ABSTRACT
PurposeDrawing on a framework of person-organisation fit (POF) theory, this paper aims to understand how organisations can establish and maintain sustainable early-career talent pipelines. Research question one asks, "How do graduates feel that organisations can attract early-career talent?” Research question two asks, ‘What can employers learn from graduate perspectives about the retention of early-career talent?Design/methodology/approachTwenty-eight graduates from UK universities participated in semi-structured interviews in early 2022. Cohort one was composed of 15 individuals who graduated in 2008. Cohort two was composed of 13 individuals who graduated in 2020.FindingsThe findings identified two themes associated with attracting early-career talent: "Company Culture” and "Supply and Demand”. However, 2020 graduates prioritised the job role and job security, whereas 2008 graduates prioritised job location and commute duration. Three additional themes were related to the retention of early-career talent: "Career Progression”, "Health and Well-being” and "Remuneration”. Findings also highlighted how POF could evolve over time, whereby retention can be beneficial or detrimental to either party.Practical implicationsThe study identifies pragmatic approaches to attracting and retaining early-career talent and understanding how graduates' views on POF evolve over time.Originality/valueThe study extends POF research and bridges the shared sustainability themes of "person”, "context” and "time” from vocational behaviour and HRM literature streams.
ABSTRACT
Higher education institutions continue to face challenges in fostering social mobility and preparing their students for the world of work. The COVID-19 pandemic exacerbated these challenges via disruption to education and reduced opportunities for work-integrated learning. Framing this as our point of departure, we propose that peer learning can play an integral part in reducing the attainment gap by promoting learner autonomy. Our essay uses the example of Supplemental Instruction to highlight the benefits and challenges of peer learning. We end with a call for empirical research and knowledge sharing to advance peer learning in an impactful way.
ABSTRACT
This study compares students' and recent graduates' perceptions of their subjective wellbeing and offers support mechanisms and resources to enhance wellbeing in higher education. Survey data were collected in September 2021 from 414 UK-based higher education students and recent graduates on their self-perceived subjective wellbeing in March 2020 (before COVID-19 regulations restrictions) and September 2021 (18 months later). Findings showed that subjective wellbeing scores fell for almost three-quarters of university students and recent graduates between March 2020 and September 2021. Interestingly, around one-fifth of participants reported increased subjective wellbeing scores whilst the remaining participants reported no impact. Positive impacts of the pandemic included opportunities for self-improvement with more free time for focusing on health and relationships. Adverse outcomes included feelings of isolation, reduced mental and physical health, difficulties undertaking degree studies and work, travel restrictions, and concerns for labour market competitiveness. The study advances the application of the conservation of resources theory and identifies strategies for higher education institutions to better support and improve their students' and future graduates' subjective wellbeing. Strategies include access to counselling, mindfulness, opportunities for participation in hobbies, interaction with peers, flexible work and study options, and guidance on career and finances.
Subject(s)
COVID-19 , COVID-19/epidemiology , Humans , Students , Surveys and Questionnaires , United Kingdom , UniversitiesABSTRACT
Purpose>Well-being and employability are considered important indicators of a sustainable career that must be incorporated into the system at the beginning of a job. Hence, it is essential to explore the role of positive personal resources to improve young managers' well-being. The unending ambivalence in the academic environment and the job market is detrimental to management graduates' well-being. The study aims to look into the possible intervening methods to enhance the well-being of management students during difficult times.Design/methodology/approach>A cross-sectional study was conducted among 212 management students from Kerala, India. Multi-stage random sampling was used to collect data. Structural equation modelling using IBM-AMOS was done to gain insights into the proposed relationships.Findings>The results indicated that psychological capital had a significant impact on the well-being of management students. Both perceived employability and psychological capital are positively related to life well-being. And, perceived employability mediated the relationship between psychological capital and life well-being.Research limitations/implications>The theoretical contribution comes from the application of the broaden-and-build theory and resource caravans from the conservation of resource theory as a theoretical framework to understand the positive impact of developing psychological capital among university students. The practical contribution comes from identifying a need for universities to make their campus climate more supportive of the non-academic needs of students by supporting them to become more self-reliant and enhance their positive psychological resources. Developing psychological resources of perceived employability and psychological capital is quintessential to enhance life well-being and career sustainability of early careers talent.Originality/value>This study is one of the first attempts to discern how psychological capital leads to an accumulation of psychological resources and life well-being in university students and graduates offering opportunities for career sustainability.