August 7 2002 - The choice and variety of new graduates has extended considerably in the UK during recent years as the result of government initiatives to widen access ti higher education. A number of institutions have achieved university status, largely catering for students with a lower economic status, ethnic minorities and adult learners. But the people who were intended to gain the most benefit of this expansion in higher education actually 'gain somewhat less than their middle-class peers from achievement of a degree (Purcell et al, 2002). And they earn less, on average, than people with similar qualifications who enter the job market with a 'traditional' graduate background.

The UK has moved from an elite to a mass market system of university education but recruiters have not changed their practices in line with this development. On the contrary, a significant number have introduced or emphasized recruitment practices that act against graduates from non-traditional backgrounds. This is a matter of critical concern to people considering an investment in time and money in order to gain a degree.

Purcell et al (2002) point to a situation where:

Graduates with non-traditional backgrounds complain that they are finding it difficult to access jobs that offer them the fullest range of opportunities and make the most of their skills; while

Companies appear to find difficulty in understanding the diversity of higher education courses and say that they cannot fill jobs with the right calibre of graduates.

Purcell et al (2002) contend that many of these problems result from the conservative recruitment strategies adopted by many organizations. Additionally, there is evidence to show that such strategies impact more on some groups of 'non-traditional' graduates than others - specifically those in older age groups. They appear to show the highest degree of dissatisfaction with the quality of their subsequent jobs and the value of having a degree. Also, the social background of graduates, regardless of age has a correlation with their levels of pay and job satisfaction after graduation. The lower their economic status before they embarked on higher education, the lower the consequent pay and job satisfaction.

Purcell et al (2002) have identified a number of key characteristics of leading practice employers:

* In line with the concept of employer branding, they understand that recruitment is intimately connected with marketing. This means that they have to actively sell their organizations as equal opportunity employers.

* They are clear about the skills and competencies they need for specific jobs and do not confuse these with (irrelevant) attributes. They target sources of these skills and competencies and design their recruitment and selection processes to identify them.

* Where skills shortages exist they work with regional bodies and higher education institutes to draw attention to vacancies and opportunities, emphasizing so that under-represented groups are positively encouraged to apply.

* Expectations of recruits (internal and external) are managed to ensure that they understand the nature of the work, the culture of the organization and the career opportunities available.

* Work experience and placement opportunities are offered through higher education institutes, to encourage students to gain employment skills and experience and to allow them to make sensible career choices.

* They provide training and development programmes, and assessment of progress. they make internal progression possible wherever possible.

* They recognise the diversity and changing needs of their staff through work/life balance, flexibility and people-friendly working policies.

Reference:

Purcell, K., Morley, M. and Rowley, G. (2002) Employers in the New Graduate Labour Market: recruiting from a wider spectrum of graduates, Council for Industry and Higher Education/Employment Studies Research Unit (University of the West of England).

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