcomes.

We know that it is taking longer for graduates to find an ‘appropriate’ job in the labour market. Time will tell whether graduates of the pandemic will settle into the labour market like the graduates of the 2009/10 recession eventually did. For the moment, offering accessible careers support to students and graduates, while highlighting areas of inequalities in labour market entry, the experience of work, and the mental and physical health of students and graduates to inform policy, remain ways in which we can help pandemic graduates navigate their post-graduation transitions.

Andrew Dorrance is an Undergraduate Student in Economics in the Adam Smith Business School, University of Glasgow, and Research Assistant for the Graduating in a Pandemic research project.

Daria Luchinskaya is a Lecturer at the Department of Work, Employment and Organisation, University of Strathclyde, co-convener of the SRHE Employability, Enterprise And Work-Based Learning Network, and a member of the Graduating in a Pandemic research team. Follow Daria on Twitter @DariaResearch.

Further links and resources

The Graduate Careers In (Times Of) Crisis event was co-hosted by the Student Access and Experience and Employability and Enterprise and Work-based Learning Networks and took place on 16 June 2021. The aim of the event was to provide evidence from the UK on the early impact of the pandemic on graduates’ experiences, and to explore how careers advice, information and guidance has changed with social distancing, as well as reflecting on the broader labour market context. Presentations by Scott Hurrell (Senior Lecturer, University of Glasgow) on the class of 2020 (Graduating in a Pandemic) and Kate Purcell (University of Warwick Emeritus Professor) on the class of 2009/10 (Futuretrack) highlighted research findings about graduates’ early and mid-careers. Susan Bird (Careers & Employability Manager, University of Edinburgh) and Rachel Firth (Employability Consultant, Sheffield Hallam University) presented the experience of careers professionals’ responses to the pandemic. The event attracted a diverse audience, including academics, careers professionals, and representatives from think tanks and employer organisations.

Graduating in a Pandemic is investigating the post-graduation activities of the class of 2020 and 2021. It is run by researchers at the University of Glasgow and the University of Strathclyde (PI Dr Scott Hurrell). See the project website at: https://graduatinginapandemic.wordpress.com/

Futuretrack is a nationally-representative longitudinal survey of applicants to full-time HE in 2005/06, run by Professors Kate Purcell and Peter Elias at the Institute for Employment Research, University of Warwick. Findings from the longitudinal projects and published reports, including research reports from Stage 5 (2012 – 2019) and Stage 6 (2019 – 2020), can be accessed via https://warwick.ac.uk/fac/soc/ier/futuretrack/findings

A report co-authored by Shelagh Green, Director, University of Edinburgh Careers Service, ‘Careers Services in times of Covid-19’ (March 2021), COIMBRA Group can be accessed at: https://www.coimbra-group.eu/wp-content/uploads/Career-services-in-times-of-Covid-19.pdf

The University of Edinburgh Careers Compass resources: https://www.ed.ac.uk/careers/students/undergraduates/careers-compass

Sheffield Hallam University careers services resources: https://www.shu.ac.uk/careers/


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Paid, unpaid and hidden internships: still a barrier to social mobility

By Wil Hunt

New evidence suggests graduates from less privileged backgrounds are still at risk of being locked out of certain key industries such as cultural, political and extraterritorial organisations, the media and legal professions. Graduate internships have been the subject of considerable debate for more than ten years. Yet, despite media and policy interest on the topic there is still a lack of generalisable quantitative data on the prevalence of the practice and, particularly, on the question as to whether some groups are being excluded. Back in 2009, the final report of the Panel for Fair Access to the Professions (Milburn, 2009) argued that taking part in an internship after leaving university was often an ‘essential’ first career step in many professions but raised concerns that access was often a question of who you know, not what you know, and whether graduates had the financial means to work for free for a significant period of time.

Fast forward eleven years and while there has been some research on the topic there have still only been generalisable quantitative studies looking at graduate internships in the UK. This is in no small part down to the fact that the main statutory surveys, such as the Labour Force Survey, fail to capture internships as a separate employment category. The Destinations of Leavers from Higher Education (DLHE) survey, has been one notable exception to this, capturing internships since the 2011/12 graduating cohort. Other exceptions include the Futuretrack study, which has followed a cohort of first degree applicants since applying to university in 2006, and one or two one-off surveys.

Studies using data from these sources have shown that unpaid internships do not confer the same advantages as paid internships or university work placements in accessing the best jobs, have a negative impact on earnings and may even reduce the chances of having a graduate job in the short to medium term (Purcell et al, 2012; Holford, 2017; Hunt, 2016). Thus, unpaid graduate internships may not be the ‘invaluable’ ‘leg-up’ claimed by some MPs when talking out the 2016 private members bill that sought to outlaw unpaid internships (Hansard, 4 November col 1156-1226). The same quantitative studies also suggest that access to internships is moulded by a range of factors including social class and educational background, although not always in the way one might expect (Hunt and Scott, 2018).

More recent attempts to assess the situation have been hampered by the measurement problems noted above. The Sutton Trust have made two commendable attempts to estimate participation internships at six months after graduation using the DLHE for the 2012/13 and 2015/16 cohorts (Sutton Trust, 2014; Montacute, 2018). However, these studies underestimated the proportion of unpaid internships by not fully accounting for item non-response in questions about pay in the DLHE and not measuring internships reported as ‘voluntary’ jobs. Examples of ‘voluntary’ jobs identified in the 2011/12 DLHE included: web design and development professionals; conservation professionals; legal professionals; management consultants; journalists; PR professionals; architects; and artists (Hunt and Scott, 2020). Hardly the kinds of work for good causes the voluntary work exception in minimum wage legislation was intended to preclude (Pyper, 2015). When these ‘hidden’ internships were counted in the 2011/12 DLHE 58% of graduates doing an internship at six months after graduation were unpaid – far more than previously estimated (Hunt and Scott, 2020).

Now the DLHE has been replaced by the Graduate Outcomes survey we will only know about graduate internships occurring at 15 months after graduation, after many have been completed. The 2016/17 DLHE, therefore, represents an opportunity to reassess the situation and see how things have changed since 2011/12. The current analysis of the 2016/17 DLHE, funded by SRHE, shows that while the number and proportion of graduates doing an internship at six months after graduation is the same as for the 2011/12 cohort, the number of ‘hidden’ internships has halved from 1,375 to 650 and the proportion of internships that are unpaid has declined from 58% to 36%.

Whilst the decline in unpaid internships is welcome, they still account for more than a third of internships at six months after graduation and this figure is substantially higher in certain key industries and occupations, such as:

  • activities of extraterritorial organisations (eg EC, UN, OECD) (92%);
  • membership organisations (which would include unions and political parties) (70%);
  • libraries, museums and cultural activities (69%);
  • programming and broadcasting (69%);
  • legal associate professionals (69%);
  • conservation and environmental associate professionals (67%); and
  • government and related administrative occupations (including NGOs) (63%).

Findings from other, less generalisable, surveys suggests that the number of graduates engaging in an internship at some point is only likely to increase during the first few years after graduation and, again, many of these are likely to be unpaid (Hunt and Scott, 2018; Cullinane and Montacute, 2018). The most striking findings from the current research, however, are from the multivariate analysis of participation patterns. This analysis shows that, after controlling for the other factors in the analysis, having better grades or studying at a prestigious university increases the chances of securing a paid internship six months after graduation, whereas coming from a higher socio-economic background increases the odds of doing an unpaid internship.

These findings show that, whilst unpaid internships appear to be declining in most sectors, they are still a key access route in some key industries and occupations and that this is likely to present a barrier to entry for less privileged graduates. The fact that graduates with better grades or from more prestigious institutions are more likely to do the paid internships reinforces findings from previous studies that suggest paid internships are more competitive and sought after. The findings also show that participation in graduate internships, paid or unpaid, is more commonplace in less vocational subjects, such as mass communication and documentation, historical and philosophical studies and creative arts and design. This may suggest that graduates of these subjects feel more need to supplement their educational qualifications with internships to ‘get ahead’ in an increasingly competitive graduate labour market.

Dr Wil Hunt is a Research Fellow at the ESRC-funded Digit Research Centre at the University of Sussex. His research interests centre around the higher education, the graduate Labour market and the impact of new digital technologies on the world of work.

This blog reports on research funded by SRHE as one of its 2018 Member Award projects.

References

Cullinane, C and Montacute, R (2018) Pay as You Go? Internship pay, quality and access in the graduate jobs market London: The Sutton Trust

Hansard HC Deb vol 616 col 1156-1226 (4 November 2016) National Minimum Wage (Workplace Internships) Bill [Electronic Version]

Holford, A (2017) Access to and Returns from Unpaid Graduate Internships IZA Discussion Paper No 10845 Bonn: IZA Institute of Labor Economics

Hunt, W (2016) Internships and the Graduate Labour Market PhD thesis, University of Portsmouth

Hunt, W and Scott, P (2018) ‘Participation in paid and unpaid internships among creative and communications graduates: does class advantage play a part?’ In Waller, R Ingram, N and Ward, M (2018) (Eds.) Degrees of Injustice: Social Class Inequalities in University Admissions, Experiences and Outcomes London: BSA/Routledge

Hunt, W and Scott, P (2020) ‘Paid and unpaid graduate internships: prevalence, quality and motivations at six months after graduation’ Studies in Higher Education 45(2): 464-476

Milburn, A (chair) (2009) Final Report of the Panel on Fair Access to the Professions London: The Stationery Office

Montacute, R (2018) Internships – Unpaid, unadvertised, unfair Research Brief London: The Sutton Trust

Purcell, K, Elias, P, Atfield, G, Behle, H, Ellison, R, Luchinskaya, D, … Tzanakou, C (2012) Futuretrack Stage 4: Transitions into employment, further study and other outcomes (Full Report). (HECSU Research Report) Manchester: Higher Education Careers Services Unit (HECSU)

Pyper, D (2015) The National Minimum Wage: volunteers and interns. Briefing Paper Number 00697. London: House of Commons Library.

Sutton Trust (2014). Internship or Indenture? Research Brief London: The Sutton Trust


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Learning gain expectations – the parental perspective

By Valerie Anderson

Issues of ‘learning gain’ increasingly arise from opinions and concerns about ‘value for money’ in higher education. In what some believe is an over-supplied graduate labour market, the discourse of employability also looms large as a feature of this discussion. Continue reading