Expe iencing Highe Educa ion, T ansi ions and
he G adua e Labou Ma ke : The Non-T adi ional
S uden Pe spec i e
BOOK OF ABSTRACTS
Facul ad de Ciencias de la Educación
Uni e si y o Se ille
C/ Pi o ecnia s/n
7 – 8 Sep embe 2017
1
Index o Pape s
No e: alphabe ical o de o las name.
➢ T aining o he labou inclusion o e ugees: a esponse om he uni e si y...p. 4
Celia Ál a ez-Mo aleda & Ra ael M. He nández-Ca e a.
➢ “I’m no a blond Swedish woman “– S uggles wi h e hnici y and employabili y on
he Swedish labou ma ke ....p. 5
Agnieszka B on & Camilla Thunbo g.
➢ Inmig an you hs be ween ea ly lea ing and con inue hei s udies....p. 6
Alessio Buonomo, Sal a o e S ozza & Giuseppe Gab ielli.
➢ Ini ia i es o imp o e employabili y and p omo e en ep eneu ship: wo axes o
consolida e labo ecosys ems and in eg a ed p o essional de elopmen spaces...p. 7
Mª Te esa Cas illa-Mesa.
➢ Employabili y and non adi ional s uden s: A me a-analysis....p. 8
Cesa ano Valen ina Paola.
➢ Employabili y o Non-T adi ional s uden s: An Explo a ion o Class and Race....p. 9
Masauso Chi wa.
➢ Non- adi ional s uden s' poin o iew abou in e nship in educa i e wo ks:
Compa ison wi h o he s uden s, key ac o s and d awbacks....p. 10
C is iano Co sini & Giuseppe Pille a.
➢ ‘When i comes o wha employe s a e looking o , I don’ hink I’m i o a lo o
hem’: Expe iencing class inequali ies in highe educa ion and beyond in o he
labou ma ke ....p. 11
Fe gal Finnegan, Je y O’Neill, Ba ba a Me ill, Sco Re e s & Masauso Chi wa.
➢ Na a i es o insecu i y in he labou ma ke : p eca i y and p eca iousness among
non- adi ional s uden s and g adua es in I eland and Po ugal....p. 13
An ónio F agoso Almeida, Sand a Valadas, Liliana Paulos, Fe gal Finnegan & Je y
O’Neill.
2
➢ P o essional ansi ions o PhDs ou side he academia. A esea ch on he meaning
o ans e able skill....p. 14
And ea Galimbe i.
➢ Analysis o me apho s on he o ma i e expe ience o men o s om he Dominican
Republic....p. 15
Sand a González-Miguel & C is ina Mayo Ruíz.
➢ S uden s’ pe spec i es on aining o enhance employabili y in Spain....p. 16
José González-Mon eagudo, Ángel Alonso-Rod íguez, Robe o Espejo-Leupin & Na i idad
Gu ié ez-Quijada.
➢ Ladde o ba ie ? The implica ions o g adua e in e nships o non- adi ional
g adua es....p. 18
William Hun .
➢ Uni e si ies & Employe s: expec a ions – expe iences – e lec ions…. p. 19
Ewa Ku an owicz & Ad ianna Nizińska.
➢ Highe s udies in social sciences educa ion using clil and sha ing didac ic s a egies
o ien a ed o in e na ionalize employabili y and en ep eneu ship....p. 19
Clo ilde Lechuga-Jiménez
➢ P oposals o imp o ing educa ion and employmen policies. A e iew o eu opa
2020 s a egy.....p. 21
Dolo es Limón-Domínguez, Manuela Pabón-Figue as & Miguel Ángel Pino-Mejías.
➢ In eg a ion o highly educa ed women in he labou ma ke . An eu opean s udy
abou he ela ion be ween an aspec o he lexibili y and employmen a es...p. 22
Dolo es Limón-Domínguez, Manuela Pabón-Figue as & Miguel Ángel Pino-Mejías.
➢ Does uni e si y epu a ion a ec wo king-class g adua es’ access o p o essional
occupa ions?... p. 23
Da ia Luchinskaya & Ch is Wa hu s .
➢ Women and wo k. A gende o ien a ion o gene a e gene a i e ac ion....p. 24
F ancesca Ma one, Ma ia Papa hanasiou-Sala a & Anna Cucca.
3
➢ Pe spec i es o non- adi ional g adua es abou he economic c isis and skills o
employabili y....p. 25
Isabel Ma ía Muñoz-Ga cía.
➢ Pe cep ions and expe iences o a sample o non adi ional s uden s in ansi ion
om Highe Educa ion o he Labou Ma ke in Wes e n Sicily....p. 27
Sil ia Palma and Enza Sido i.
➢ S a egies o Enhancing he Employabili y o Non-T adi ional S uden s in HE....p. 28
And ew Ro hwell & Ian He be .
➢ Employabili y and Non-T adi ional S uden s: A Psychological Con ac
App oach....p. 29
And ew Ro hwell.
➢ Moni o ing o he inse ion plans o non- adi ional s uden s o Uni e si y o
Se ille du ing hei i s yea o access o he labou ma ke …. p. 31
Ma ía Vázquez-G anade o, Te esa Padilla-Ca mona y José González-Mon eagudo.
4
T aining o he labou inclusion o e ugees: a esponse om
he uni e si y.
Celia Ál a ez-Mo aleda – Uni e si y o Pablo de Ola ide, Se ille, Spain
Ra ael M. He nández-Ca e a – In e na ional Uni e si y o La Rioja, Spain
Du ing he las yea s he mig a o y mo emen s ha e been inc eased d ama ically in an
exponen ial g ow h. In addi ion o his housands o people ha e been o ced o c oss he
bo de s o escape he wa o di e en kind o a med con lic s. Due o his si ua ion new
social needs ha e appea ed in he des ina ion coun ies linked o his people: nu i ion, a
place o s ay and o cou se a way o make a lea ing o begin again. In o he wo ds, an
employ ha pe mi hose people o en a house, o eed hei amilies and o build a new
p ojec o li e.
Th ough his aining p ojec we y o esponse o his need o employ om a p oposal
o pa ne ship be ween he uni e si y and di e en in e na ional o ganism o accep ance
o e ugees as he P og amme o Tempo a y Accep ance o In e na ional Red C oss. In
o de o ge his goal a so skills aining p ojec has been designed. I is ocused on
labou inclusion add essed o e ugees p o iding hem wi h ools o ge an employ. In his
amewo k he uni e si y and he social ac o s ha e he oppo uni y o acili a ing he
ansi o hese people o a no maliza ion o hei li es h ough he wo k.
Du ing he diagnosis phase se e al needs ha e been de ec ed as how o communica e wi h
o he people, how o ac in di e en si ua ions, sel con idence, how o know he o he s
and hemsel es, and how o be p epa ed o ind a job. In o de o ace hese needs he
p ojec is ocused on wo king he social skills because hey a e able o boos he
possibili ies o building sa is ac o y ela ionships, eeling good wi h o he s and lea n o
communica e. All his skills a e necessa y o each he goal o inding a job.

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“I’m no a blond Swedish woman “– S uggles wi h e hnici y
and employabili y on he Swedish labou ma ke .
Agnieszka B on - S ockholm Uni e si y, Sweden
Camilla Thunbo g - S ockholm Uni e si y, Sweden
This pape deals wi h issues o employabili y and he s uggles s uden s wi h ano he
e hnical backg ound han Swedish expe ience in becoming employable on he Swedish
labou ma ke .
The pape akes i s poin o depa u e in he discou se o employabili y. The concep o
employabili y means ha he indi idual is esponsible o gaining he igh compe encies
needed on he labou ma ke . This means ha hey also ha e o ma ke hemsel es and
hei social, pe sonal and cul u al capi al. Compe encies like lexibili y, adap abili y,
communica i e skills e c. seems o be seen as gene al compe encies o becoming
employable. Howe e , he e seems o be a lack o s udies discussing being he igh
pe son in ela ion o demog aphic a iables such as age, gende , e hnici y and physical
cha ac e is ics.
In his pape we especially ocus on he oices om s uden s wi h ano he e hnical
backg ound han Swedish and hei s uggles in no being he igh pe son o becoming
employable.
The aim o his pape is he eby o unde s and he discou se o employabili y h ough he
biog aphical expe iences om s uden s wi h ano he e hnical backg ound han Swedish.
The pape deals wi h he ollowing ques ions:
- Wha s e eo ypes do s uden s wi h ano he e hnical backg ound han Swedish
ha e abou employabili y and abou being he igh employee on he Swedish
labou ma ke ?
- Wha s uggles do hey exp ess in becoming employable?
- Wha iden i ies a e o med in ela ion o hese s uggles?
The pape is based on biog aphical in e iews wi h ou s uden s, ha ing ano he e hnical
backg ound han Swedish, s udying wi hin he PAO-p og amme (A bachelo p og amme
in Psychology, Sociology o Educa ion wi hin he a ea o Pe sonnel, wo k and
o ganiza ion) a S ockholm Uni e si y. The PAO p og amme is expec ed o lead o
posi ions in HR on he labou ma ke , which makes i especially in e es ing as he
g adua es bo h a e expec ed o ha e a good knowledge abou he labou ma ke in gene al
bu also a e expec ed o wo k in posi ions ha a e esponsible o ec ui men .
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Inmig an you hs be ween ea ly lea ing and con inue
hei s udies.
Alessio Buonomo - Uni e si y o Rome La Sapienza, I aly
Sal a o e S ozza - Uni e si y o Napoli Fede ico 2, I aly
Giuseppe Gab ielli - Uni e si y o Napoli Fede ico 2, I aly
School en ollmen and ea ly school lea ing a e c ucial issues in many EU coun ies,
pa icula ly I aly. Acco ding o Eu os a da a (Eu opean Labou Fo ce Su ey - EULFS),
in 2011 I aly was anked 28 h ou o 33 coun ies o ea ly lea ing om educa ion and
aining (ELET). High school d opou a es, low academic achie emen , and loss o
school yea s (which a e all di ec ly e lec ed in he labou ma ke ) a e he main issues ha
he child en o immig an s ace in I alian schools. This pape con ibu es o he g owing
li e a u e on hese issues and highligh s hei main cha ac e is ics and de e minan s.
The main sou ce o his wo k is he i s (and only) su ey on he Condi ion and Social
In eg a ion o Fo eign Ci izens in 2011-2012 o ISTAT (Na ional Ins i u e o S a is ics in
I aly), which was eleased in 2017. The su ey collec s da a on amilies wi h a leas one
o eign ci izen and p o ides unp eceden ed in o ma ion on o eigne s li ing in I aly. We
analyzed ELET and he in en ion o en oll in uni e si y o young people o o eign
ci izenship. This pape e alua es he impo ance o some indi idual demog aphic
cha ac e is ics, he amily socio-economic con ex , school inclusion, and (o ) he a e age
le el o amily in eg a ion.
The esul s showed ha he isk o ELET was signi ican ly lowe o gi ls; inc eased wi h
age and on a i al in I aly; was highe in Sou he n I aly; and was highe o hose
encoun e ing p oblems wi h he language. Family cha ac e is ics played a decisi e ole:
young o eigne s li ing ei he wi hou pa en s o wi h poo ly-educa ed pa en s exhibi ed
a g ea e isk o ea ly lea ing om s udies. The analysis also showed ha he isk o ea ly
lea ing om s udies a ec ed young people who a i ed in I aly be ween he ages o 13
and 17, especially Albanian o Chinese ci izens. When analyzing he in en ion o en oll
in uni e si y, i was also possible o use a iables ela ed o he s udy pa h o young
o eigne s. The in en ion o no going o uni e si y is clea ly associa ed wi h school
ailu e and wi h low le els o pa en al in e es in ollowing hei child en’s school ca ee .
Al hough he I alian Go e nmen and o he ins i u ions ha e shown high le els o in e es
in he challenges o eigne s ace in educa ion, he indica o s s udied in his pape show
he pe sis ence o high a es o school d opou and low educa ion le els o young people
o o eign ci izenship. As in e na ional li e a u e also s a es, he school ep esen s an
ex ao dina y con ex o achie ing social inclusion and p o essional success o he
young people o o eign ci izenship. In oducing school policies o o e come hese
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obs acles is s a egic o achie ing a mul ie hnic and inclusi e socie y. This pape
iden i ies he indi idual and amily cha ac e is ics associa ed wi h he di icul ies a ound
he inclusion o immig an child en in school and allows he knowledge o measu es o
add ess he p oblem.
Ini ia i es o imp o e employabili y and p omo e
en ep eneu ship: wo axes o consolida e labo ecosys ems
and in eg a ed p o essional de elopmen spaces.
Mª Te esa Cas illa-Mesa - Uni e si y o Malaga, Spain
The con en o his con ibu ion aims o p esen some o he ini ia i es ela ed o aining
and p o essional o ien a ion ocused on imp o ing he employabili y o popula ion g oups
o uni e si y s uden s, g adua es and unemployed, demanding s a egies, ools and
esou ces ha a o he inco po a ion o labo and Enable hem o de elop no el
en ep eneu ial p oposals. In o de o do so, i is necessa y o imp o e syne gies be ween
he maximum numbe o agen s in ol ed in he a ious aining and ec ui men con ex s
in o de o make iable he exchange o esou ces, me hods and knowledge be ween he
di e en municipal and p o incial ini ia i es ha exis in Labo inse ion and p omo ion
o employmen o all g oups, uni e si y s uden s among hem, and paying special
a en ion o he mos ulne able.
The ocus is on he wide and di e se popula ion o young people condi ioned by mul iple
ci cums ances and ac o s ha makes i especially ulne able o access o employmen
and o de elop p o essionally. I equi es a quali ied aining o employmen , o he
iden i ica ion o p o essional p o iles, o he knowledge and acquisi ion o p o essional
skills and o gene a ing aining and managemen spaces o ini ia i es ha sensi ize and
os e he en ep eneu ial cul u e. Job inclusion is ex emely complex a he momen , and
he iden i ica ion o spaces o p o essionaliza ion and o eme ging en i onmen s as new
sou ces o employmen is key o hose who ind i mo e di icul o inco po a e
hemsel es p o essionally.
I is necessa y o make hese lea nings known o he communi y, s eng hening and
coo dina ing associa ions, wo kshops and in e es ed companies and p omo ing he
de elopmen o p ojec s o social, educa ional and p oduc i e en ep eneu ship. These
p oposals and u u e ini ia i es p omo e he consolida ion o ela ions wi h en i ies,
8
companies and ins i u ions in o de o achie e coo dina ed en ep eneu ial and labo
ecosys ems in which he aining ac i i y is complemen ed by p o essional ac i i y and
o ms o lea ning and in eg a ed p o essional de elopmen .
Employabili y and non adi ional s uden s: A me a-analysis
Cesa ano Valen ina Paola - Uni e si y o Naples, Fede ico 11, I aly
In oduc ion
Today's imes a e cha ac e ized by ecu si e, discon inuous and agmen ed wo king
socializa ion p ocesses (Lodigiani, 2010). Faced wi h his complexi y, a leading ole can
be played by guidance se ices in he uni e si y con ex , in esponse o he demands o
so many young people who a e disillusioned and discou aged o he poin o no being
able o imagine a job al eady du ing he uni e si y cou se (G imaldi, Po celli, Rossi,
2014). E en mo e complex is he encoun e be ween he wo ld o wo k and uni e si y
s uden s and non - adi ional g adua es. I is he e o e necessa y o ca y ou o ien a ion
pa hways in he uni e si y con ex aimed a p omo ing he employabili y o non-
adi ional uni e si y s uden s.
Pu pose
In he ligh o his scena io, we chose o make a i s me a-analysis o he scien i ic
li e a u e o e he las en yea s conce ning he declina ion o he employabili y cons uc
wi hin Highe Educa ion and i s ope a ionaliza ion in he oca ional guidance cou ses o
Non- adi ional Uni e si y s uden s.
Me hodology
I was chosen o ca y ou a quali a i e analysis o he scien i ic li e a u e on he opic,
using he N i o so wa e (Richa ds, 1999) wi h he aim o explo ing he co pus o
selec ed scien i ic ma e ials sys ema ically. This quali a i e analysis ca ied ou in he
pe spec i e o G ounded Theo y (Glase , S auss, 1967) allowed o o mula e ca ego ies
o analysis o each a hea ca ego y.
15
s ess. The compe ence assessmen p ocess could be no help ul as he concep o
compe ence by i sel is no su icien o o ien and clea he dialogue. The p oblem wo sen
when he assessmen p ocess s a conside ing no only he "ha d skills" bu also he so-
called "so ", " ans e sal", "c oss sec o " o " ans e able" skills ha a e conside ed as
he bes way o suppo p o essional ansi ions in an inc easingly compe i i e economy
based on "g ey capi al”. These kind o skills en ails a mo e complex dimension di ec ly
ela ed o he con ex ha enables a ce ain kind o pe o ma i i y. Thus he di icul ies
o highligh hose dimensions a e s onge as hey in ol e iden i ying and desc ibing
hose aci and con ex ual aspec s ha o en lies on he backg ound o he lea ning
expe ience.
I used his conside a ions as a s a ing poin o a pos doc o al esea ch aimed a
in e oga ing expe iences and expec a ions o young esea che s, academic s a and
p i a e companies, in ela ion o he p ocesses o de eloping, iden i ying and aluing
ans e able compe ences.
The esea ch is a i s ini ial s age. The i s aim is o collec expe iences, s o ies, images,
and con e sa ions sui able o o m a s ong co pus o quali a i e da a, ha could be
eliable, aluable, and meaning ul o he pa icipan s and hei communi ies.
The expec ed ou comes a e ela ed o iden i y he mos common assump ions unde lying
he ans e able compe ence discou se and hei e ec s on he dialogue be ween young
esea che s and ac o s o p o essional sec o s ou side he academia.
Analysis o me apho s on he o ma i e expe ience o men o s
om he Dominican Republic.
Sand a González-Miguel - Uni e si y o Se ille, Spain
C is ina Mayo Ruíz - Uni e si y o Se ille, Spain
Beginning eache s s a wi h in ense cu iosi ies and insecu i ies, so in he specialized
li e a u e, he e a e aining p og ams wi h he accompanimen o mo e expe ienced
eache s (men o s) who can help in he ansi ion p ocess. The men o eache is
concei ed as a eache wi h mo e han i een yea s o expe ience, wi h ecognized
p es ige o his eaching excellence and pa icipa ion in p ojec s o educa ional
inno a ion. In his pape we p esen a s udy based on he analysis o me apho s in eg ally

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linked o he p o essional and pe sonal de elopmen o he men o in his own o ma i e
p ac ice. The gene al objec i e is o iden i y and desc ibe in he con ex o a eache
aining p og am hose subjec s in ol ed in he counseling o beginning eache s and, as
speci ic, o desc ibe he igu e o he men o : unc ions and modali ies. The me hodology
is quali a i e, gi ing meaning h ough me apho s o he counseling p ocess and o he ole
o he men o . We ha e wo ked wi h en pa icipan s and i s elabo a ion has been wi h he
expe ience o one yea playing his igu e. As esul s o his s udy we can poin ou ha
he animal ca ego y is he mos used o inalize he beginning o he ph ase "as a men o
I see mysel as ..." ollowed by ha o objec and na u e. The animal ca ego y is gene ally
linked o he ligh o he bi ds o be able o obse e om abo e he educa ional p ocesses
gi en and hus be able o ad ance in imp o ing he educa ional quali y o hei coun y,
The Dominican Republic. We usually poin ou ha mos o hem a gue ha e e y day in
hei wo k hey a e willing o each he ma ked goal. As conclusions, we sugges ha hey
equi e speci ic aining in counseling and pedagogical con en in o de o be able o
de elop and ad ance in he aining p ocess o eache s who a e ini ia ed in he eaching
p o ession and con ibu e o he imp o emen o he quali y o eaching.
S uden s’ pe spec i es on aining o enhance employabili y
in Spain.
José González-Mon eagudo - Uni e si y o Se ille, Spain
Ángel Alonso-Rod íguez - Uni e si y o Se ille, Spain
Robe o Espejo-Leupin - Cen al Uni e si y o Chile, San iago de Chile
Na i idad Gu ié ez-Quijada - Uni e si y o Se ille, Spain
This pape is pa o he E asmus+ EMPLOY p ojec which in ends o enhance
employabili y o non- adi ional s uden s and g adua es. In his con ex , we ha e
unde aken di e en esea ch and in e en ion ac i i ies. One o hem has been he
implemen a ion a he Uni e si y o Se ille (Spain) o aining aimed a acili a ing
ansi ion om HE o he g adua e labou ma ke . This aining consis ed o 10 hou s
dis ibu ed in 3 sessions ha ook place du ing 3 weeks. As ega ds pa icipan s, 12 non-
adi ional s uden s (9 unde g adua es and 3 g adua es) wi h di e en p o iles ook pa
in hem: ma u e s uden s (7), i s gene a ion o low economic capi al s uden s (5) and
disable s uden s (2). Such aining was based on a handbook which has been designed
speci ically o his pu pose h ough collabo a i e wo k among he six Eu opean pa ne s
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in ol ed in he EMPLOY p ojec . The handbook includes di e en sec ions ha enable
e lec ion on one’s own employabili y aking o he s uden s’ expe iences as s a ing poin .
Thus, a e an in oduc ion o he p ojec EMPLOY and he con en s ha can be ound
inside, he handbook encou ages s uden s o e lec on hei own educa ional and
p o essional expe iences in he i s place. A e wa ds, employe s and non- adi ional
s uden s’ pe spec i es on employmen and employabili y a e o e ed o he use s o he
handbook. In addi ion o his, eal es imonies o non- adi ional s uden s a e included as
well as s a egies and suppo se ices ha s uden s who a e mean o join he labou
ma ke can bene i om.
Following he a o emen ioned wo king sessions wi h non- adi ional s uden s, 12
pa icipan s ha e been asked o e alua e he handbook used du ing such sessions by
means o an open ques ionnai e. The aim being o know hei o e all imp essions
including he aspec s ha hey liked mos and leas as well as sugges ions o
imp o emen .
Resul s show a good le el o accep ance o he handbook by he pa icipan s. Two main
con ibu ions can be no iced: he de elopmen o a posi i e and en ep eneu ial a i ude
owa ds he p o essional wo ld and he p ocess o pe sonal e lec ion a ising om he
analysis o o he expe iences wi h which pa icipan s eel iden i ied. Fu he mo e, he
wo k on he handbook p o ides he pa icipan s wi h a g oup ision and aises awa eness
abou bo h challenges ega ding employabili y o non- adi ional s uden s and s a egies
o o e come hem. In his ega d, he necessa y adap a ion o he labou ma ke pe cei ed
by he pa icipan s has aken some o hem o an inne con lic . Hence, he app oach
ollowed goes beyond he supe icial ea men o con en s.
In pa icipan s’ wo ds, he wo king sessions ha e been c ucial in his p ocess -e en mo e
ele an han he handbook i sel - as hey ha e enable o analyse and e lec on eal and
di e se expe iences in a unc ional, pa icipa i e and collabo a i e manne . Thus, he
me hodology implemen ed highly in luence esul s.
Addi ionally, he design is desc ibed as o iginal due o he o ganisa ion o con en based
on case-s udies and he s uc u e o ac i i ies. Ne e heless, some sugges ions o
imp o emen ha e also been made by he pa icipan s, mainly a mo e wo k-o ien ed
handbook (e.g. ools o echniques o ind a job), pa icipa ion o employe s in he sessions
and inclusion o he handbook in mains eam classes.
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Ladde o ba ie ? The implica ions o g adua e in e nships o
non- adi ional g adua es.
William Hun – Uni e si y o Wa wick, UK
In a conges ed and posi ional labou ma ke g adua es a e inc easingly called upon o
display ma ke s o employabili y o e and abo e adi ional educa ional c eden ials in
o de o compe e in he sc amble jobs. C eden ial in la ion linked o labou ma ke change
and he expansion o highe educa ion mean ha he me e possession o a deg ee is no
longe enough o secu e a g adua e job. In a me i oc a ic iew o he labou ma ke i is
inequali y in access o he means o acqui ing educa ional and o he c eden ials ha
inhibi s social mobili y. In his iew, i is he emo al o ba ie s in access o he means
o acqui ing hese c eden ials ha is key o imp o ing oppo uni ies o social mobili y.
Howe e , a mo e c i ical iew a gues ha pa e ns o (dis)ad an age go deepe han jus
ques ions o access o oppo uni ies o de elop c eden ials wi h social class playing a
much mo e pe asi e ole.
G adua e in e nships ha e eme ged as one s a egy by which labou ma ke en an s
a emp o imp o e hei chances in he g adua e labou ma ke . In e nships a e seen as a
way o indi iduals o gain expe ience, de elop indus y speci ic skills and knowledge,
and o employe s o es po en ial ec ui s. Howe e , a he same ime he e a e conce ns
ha hose lacking he equisi e social ne wo ks and inancial esou ces o o go wages o
any signi ican du a ion a e excluded om accessing in e nships and hus key p o essions
and indus ies. While a numbe o quali a i e s udies in he UK appea o p o ide suppo
o bo h sides o his ‘dual iew’, he e has been a dea h o quan i a i e e idence on he
opic.
The cu en pape aims o add ess his gap by d awing on quan i a i e da a om PhD
esea ch examining he ole in e nships play in he UK g adua e labou ma ke .
Employing seconda y analysis o da a om a s a u o y su ey o ecen g adua es om
UK highe educa ion ins i u ions as well as indings om a bespoke su ey o c ea i e
and communica ions g adua es wo o six yea s a e g adua ion, he indings challenge
p e ailing concep ions o in e nships and he ope a ion o he g adua e labou ma ke .
Fi s ly, he indings show ha no all in e nships a e equal. While paid in e nships do help
in he g adua e labou ma ke unpaid in e nships do no con ey he same employabili y
bene i s. Secondly, while hose om less p i ileged backg ounds a e less likely o engage
in in e nships (paid o unpaid) i is he mo e bene icial, paid in e nships in pa icula ha
hey s uggle o secu e. This is conce ning as i is hese be e , paid oppo uni ies ha help
g adua es access he bes jobs. These indings challenge he ‘con en ional’ iew o he
g adua e labou ma ke because hey show ha e en a e emo ing inancial ba ie s and
con olling o ac o s such as ins i u ion p es ige and g ades social class s ill plays a
19
signi ican ole in de e mining who has access o he bes oppo uni ies, hus p o iding
suppo o mo e c i ical accoun s o he labou ma ke .
Uni e si ies & Employe s: expec a ions – expe iences –
e lec ions.
Ewa Ku an owicz - Uni e si y o Lowe Silesia, Poland
Ad ianna Nizińska - Uni e si y o Go henbu g, Sweden
Highe educa ion ins i u ion and employe s keep sea ching o new ways o coexis ence
and coope a ion. The impo an ask o inding he amewo k and solu ions o his
coope a ion became a p io i y ask in he Polish HE policy. The e a e a lo o
o ganiza ional and legal changes which include employe s o he educa ional p ocess.
Wha expe iences ha e employe s go om uni e si ies? Why do hey in ol e o his
coope a ion? Do (non adi ional) s uden s ge any bene i s om his coope a ion? Wha
a e he main obs acles be ween he academic and wo k wo lds in he pe spec i e o
employe s and s uden s? We y o answe hese ques ions based on he esul s o E asmus
+ p ojec EMPLOY.
Highe s udies in social sciences educa ion using CLIL and
sha ing didac ic s a egies o ien a ed o in e na ionalize
employabili y and en ep eneu ship.
Clo ilde Lechuga-Jiménez - Uni e si y o Malaga, Spain
In he las h ee cou ses 2014-15, 2015-15 and 2016-17, In eg a ion o Con en s and
English has been implemen ed a he Facul y o Sciences o Educa ion in Uni e si y o
Malaga (Spain), speci ically in P ima y Educa ion S udies. The ini ia i e co esponds o
20
he con inui y o bilingualism ha in he Spanish Educa ion No ma i e and Cu iculum
begins wi h Child schools, con inuing in Seconda y and High Schools. Consequen ly,
Educa ion Facul y is in ol ed in he p epa a ion o u u e p o essional eache s, who no
only will be an in e p e e eache wi h a deg ee in languages, bu wi h knowledge and
con en ela ed o he di e en a eas o lea ning and eaching. Tha is he eason why
Social Sciences Educa ion a ea is esea ching in using CLIL and sha ing didac ic
s a egies like pos e seasons among class oom g oups o Visual Thinking S a egies
(VTS) wi hin di e en ci y Ins i u ions as Malaga Museum Picasso, de eloping he need
o being s uden s and ci izens pa o he sca olding lea ning in Highe S udies.
The e o e, in e na ionalizing e i o ies in he Uni e si y, ci y/ own and i s Museums will
be a goal when alking abou inno a ion o in e na ionalizing employabili y and
en ep eneu ship.
Objec i es o he esea ch
Due o s uden ’s pa icipa ion which was e y ac i e du ing he cou se 2016-17 a 3 d
G ade in P ima y S udies, we p o ide se e al s a egies and expe iences ca ied ou by
he membe s o he g oup, adding e e ences aken om o he uni e si ies and
pedagogical a eas. The p ima y objec i e o he ac leads us o sha e selec ion c i e ia in
he me hodology applied known as CLIL eaching and lea ning me hodology p oposed in
P ima y S udies a Malaga Uni e si y. In o de o achie e he objec i e o handling
Highe Educa ion in Fu he Educa ion and P omo ing Re lec i e Independen Lea ning
in Highe Educa ion (PRILHE) he p oposi ion combines hem wi h o he p ocedu es
such as pa icipa ion in ci y- own Ins i u ions like A Museums o Science ones as well
as in cul u al and na u al he i age si es. Those expe iences could open didac ic needs in
Spanish owns and ci ies o ab oad whe e he use o English could be jus i ied. P o iding
new objec i es and possibili ies conce ning in e na ionalizing employabili y and
en ep eneu ship ei he ci izens o eache s/s uden s will app oach o ci izenship common
knowledge and o uni e si y in o he e ms like non- adi ional s uden s o expe ience
inequali ies.

21
P oposals o imp o ing educa ion and employmen policies.
A e iew o Eu opa 2020 s a egy.
Dolo es Limón-Domínguez - Uni e si y o Se ille, Spain
Manuela Pabón-Figue as - Uni e si y o Se ille, Spain
Miguel Ángel Pino-Mejías - Uni e si y o Se ille, Spain
Eu opa 2020 s a egy was launched in 2010 wi h he p incipal aim o d i e join ly g ow h
and employmen : “ he esponse o he c isis showed ha i we ac oge he , we a e
signi ican ly mo e e ec i e. (…) In a global wo ld, no single coun y can e ec i ely
add ess he challenges by ac ing alone”. The e ha e been ag eed i e headline a ge s
ha he na ions in UE-28 mus achie e by he end o his second decade. We emphasize
he ones ela ed o he a ge o inc easing: (i) he employmen a e o he popula ion and
(ii) he sha ing o he popula ion ha ing comple ed e ia y o equi alen educa ion. In
ac , he e a e many empi ic p oo s and bibliog aphic e e ences abou he nexus be ween
he capi al human and he occupa ional a iables.
Ou s udy p esen s a e iew o he goals o he new in eg a ed guidelines p oposed in
Eu opa 2020 s a egy, ela ed o he educa ion and employmen ields. We y o
de e mine he implici linkages ha you can in e om hese a ge s; he analysis ocus
on di e en coun ies ha a e ep esen a i e o a ious condi ions. In he second pa we
s udy he pa ial achie emen o he goals. We conclude wi h a p ojec ion exe cise based
on pas pe o mances. Thus we can iden i y and cha ac e ize se e al upg ade policies.
22
In eg a ion o highly educa ed women in he labou ma ke .
An Eu opean s udy abou he ela ion be ween an aspec o
he lexibili y and employmen a es.
Dolo es Limón-Domínguez - Uni e si y o Se ille, Spain
Manuela Pabón-Figue as - Uni e si y o Se ille, Spain
Miguel Ángel Pino-Mejías - Uni e si y o Se ille, Spain
The Eu opean coun ies show signi ican di e ences in employmen a es by sex, age
g oups and educa ional a ainmen le el. The “labou ma ke lexibili y hypo hesis”
(LMF) migh explain hese di e ences h ough ins i u ional na ional ac o s: ade union
o ce, p o ec ion laws, ax incidence, unemploymen bene i s, e c. This hypo hesis
implies ha ull employmen will be achie ed i hese comp ehensi e p o ec ion
measu es a e weakned. Fo ins ance, OCDE (1994) se s ou some policy
ecommenda ions as “Reduce o emo e non-neu al inancial incen i es o ea ly
e i emen ” o “Inc ease wage and labou cos lexibili y”. Subsequen ly nume ous
esea ches ha e p oposed simila solu ions.
On he o he hand, he “mac oeconomic policies hypo hesis” c i icises ex emely aus e e
app oaches ha lays down, o ins ance, in he Maas ich T ea y. These wo heo ies
in e p e di e en ly he causes o unemploymen and, so, hey o e opposed solu ions.
Galb ai h (2006) iden i ies weaknesses in bo h a gumen s and pu s s ess on he
impo ance o e i y he alidi y o he ma ke lexibili y. This au ho has analysed he
beha iou o Eu opean wages (17 coun ies) o e 25 yea s h ough clus e ing algo i hms
and disc iminan analysis; “ he esul s o ce o ques ion he idea ha Eu opean wages a e
in lexible”. This conclusion in ol es a e iew o di e en p oposals: he e seems o be a
di ec ela ion be ween wages and labou o ce occupa ion, so hese wo a iables would
be coo dina ed.
In he p esen pape we ha e ocused on a pa ial analysis o he ques ion: we y o
iden i y clus e s o homogenous se s o Eu opean egions (NUTS 2 le el) acco ding o
he empo al e olu ion o he in eg a ion o highly educa ion women in he labou ma ke .
Fi s o all we jus i y he choice o he a iables used in he s udy: a ia ions o he
a e age sala ies and employmen a es o he emale popula ion; he conside a ion o
highly educa ion women is an inno a i e ea u e o ou esea ch. We apply Wa d´s
me hod o ge a da a educ ion.
The second pa o he pape ocuses on he de ec ing o egional and na ional policies
ha can ha e con ibu ed o hese di e en pa e ns o e olu ion. We seek common
aspec s o illus a e he ue ex en o hese policies.
23
Does uni e si y epu a ion a ec wo king-class g adua es’
access o p o essional occupa ions?
Da ia Luchinskaya - Uni e si y o Wa wick, UK.
Ch is Wa hu s - Uni e si y o Wa wick, UK.
Uni e si y g adua es’ access o he p o essions is unde close sc u iny ac oss coun ies
wi h mass highe educa ion (HE) sys ems. In he UK, e idence shows ha many
p o essions emain domina ed by a small eli e sec ion o socie y, and ha e become less
ep esen a i e in ecen decades, and ha wo king-class s uden s all behind hei middle-
class pee s h oughou school and uni e si y educa ion. While policymake s a e
conce ned wi h access o p es igious uni e si ies, esea ch looking a he e ec s o
uni e si y ype on g adua e ou comes sugges s he subjec s udied and deg ee esul s ha e
a la ge in luence on labou ma ke ou comes han does uni e si y epu a ion
(McGuinness, 2003). Howe e , ecen wo k on UK g adua e employmen ou comes
(Pu cell e al., 2013) sugges s ha uni e si y epu a ion may s ill ha e a ole o play.
This pape explo es whe he a ending a uni e si y pe cei ed as ha ing an ‘eli e’
epu a ion e ens ou he chances o en e ing a p o essional occupa ion (e.g. doc o ,
scien is , eache , e c.) o wo king-class g adua es, using de ailed in o ma ion abou HE
expe ience and ansi ions in o employmen om he Fu u e ack da ase . Fu u e ack is
a longi udinal su ey o people who applied o ull- ime HE in he UK in 2005/06, and
he la es a ailable su ey wa e was conduc ed in 2011/12, when mos g adua es would
ha e been in he labou ma ke o up o wo yea s. Using mul inomial logis ic
eg essions, his pape es ima es he e ec s o pe cei ed uni e si y epu a ion on g adua e
employmen ou comes. The ou come o in e es is accessing a ‘p o essional’ occupa ion,
which has adi ionally been seen as a ‘g adua e job’. The main a iables o in e es a e
uni e si y epu a ion and social class. O he con ol a iables include p io a ainmen a
school and uni e si y, engagemen in ex a-cu icula clubs and ac i i ies while a
uni e si y, subjec s udied, and o he pe sonal cha ac e is ics.
Ini ial indings sugges ha wo king-class g adua es a e unde ep esen ed in p o essional-
le el occupa ions. Howe e , when uni e si y epu a ion and g adua es’ p io a ainmen
a e aken in o accoun , he social class e ec is diminished. This esea ch will imp o e
unde s anding o he complex ac o s ha a ec access o g adua e-le el employmen o
s uden s om wo king-class backg ounds, in a changing and inc easingly agmen ed
labou ma ke and HE con ex . Such unde s anding is imely as s uden s a e inc easingly
bea ing a highe bu den o he cos s o HE and ake mo e esponsibili y in shaping hei
own pa hs in o employmen .
24
Bibliog aphy
McGuinness, S. (2003). Uni e si y quali y and labou ma ke ou comes. Applied
Economics, 35(18), pp. 1943-1955.
Pu cell, K., Elias, P., A ield, G., Behle, H., Ellison, R., and Luchinskaya, D. (2013).
Fu u e ack S age 4: ansi ions in o employmen , u he s udy and o he ou comes.
Ins i u e o Employmen Resea ch. Uni e si y o Wa wick.
Women and wo k. A gende o ien a ion o gene a e
gene a i e ac ion.
F ancesca Ma one - Uni e si y o Naples “Fede ico II”, I aly
Ma ia Papa hanasiou-Sala a - Uni e si y o Naples “Fede ico II”, I aly
Anna Cucca - Uni e si y o Naples “Fede ico II”, I aly
The equal oppo uni y be ween women and men is he main p inciple o Eu opean law,
which in ol es all ields o social li e, including he wo king ield.
In I aly, he gende issue s ill akes he o m o ac ions aiming o he ecogni ion o
ci izenship’s igh s in hei p ac ice. The concep o ci izenship seeks o combine mul iple
le els, om S a e o o ganiza ions, om an abs ac and conc e e pe spec i e, uni e sal
and a he same ime speci ic, indi idual ins ances (Ghe a di, 1998). Thus, when i comes
o gende equali y, i s ands o he women's igh o "be equal and di e en " and he
e e yone's igh o wake up om he " ap o he gende " such as s e eo ypes’ oles
acco ding o gende and he de ini ion o gende iden i y.
The e o e, a e a ca e ul conside a ion o he I alian si ua ion, he con ibu ion aims o
illus a e a gende -o ien ed model h ough a pedagogic and eminis poin o iew (Luke
1992, 2005) in he college wi hin a counseling se ice add essed o he emale s uden s
and adminis a i e s a o he Uni e si y o Naples Fede ico II. I in ol es he
p esen a ion o a na a i e explo a o y s udy (Alehi , 1995, Deme io, 1997, 2008;
Me ill, Wes , 2009) h ough he lens o a "gene a i e" wo k pedagogy (o new
knowledge, o alue, o an ac ion o ien a ion) h ough which i is possible o unde s and
he connec ions ha come om he in e ac ions, gi ing hem sense and human planning.
We s a om he assump ion ha he e is a need o ell, o unde s and, o comp ehend
31
Moni o ing o he inse ion plans o non- adi ional s uden s
o Uni e si y o Se ille du ing hei i s yea o access o
he labou ma ke .
Ma ía Vázquez-G anade o - Uni e si y o Se ille, Spain
Te esa Padilla-Ca mona - Uni e si y o Se ille, Spain
José González-Mon eagudo - Uni e si y o Se ille, Spain
The economic c isis has con ibu ed o inc ease he access and e u n o he s uden s o
he Uni e si y in he o de o imp o e hei employabili y. Ne e heless, he unemployed
igu es o he g adua es go on being high, and o his eason, ou s udy aims o analyze
he con en s and modes o he ansi ions o non- adi ional s uden s om uni e si y o
he labou ma ke , ocusing on he ollowing wo dimensions: a) s a egies and esou ces
o inclusion in he labou ma ke ; b) obs acles s uden s pe cei e o en e de labou ma ke .
Howe e , wo k expe ience, nomina ion o candida es and wo king p ocesses, se ices o
employmen guidance and u u e p ospec s.
To do his, has made 8 indi idual biog aphical in e iews (3 men and 1 woman; ou o
hem a e he i s gene a ion and h ee o hem ha e low incomes) o non- adi ional
s uden s who belong o di e en knowledge a eas o he Uni e si y o Se ille: Heal h
Science (Pha macy), A s and Humani ies (His o y) and Social and legal Sciences
(Finance and accoun ing and Jou nalism). The in e iews ha e a longi udinal app oach
and ha e been ca ied ou in wo s ages. The i s in e iew has been done he las yea o
he deg ee. La second in e iew ook place a yea la e .
Acco ding o he second in e iew, he esul s show ha only one s uden ha ou
in e iewees had comple ed he uni e si y deg ee and was inishing a mas e ´s deg ee.
The s a egies and ac ions o p omo e hei inclusion in he labou ma ke go on being,
amazingly, inconclusi e and di use. The s uden s ha e no de eloped s a egies and
esou ces o encou age hei access o he labou ma ke . On he o he hand, hey conside
i impo an o acqui e complemen a y aining, mainly in idioms and new echnologies.
Rega ding he obs acles hey pe cei e, all o hem indica e he lack o wo k as a esul o
he economic c isis; o his mus be added he limi a ions de i ed o pe sonal
cha ac e is ics mo e signi ican in he s uden s wi h disabili y.