Convergent policies and differentiated contexts: developing an understanding of employability through the disciplinary lenses of students and academics in taught STEM postgraduate programmes

Abbas, Andrea and Spacey, Rachel (2015) Convergent policies and differentiated contexts: developing an understanding of employability through the disciplinary lenses of students and academics in taught STEM postgraduate programmes. In: SRHE Annual Research Conference 2015, December 2015, Newport, Wales.

Full content URL: https://www.srhe.ac.uk/conference2015/abstracts/02...

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Convergent policies and differentiated conetxts: developing an understanding of employability through the disciplinary lenses of students and academics in taught STEM postgraduate programmes
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Item Type:Conference or Workshop contribution (Paper)
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Abstract

This paper explores the way that the notion of employability is articulated in interviews and focus groups with academic staff and students on five postgraduate taught (PGT) Science, Technology, Engineering and Mathematics (STEM) Masters courses as well as in curricula documents. The authors draw upon the notion of a specialised disciplinary identity, which is based upon previous work by McLean et al (2013) and the concepts that Bernstein (2000) associated with pedagogic identity and knowledge structures to gain insight into how STEM disciplines interact with students’ biographies and specific local educational and employment contexts to create more nuanced and differentiated understandings of employability than that which is presented in policy.

Keywords:Postgraduate, Employability, Basil Bernstein, pedagogic identity
Subjects:L Social studies > L433 Education Policy
L Social studies > L390 Sociology not elsewhere classified
X Education > X342 Academic studies in Higher Education
Divisions:College of Social Science > School of Education
ID Code:24060
Deposited On:11 Sep 2016 18:43

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