Graduate outcomes are of increasing interest to students, particularly for those from groups under-represented in HE. Students, their teachers and their families are questioning the value of a degree when there is no guarantee that it will lead to graduate employment or further study. Although HEIs can point to the considerable financial and social benefits of higher education research has shown that, regardless of degree, socio-economic status has a significant impact on employment outcomes and income levels. As a result HEIs are now required to put measures in place to address these inequalities. This event will give participants the opportunity to hear about recent research in this area and explore strategies for addressing the issue in their university.
Professor Nicola Ingram, Sheffield Hallam University. Nicola will talk about her work on the Leverhulme Trust-funded Paired Peers project, a 7 year project which focussed on the experiences of working-class and middle-class young people as they made their way through their undergraduate programmes at two very different Bristol universities and into life beyond graduation. Her presentation will draw on qualitative research from case studies to explore issues of class and gender in graduate employment transitions.
Drawing on analysis of large scale administrative data sets, Dr Matt Dickson will present his research on the impact of an undergraduate degree on early career earnings and how these returns to Higher Education vary by socio-economic background and prior attainment
The morning workshop will consider what sort of interventions and services could be offered by HEIs to enable all students to gain the maximum personal and professional benefits from their degree.
There is an additional afternoon session, a practical workshop focussing on Access and Participation Plans (APPs).
Matt Dickson (blogpost): Returns to higher education – What conclusions can we draw for widening participation?
Institute for Fiscal Studies (2018): The impact of undergraduate degrees on early-career earnings
Nicola Ingram & Kim Allen (2019): ‘Talent-spotting’ or ‘social magic’? Inequality, cultural sorting and constructions of the ideal graduate in elite professions
Nicola Ingram, Jessica Abrahams & Ann-Marie Bathmaker (2018): When class trumps university status. Chapter 7 in: Evaluating equity and widening participation in higher education
To book this event please complete the form below or email us.