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Marginal effects from growth-curve models. HILDA Survey (2001–2016). Based on results from growth-curve models presented in Table 5. Covariates held at their means and random effects at zero. Whiskers denote 90% confidence intervals
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Research consistently shows that higher-education participation has positive impacts on individual outcomes. However, few studies explicitly consider differences in these impacts by socio-economic background (SEB), and those which do fail to examine graduate trajectories over the long run, non-labor outcomes and relative returns. We address these k...
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... In addition, some empirical literature examines the influence of specific graduate characteristics on different labour market outcomes, such as the probability of finding a job, wage level, and job quality, defined in terms of stability, working hours, or the risk of over-education (Lauder & Mayhew, 2020). The characteristics analysed include different fields of study (Xu, 2013;García-Aracil, 2008), participation in employability programmes (Bolli et al., 2021;Scandurra et al., 2023), study abroad (Croce & Ghignoni, 2024), socioeconomic background (Tomaszewski et al., 2021), as well as age and gender (Bellas, 2021), among others. Unfortunately, we have not identified any articles that examine the impact of multiple academic characteristics on the risk of being affected by digitalization in a comprehensive way. ...
The progressive robotisation and the introduction of artificial intelligence imply economic and social changes. In this paper, we investigate their impact on the occupations of recent Spanish graduates and examine how graduates with different skills can expect their occupations to be transformed by the digital era. To this end –using a three-step approach—we first map occupations in terms of the level of the transformative and destructive effects of digitalization, and determine which groups are most threatened. Second, we characterize the technological occupational groups according to dimensions related to worker and job requirements, such as abilities, skills and tasks performed. Finally, we explore the influence of educational background on the probability of belonging to each group. The analysis relies on three data sources—the main one being microdata from the Survey on Labour Market Insertion of University Graduates (EILU-2019)—which provide exhaustive information about students’ education and training during and after their degree. Results show that only about 15% of graduates hold jobs that have a high probability of being replaced by machines over the next 10–20 years, although a significant number will still face changes in their occupations that will affect skill requirements. Graduates working in these occupations will need a high level of flexibility if they are to adjust to rapid changes and not be displaced. Moreover, certain features of students’ academic background –such as the field of study or more formal education– play a key role and offer some tips to mitigate possible disruptions in graduate employability.
... Human capital theory asserts that well-developed skills signal an ability to perform effectively at work to prospective employers and instil greater confidence in one's marketability, purportedly leading to more favourable employment prospects (see Clarke 2018). It postulates that HE participation will enhance labour market outcomes irrespective of personal characteristics (see Tomaszewski et al. 2021) and does not account for how external, structural factors (e.g. labour market policy) can impact the return from skills development (Marginson 2019). ...
... Smith & Judd, 2020;UNESCO, 2020). For instance, low SES graduates in Australia struggle to find employment and access managerial/professional occupations (Tomaszewski et al., 2021). Higher education institutions must 'bring an equity lens to every decision' as they respond to this social, educational and health crisis (Illanes et al., 2020, p. n.p.) and address challenges including student mental health, employability and the digital divide (O'Shea, Koshy, & Drane, 2021). ...
... Academic self-efficacy was among the most consistently affected dimensions of PE, particularly amongst equity groups. Such findings are concerning, particularly given that within Australia, disadvantaged students have reduced access, participation and employment outcomes relative to non-equity student peers Tomaszewski et al., 2021) and are simultaneously the focus of higher education growth and reform (Department of Education, Skills and Employment, 2023, p. 6). ...
This article explores the interplay between perceived employability (PE), mental health, and equity group membership amongst students at a large public urban university in Australia. The article reports from a study conducted between 2017 and 2022, during which students self-assessed their PE. Differences in PE by equity group membership were assessed using responses to structured fields in the questionnaire (n=24,329). Custom measures were constructed using student responses to open-ended fields to proxy student wellbeing based on sentiment analysis and mention of mental health or synonymous terms (n=12,819). Analyses included two-way tests of differences between groups and multivariate analyses considering the effect of equity group membership and mental health concerns on employability beliefs. Results indicate that students with a disability, with English as a second language, or with wellbeing concerns report lower perceived employability. Of all the PE dimensions, academic self-efficacy is most consistently affected by equity group membership and wellbeing concerns. Further, wellbeing concerns are more prevalent for students with disabilities. The findings strengthen support for policy and institutional initiatives focusing on student wellbeing in general but also specifically for equity groups that are already associated with poorer employability beliefs. In particular, students with disabilities appear to have poorer self-esteem and academic self-efficacy and are more likely to have mental health concerns.
... Employability is a multi-dimensional (Barkas et al., 2021) process of becoming (Holmes, 2013) that demands attention across the career lifespan (Bennett, 2019;Williams et al., 2016) through the 'continuous fulfilling, acquiring or creating of work through the optimal use of competences' (Heijde & Van Der Heijden, 2006, p. 453). Training on employability skills is vital to ensure all graduates successfully transition from education to employment, regardless of social origins (Tomaszewski et al., 2021). ...
... The pandemic has widened inequalities and increased the marginalisation of disadvantaged students and will have both mediumand long-term impacts (Rodríguez-Planas, 2022;Smith & Judd, 2020;UNESCO, 2020). For instance, low SES graduates in Australia struggle to find employment and access managerial/professional occupations (Tomaszewski et al., 2021). Higher education institutions must 'bring an equity lens to every decision' as they respond to this social, educational and health crisis (Illanes et al., 2020, p. n.p.) and address challenges including student mental health, employability and the digital divide (O'Shea et al., 2021). ...
... Academic self-efficacy was among the most consistently affected dimensions of PE, particularly amongst equity groups. Such findings are concerning, particularly given that within Australia, disadvantaged students have reduced access, participation and employment outcomes relative to non-equity student peers (Bennett et al., 2022b;Tomaszewski et al., 2021) and are simultaneously the focus of higher education growth and reform (Department of Education, Skills and Employment, 2023, p. 6). As student self-efficacy is strongly associated with student achievement, self-regulation and motivation, and can be increased through teacher intervention (Bartimote-Aufflick et al., 2016), early detection of low self-efficacy is essential. ...
This article explores the interplay between perceived employability (PE), mental health, and equity group membership amongst students at a large public urban university in Australia. The article reports from a study conducted between 2017 and 2022, during which students self-assessed their PE. Differences in PE by equity group membership were assessed using responses to structured fields in the questionnaire (n = 24,329). Custom measures were constructed using student responses to open-ended fields to proxy student wellbeing based on sentiment analysis and mention of mental health or synonymous terms (n = 12,819). Analyses included two-way tests of differences between groups and multivariate analyses considering the effect of equity group membership and mental health concerns on employability beliefs. Results indicate that students with a disability, with English as a second language, or with wellbeing concerns report lower perceived employability. Of all the PE dimensions, academic self-efficacy is most consistently affected by equity group membership and wellbeing concerns. Further, wellbeing concerns are more prevalent for students with disabilities. The findings strengthen support for policy and institutional initiatives focusing on student wellbeing in general but also specifically for equity groups that are already associated with poorer employability beliefs. In particular, students with disabilities appear to have poorer self-esteem and academic self-efficacy and are more likely to have mental health concerns.
... Nesse cenário problemático de escassez de pesquisas sobre a vida profissional de egressos cotistas e não cotistas e de preocupantes evidências que sugerem desigualdade de ganhos no mercado de trabalho em razão da origem familiar dos estudantes do ensino superior ao redor do mundo (Lessard-Phillips et al., 2018;Sullivan et al., 2018;Thompson, 2019;Tomaszewski et al., 2021;Torche, 2018;Zimmerman, 2019), questionamos: egressos cotistas das universidades federais brasileiras obtêm bons retornos ocupacionais e salariais no mercado de trabalho? Existe diferença nos ganhos no mercado de trabalho entre egressos cotistas e não cotistas? ...
... Antes de 2016, ano de consolidação da política de cotas com 50% das vagas de todos os cursos reservadas para estudantes de escolas públicas, evidências apontam que estudantes cotistas estavam se matriculando em cursos de menor prestígio social e isso poderia levá-los a ocupações de menor remuneração comparados aos cursos de maior prestígio, podendo dificultar o seu processo de mobilidade social (Lopes, 2016 2019). Esses resultados convergem com a literatura crítica mundial que contesta o poder meritocrático do diploma de ensino superior para igualdade de ganhos no mercado de trabalho e destaca como estudantes de baixa renda frequentemente ainda obtêm menores retornos ocupacionais e salariais quando comparados com os retornos de estudantes de famílias das elites, mesmo quando são igualmente qualificados em universidades de maior qualidade e/ou prestígio social (Blanden et al., 2007;Borgen, 2015;Espinoza et al., 2018;Friedman et al., 2015;Giani, 2016;Gregg et al., 2017;Guimarães et al., 2019;Jung & Lee, 2016;Karabel & McClelland, 1987;Kim et al., 2014;Lessard-Phillips et al., 2018;Niu et al., 2020;Oh & Kim, 2020;Ordine & Rose, 2015;Smart, 1986;Sullivan et al., 2018;Thompson, 2019;Tomaszewski et al., 2021;Torche, 2018;Useem & Karabel, 1986;Witteveen & Attewell, 2017;Zimmerman, 2019). Por outro lado, com algumas exceções, os demais resultados das pesquisas existentes sobre os efeitos da política de cotas para egressos cotistas no contexto brasileiro têm se mostrado promissores. ...
... Assim, embora os cotistas possam provavelmente melhorar substancialmente de vida após o ensino superior trabalhando em ocupações ditas mais qualificadas, que exigem alto nível de escolaridade, em grandes empresas/organizações e, provavelmente, ganhando mais do que seus pais, eles ainda assim ganham menos do que os egressos não cotistas em termos ocupacionais e salariais. Nossos resultados convergem com a literatura de estratificação social que contesta o poder meritocrático do diploma de ensino superior e que alerta que egressos de famílias de baixa renda ainda obtêm menores retornos no mercado de trabalho do que egressos de famílias de melhor condição socioeconômica, mesmo sendo os dois grupos de estudantes igualmente qualificados em universidades de prestígio em vários países ao redor do mundo (Blanden et al., 2007;Borgen, 2015;Espinoza et al., 2018;Friedman et al., 2015;Giani, 2016;Gregg et al., 2017;Guimarães et al., 2019;Jung & Lee, 2016;Karabel & McClelland, 1987;Kim et al., 2014;Lessard-Phillips et al., 2018;Niu et al., 2020;Oh & Kim, 2020;Ordine & Rose, 2015;Smart, 1986;Sullivan et al., 2018;Thompson, 2019;Tomaszewski et al., 2021;Torche, 2018;Useem & Karabel, 1986;Witteveen & Attewell, 2017;Zimmerman, 2019). ...
Palavras-chave: ação afirmativa; cotas; ensino superior; estudantes; mercado de trabalho. Após 10 anos da política de cotas das universidades federais, a literatura ainda carece de pesquisas sobre a inserção dos egressos cotistas e não cotistas no mercado de trabalho. Diante desse problema, o objetivo do artigo foi comparar os ganhos no mercado de trabalho entre egressos cotistas e não cotistas dos cursos de graduação das universidades federais brasileiras. Para tanto, aplicamos um questionário eletrônico, que foi respondido por uma expressiva amostra de 11.458 egressos, de 248 cursos de graduação, de todas as áreas do conhecimento, de 18 universidades federais e das cinco regiões do Brasil. Por meio do Teste de Qui-Quadrado, comparamos o status de ocupação, o motivo de não trabalhar, o setor de atuação, o tipo de cargo/emprego, a remuneração, o porte da empresa/organização e a ocupação de cargos de chefia ou de direção entre os egressos. Os resultados sugerem que egressos cotistas obtêm altas taxas de ocupação, com uma boa inserção no mercado de trabalho, trabalhando em cargos/empregos ditos mais qualificados, em empresas/ organizações de grande porte e recebendo boas remunerações. Porém, os resultados sugerem que, em geral, os ganhos ocupacionais e salariais de egressos cotistas ainda são inferiores aos de egressos não cotistas. Logo, nossos resultados sugerem que a política de cotas das universidades federais é uma importante ferramenta de inclusão socioeconômica dos estudantes cotistas, justificando sua existência, mas que ela, por si só, ainda não completamente elimina a forte desigualdade social entre as famílias brasileiras, que parece afetar diferentemente os ganhos dos profissionais no mercado de trabalho. Comparação dos ganhos profissionais de egressos cotistas e não cotistas das universidades federais brasileiras ABSTRACT After 10 years of the policy of quotas at federal universities, the literature still lacks research on the inclusion of quota and non-quota graduates in the labor market. Faced with this problem, the aim of the article was to compare the gains in the labor market between quota holders and non-quota holders from undergraduate courses at Brazilian federal universities. For that, we applied an electronic questionnaire, which was answered by a significant sample of 11,458 graduates, from 248 undergraduate courses, from all areas of knowledge, from 18 federal universities and from the five regions of Brazil. Using the Chi-Square Test, we compared occupation status, the reason for not working, industry, type of position/job, remuneration, size of company/organization and occupation of leadership or management positions among graduates. The results suggest that quota holders graduates have high occupation rates, with a good insertion in the labor market, working in positions/jobs said to be more qualified, in large companies/organizations and receiving good remuneration. However, the results suggest that, in general, the occupational and salary earnings of quota holder graduates are still lower than those of non-quota holder graduates. Therefore, our results suggest that the quota policy of federal universities is an important tool for the socioeconomic inclusion of quota students, justifying its existence, but that it, by itself, still does not completely eliminate the strong social inequality among Brazilian families, which seems to affect differently the earnings of professionals in the labor market.
... Still, all participants predicted that the lack of seasonal, casual and temporary (short-term) contracts in tourism and related sectors would continue and fewer fulltime job opportunities would be available within the next five years due to the increased competition among graduates for available jobs and the current war in Ukraine. Recent research indicated that amid severe socio-economic conditions, recent college graduates in Australia could experience financial instability and precarious employment for up to seven years in the early years of their careers (Tomaszewski et al. 2021): ...
This study explores current tertiary tourism students’ post-pandemic career strategies and their visions towards Egypt’s post–Covid-19 tourism future. The data were collected through 29 semi-structured in-depth interviews with 29 students majoring in tourism management at the University of Alexandria, Egypt. Findings demonstrate that in order to adapt to the tourism workforce in post–Covid-19 Egypt, students adopted a four-way approach: a dual temporal perspective, individual agency, parental support and active imagination of lifelong careers and reimagining the future of Egypt’s tourism in the post-pandemic era. The four approaches are conceptualized in relation to participants’ strategies and concerns towards future career paths and the Egyptian tourism industry in the post-viral world. In this regard, students’ perceptions can guide policymakers, hotel professionals and government agencies to develop post-pandemic strategies and programs to meet the changing needs and expectations of post-pandemic tourists, as well as students. Finally, the study indicates avenues for future research directions related to the findings and limitations.
... Nesse cenário problemático de escassez de pesquisas sobre a vida profissional de egressos cotistas e não cotistas e de preocupantes evidências que sugerem desigualdade de ganhos no mercado de trabalho em razão da origem familiar dos estudantes do ensino superior ao redor do mundo (Lessard-Phillips et al., 2018;Sullivan et al., 2018;Thompson, 2019;Tomaszewski et al., 2021;Torche, 2018;Zimmerman, 2019), questionamos: egressos cotistas das universidades federais brasileiras obtêm bons retornos ocupacionais e salariais no mercado de trabalho? Existe diferença nos ganhos no mercado de trabalho entre egressos cotistas e não cotistas? ...
... Antes de 2016, ano de consolidação da política de cotas com 50% das vagas de todos os cursos reservadas para estudantes de escolas públicas, evidências apontam que estudantes cotistas estavam se matriculando em cursos de menor prestígio social e isso poderia levá-los a ocupações de menor remuneração comparados aos cursos de maior prestígio, podendo dificultar o seu processo de mobilidade social (Lopes, 2016 2019). Esses resultados convergem com a literatura crítica mundial que contesta o poder meritocrático do diploma de ensino superior para igualdade de ganhos no mercado de trabalho e destaca como estudantes de baixa renda frequentemente ainda obtêm menores retornos ocupacionais e salariais quando comparados com os retornos de estudantes de famílias das elites, mesmo quando são igualmente qualificados em universidades de maior qualidade e/ou prestígio social (Blanden et al., 2007;Borgen, 2015;Espinoza et al., 2018;Friedman et al., 2015;Giani, 2016;Gregg et al., 2017;Guimarães et al., 2019;Jung & Lee, 2016;Karabel & McClelland, 1987;Kim et al., 2014;Lessard-Phillips et al., 2018;Niu et al., 2020;Oh & Kim, 2020;Ordine & Rose, 2015;Smart, 1986;Sullivan et al., 2018;Thompson, 2019;Tomaszewski et al., 2021;Torche, 2018;Useem & Karabel, 1986;Witteveen & Attewell, 2017;Zimmerman, 2019). Por outro lado, com algumas exceções, os demais resultados das pesquisas existentes sobre os efeitos da política de cotas para egressos cotistas no contexto brasileiro têm se mostrado promissores. ...
... Assim, embora os cotistas possam provavelmente melhorar substancialmente de vida após o ensino superior trabalhando em ocupações ditas mais qualificadas, que exigem alto nível de escolaridade, em grandes empresas/organizações e, provavelmente, ganhando mais do que seus pais, eles ainda assim ganham menos do que os egressos não cotistas em termos ocupacionais e salariais. Nossos resultados convergem com a literatura de estratificação social que contesta o poder meritocrático do diploma de ensino superior e que alerta que egressos de famílias de baixa renda ainda obtêm menores retornos no mercado de trabalho do que egressos de famílias de melhor condição socioeconômica, mesmo sendo os dois grupos de estudantes igualmente qualificados em universidades de prestígio em vários países ao redor do mundo (Blanden et al., 2007;Borgen, 2015;Espinoza et al., 2018;Friedman et al., 2015;Giani, 2016;Gregg et al., 2017;Guimarães et al., 2019;Jung & Lee, 2016;Karabel & McClelland, 1987;Kim et al., 2014;Lessard-Phillips et al., 2018;Niu et al., 2020;Oh & Kim, 2020;Ordine & Rose, 2015;Smart, 1986;Sullivan et al., 2018;Thompson, 2019;Tomaszewski et al., 2021;Torche, 2018;Useem & Karabel, 1986;Witteveen & Attewell, 2017;Zimmerman, 2019). ...
Após 10 anos da política de cotas das universidades federais, a literatura ainda carece de pesquisas sobre a inserção dos egressos cotistas e não cotistas no mercado de trabalho. Diante desse problema, o objetivo do artigo foi comparar os ganhos no mercado de trabalho entre egressos cotistas e não cotistas dos cursos de graduação das universidades federais brasileiras. Para tanto, aplicamos um questionário eletrônico, que foi respondido por uma expressiva amostra de 11.458 egressos, de 248 cursos de graduação, de todas as áreas do conhecimento, de 18 universidades federais e das cinco regiões do Brasil. Por meio do Teste de Qui-Quadrado, comparamos o status de ocupação, o motivo de não trabalhar, o setor de atuação, o tipo de cargo/emprego, a remuneração, o porte da empresa/organização e a ocupação de cargos de chefia ou de direção entre os egressos. Os resultados sugerem que egressos cotistas obtêm altas taxas de ocupação, com uma boa inserção no mercado de trabalho, trabalhando em cargos/empregos ditos mais qualificados, em empresas/organizações de grande porte e recebendo boas remunerações. Porém, os resultados sugerem que, em geral, os ganhos ocupacionais e salariais de egressos cotistas ainda são inferiores aos de egressos não cotistas. Logo, nossos resultados sugerem que a política de cotas das universidades federais é uma importante ferramenta de inclusão socioeconômica dos estudantes cotistas, justificando sua existência, mas que ela, por si só, ainda não completamente elimina a forte desigualdade social entre as famílias brasileiras, que parece afetar diferentemente os ganhos dos profissionais no mercado de trabalho.
... In comparison, young people who had a parent with a degree had over twice as better likelihoods of having higher NS-SEC (16.05) and median gross pay (9.68), when compared to those in their same social characteristic grouping. This possibly points to FiF being unable to access better employment opportunities (Tomaszewski, Perales, Xiang, & Kubler, 2021). ...
Life course theory posits that social, structural, and cultural contexts shape individuals’ life outcomes. Using this theory, we investigated whether inequalities in education and employment outcomes for young people with marginalised identities are shaped by the university environment they attended. Based on UK national statistics, universities with similar social, cultural, economic, and physical environments were clustered. These clusters were linked to the Longitudinal Study of Young People in England (LSYPE) cohort dataset to determine whether different university environments predicted differences in outcomes. We observed a mixed picture with no definitive pattern for any marginalised identity. Social and economic environments played a role in predicting education outcomes of young people. Social, cultural, and economic environments were important in predicting employment outcomes. The physical environment did not have any impact. This research emphasises a need for more creative policies within certain universities that address education and employment inequalities.
... While the current pandemic situation is one of these factors, other barriers include social unrest, violence, war, international disputes, political instability, economic crisis and natural disaster, etc. are counted [2]. New university graduates could experience precarious employment and financial insecurity for up to 5 years in their early career, graduating into an unfavorable socio-economic condition as a result of career shock [32]. ...
Hong Kong hospitality and tourism industry has been battered by the triple whammy of social unrest, Sino-US trade war and COVID-19 pandemic in recent years. To understand how vulnerable tourism students may be in terms of career shock when facing the three major challenges, 407 tourism students in Hong Kong were surveyed. Structural equation modelling found a positive correlation between affect (an intrinsic, motivating factor) and extraneous events (an extrinsic, demotivating factor), indicating that motivation and demotivating factors may co-exist. Affect was more positively correlated with three career choice outcomes (intent to join the industry, desire for a lifelong career, and resilience in face of unfavourable circumstances) than was Extraneous. In face of career shock arising from extraneous events, tourism students still tend to have a strong intent to join the workforce, take it as a lifelong career, and remain resilient despite the hardship. However, the career shock was a greater concern for those in hotel-related disciplines and for students aged over 20 than younger ones. The findings offer an empirical basis to guide policy makers, academia and the industry in strategy formulation to ensure sustainable quality and manpower supply in the post-crisis future.
... This study found that graduate employment outcomes including salary and security of tenure were generally positive for all graduates, although certain equity groups such as Indigenous graduates and graduates from regional areas were found to have the best outcomes. Another Australian study by Tomaszewski, Perales, Xiang, and Kubler (2021) used longitudinal data and found that graduates from low SES backgrounds experienced disadvantage in employment and occupational status after the completion of their university study, with the disadvantage in employment persisting up to five years after graduation. However, low SES graduates did not appear to experience wage penalties in comparison to their higher SES counterparts, with Tomaszewski et al. (2021) concluding that university education does improve the situation of low SES individuals, and in fact more so than higher SES individuals, relatively speaking. ...
... Another Australian study by Tomaszewski, Perales, Xiang, and Kubler (2021) used longitudinal data and found that graduates from low SES backgrounds experienced disadvantage in employment and occupational status after the completion of their university study, with the disadvantage in employment persisting up to five years after graduation. However, low SES graduates did not appear to experience wage penalties in comparison to their higher SES counterparts, with Tomaszewski et al. (2021) concluding that university education does improve the situation of low SES individuals, and in fact more so than higher SES individuals, relatively speaking. Taken as a whole, the findings from the literature suggest that engaging in higher education levels the playing field for individuals from equity backgrounds. ...
University degree completions by equity groups in Australia have grown. It is, however, unknown whether graduates from equity backgrounds have equitable work and study outcomes. This study uses national graduate survey data linked to student administrative records from 19 participating Australian universities to examine post-degree study and employment outcomes of domestic undergraduates around six months after graduation. The results indicate that graduates from low socioeconomic status background, with disability, or from a non-English speaking background were less likely to be employed after degree completion. However, graduates from nearly all equity groups were more likely to be in further study after undergraduate degree completion relative to graduates from non-equity backgrounds. Academic performance was found to be influential on the graduates’ propensity to be in further study or employment. Participation in further study appears accessible for graduates from equity backgrounds, however, action to address their poorer labour market outcomes is needed.
