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dc.contributor.authorPigden, Louise
dc.contributor.authorMoore, Garford
dc.date.accessioned2017-10-27T08:45:23Z
dc.date.available2017-10-27T08:45:23Z
dc.date.issued2017-09-04
dc.identifier.citationPigden, L. and Moore, G. (2017) 'Does subject choice in a joint jonours degree affect highly skilled graduate employment?', PUPIL: International Journal of Teaching, Education and Learning, 1 (1)en
dc.identifier.issn16942493
dc.identifier.urihttp://hdl.handle.net/10545/621916
dc.description.abstractJoint or combined honours degrees generally permit students to study two subjects to full honours degree depth, by studying half the curriculum content of the respective equivalent single honours degrees. This affords students the opportunity to study a more diverse curriculum that they feel passionate about. However this is at the expense of breadth of study in each particular subject, which is a strong defining feature of the majority of UK single honours degrees. Does the decision to study certain subjects in a joint or combined honours degree affect the graduate’s subsequent highly skilled graduate employment? The literature is weak in examining this, either for joint honours subjects generally or for specific combinations of subjects. This paper presents an analysis of the UK Destination of Leavers from Higher Education survey between 2011/12 and 2014/15 at the level of the individual combinations studied – a national dataset which has not previously been critiqued in this particular way in the public domain. This analysis will determine whether certain combinations lend themselves to higher rates of highly skilled graduate employment, irrespective of other factors affecting employment, for example the characteristics of different universities. We conclude with recommendations around the preparedness or otherwise of graduates for highly skilled graduate employment, as determined by their choice of subjects to study.
dc.description.sponsorshipN/Aen
dc.language.isoenen
dc.publisherGlobal Research and Development Servicesen
dc.relation.urlhttps://www.grdspublishing.org/index.php/PUPIL/article/view/961en
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectJoint honours degreeen
dc.subjectCombined honours Degreeen
dc.subjectCareer educationen
dc.subjectEmployabilityen
dc.subjectCareer guidanceen
dc.subjectCareer adviceen
dc.titleDoes subject choice in a joint jonours degree affect highly skilled graduate employment?en
dc.typeArticleen
dc.identifier.eissn16942116
dc.contributor.departmentUniversity of Derbyen
dc.identifier.journalPUPIL: International Journal of Teaching, Education and Learningen
refterms.dateFOA2019-02-28T16:13:56Z
html.description.abstractJoint or combined honours degrees generally permit students to study two subjects to full honours degree depth, by studying half the curriculum content of the respective equivalent single honours degrees. This affords students the opportunity to study a more diverse curriculum that they feel passionate about. However this is at the expense of breadth of study in each particular subject, which is a strong defining feature of the majority of UK single honours degrees. Does the decision to study certain subjects in a joint or combined honours degree affect the graduate’s subsequent highly skilled graduate employment? The literature is weak in examining this, either for joint honours subjects generally or for specific combinations of subjects. This paper presents an analysis of the UK Destination of Leavers from Higher Education survey between 2011/12 and 2014/15 at the level of the individual combinations studied – a national dataset which has not previously been critiqued in this particular way in the public domain. This analysis will determine whether certain combinations lend themselves to higher rates of highly skilled graduate employment, irrespective of other factors affecting employment, for example the characteristics of different universities. We conclude with recommendations around the preparedness or otherwise of graduates for highly skilled graduate employment, as determined by their choice of subjects to study.


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