Abstract
With graduate employability existing at the heart of the Higher Education (HE) agenda, we review student motivators, and the aspirations of life science, pharmacy and chemistry students for entering into HE. We evaluate this particularly in reference to Black and Minority Ethnic (BME) students, as their career aspirations and motivators for studying may play an important role in determining degree attainment and consequent graduate opportunities.Keywords: Employability; Black and Minority Ethnic; attainment
Highlights
Graduate employability exists at the heart of the Higher Education (HE) agenda (Pegg et al 2012) with student motivators for entering HE and career aspirations playing an important role in determining degree attainment and the graduate opportunities available to them (Atkins & Ebdon, 2014).There is a general lack of knowledge concerning student motivators, aspirations and engagement in extracurricular activities and their subsequent effect on final employment destinations.Compounding this is a persistent national disparity in UK domiciled Black and Minority Ethnic (BME) student attainment (Stevenson, 2012), whereby the proportion of White students graduating with first or2.1 class degrees is significantly higher than those from BME groups
Graduate employability exists at the heart of the HE agenda (Pegg et al 2012) with student motivators for entering HE and career aspirations playing an important role in determining degree attainment and the graduate opportunities available to them (Atkins & Ebdon, 2014)
The data revealed a high number of BME students within the School, 77.8%, 83.7% and 65.7%, the remaining percentage being made up of students classified as White
Summary
Graduate employability exists at the heart of the HE agenda (Pegg et al 2012) with student motivators for entering HE and career aspirations playing an important role in determining degree attainment and the graduate opportunities available to them (Atkins & Ebdon, 2014).There is a general lack of knowledge concerning student motivators, aspirations and engagement in extracurricular activities and their subsequent effect on final employment destinations.Compounding this is a persistent national disparity in UK domiciled Black and Minority Ethnic (BME) student attainment (Stevenson, 2012), whereby the proportion of White students graduating with first or2.1 class degrees is significantly higher than those from BME groups. There is a general lack of knowledge concerning student motivators, aspirations and engagement in extracurricular activities and their subsequent effect on final employment destinations. Compounding this is a persistent national disparity in UK domiciled Black and Minority Ethnic (BME) student attainment (Stevenson, 2012), whereby the proportion of White students graduating with first or. 2.1 class degrees is significantly higher than those from BME groups. Reasons for this have remained elusive even after controlling for a wider range of factors; and ethnicity remains the most significant factor in degree attainment (Broecke & Nicholls, 2007). New Directions in the Teaching of Physical Sciences, Volume 11, Issue 1 (2016) doi: XXXXXXX
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