This one-year study explored how learners intersected by a range of equity categories entered the employment market and how individuals experienced this entry qualitatively. Adopting a mixed methods approach, the study analysed statistics related to post-graduation outcomes for the general student population, comparing them to those of cohorts from key equity groups, including students from low socioeconomic status (SES) backgrounds, students from rural and remote areas and Aboriginal and Torres Strait Islander students. This data was complemented by qualitative interviews and survey responses provided by recent graduates and alumni, all of whom were first in their family to come to university. Stakeholders from Australia and the UK also provided input into this research via both surveys and interviews.
The 12 key recommendations derived from this study are outlined below according to the targeted audience:
Key stakeholder recommendations:
1. University staff across careers/support services in conjunction with academic/teaching staff need to explicitly and repeatedly evidence the importance of participation in extracurricular opportunities (i.e. volunteer experiences; work-related or internship opportunities) whilst students are undertaking degrees. These opportunities should also be financially subsidised to enable everyone to participate.
2. University marketing and institutional administrators need to be upfront and clear about the length of time it takes to become established in a degree-related field of work. This clear messaging has to be complemented by the provision of timely support (both practical advice and financial resourcing) as students transition into the workforce.
3. Careers services in partnership with academic and technology developers (both in university and industry) should develop ways to move beyond traditional models of internships or “work experience” as being place-based, block, and daytime models. Seeking partnership funding or institutional grants to explore how virtual reality can be utilised to create workplace settings or scenarios will be key for future employability.
4. University equity and outreach providers should ensure that the “transition out” phase of the student life cycle is as supported and scaffolded as the “transition in”. Support should be offered by a diversity of mediums, in various modalities and timed to critical stages in the post-graduation journey. Support should not only be individuated but also focus on the groups most at risk of un/underemployment.
5. Independent university peak bodies should provide a realistic cost-benefit analysis for different fields of study so that students can make informed choices about the qualifications they pursue. Ongoing interrogation of the longitudinal “opportunity costs” of gaining a degree need to be prioritised to ensure that learners are clearly informed about the cost benefits of different qualifications.
6. University administration areas or policymakers need to ensure that student enrolment data on parent/guardian’s highest qualification level is accurately collected. This should include “unpacking” terms such as “first-in-family (FiF)” or “first generation” to ensure that all data is clarified consistently.
7. Government Departments (Australian Government Department of Education/Department of Industry, Innovation and Science) should work collaboratively to link statistics on employer demand, work patterns and degree-work transitions.
8. Government survey administrators need to consider the timing of the Australian Graduate Outcomes Survey (GOS) and include opportunity for longitudinal measurement of university outcomes. Maintaining connection with graduates through critical life stages is now quite feasible given the availability of social media and also mobile applications: for example, via an app that would send graduates a short quiz to check in on their “job health” status.