SCDTP Studentship - Career Readiness, Employability and Capitals: the role of socio-economic background

该项目将调查在南安普顿大学学习的第一代学生的职业准备情况和就业能力。受研究生资本概念的启发，特别是研究生资本模型(Tomlinson，2017)和职业准备(Tomlinson，McCafferty等人，2017)，该项目旨在更好地了解来自较低社会经济背景的学生所经历的机会和挑战，他们发展职业概况的战略和方法，以及这些机会和挑战是如何由他们的高等教育经历塑造的。使用“职业准备测试”的初步研究似乎指出了社会资本等领域的一些重大劣势--被定义为有能力“发展网络和社会关系，以增强知识和获得目标就业的机会”(McCafferty等人，2017)。这个项目将探索第一代学生在发展资本方面处于不利地位的程度，他们对这一劣势的认识，以及他们对可能支持他们进步的潜在干预措施的看法(如果有的话)。研究结果将包括调查数据，证明作为第一代学生对就业能力的影响；来自学生自己探索他们对劳动力市场和资本的看法的叙述性数据；以及更好地支持第一代学生的建议。阶段1：文献综述，包括对当地/国家目的地数据的检查。阶段2：大规模心理测量调查的角色定位和分析。阶段3：结合GCM进行叙述性访谈。倾听学生的故事，以及他们意识到自己面临的障碍的程度。阶段4：探索增加资本的潜在方法。阶段5从博士学位进入并分享学习。项目需要获得完全的伦理批准；我已经有在其他大型项目中成功驾驭这一点的经验。障碍将包括招收第一代背景的学生；这些数据是收集的，但正确地归类为高度敏感。

This project will investigate the career readiness and employability of first-generation students studying at the University of Southampton. Informed by concepts of graduate capitals, in particular the Graduate Capital Model (Tomlinson, 2017) and career readiness (Tomlinson, McCafferty et al, 2017), the project aims to better understand the opportunities and challenges experienced by students from lower socio-economic backgrounds, their strategies and approaches to developing their career profiles and the ways in which these are shaped by their HE experiences. Initial research using the 'Career Readiness Test' seems to point to some significant disadvantage in areas such as social capital - being defined as having the capacity 'to develop networks and social relations to enhance knowledge and access to target employment' (McCafferty et al, 2017).This project will explore the extent to which first generation students are disadvantaged in the development of their capitals, their awareness of this disadvantage and their views on potential interventions which might support their progression (if any).Research outcomes will include survey data evidencing the impact that being a first-generation student has on employability; narrative data from the students themselves exploring their perceptions of the labour market and their capitals; and proposals to support first generation students better.Stage 1: literature review, including an examination of local/ national destination data.Stage 2: role out and analysis of large-scale psychometric survey.Stage 3: narrative interviews contextualised with the GCM. Hearing the stories of the students and the extent to which they are aware of the barriers facing them. Stage 4: an exploration of potential methods to enhance capitals.Stage 5 moving on from the PhD and sharing learning.Full ethical approval will need to be obtained for the project; I already have experience of successfully navigating this for other large scale projects. Barriers will include the recruitment of students from First Generation backgrounds; this data is collected, but rightly classed as highly sensitive.