D'Silva, SM and Pugh, SL orcid.org/0000-0002-4880-4919 (Cover date: June 2023) The role of emotional geography in graduate transitions from Higher Education in England. Social and Cultural Geography, 24 (5). pp. 814-830. ISSN 1464-9365
Abstract
This paper presents the ways in which students from a Science, Technology Engineering and Mathematics (STEM) discipline at a Northern Urban English university narrate their decisions as they navigate their transition from degrees to their career futures. Contrary to the managerial expectations of universities and policy that students ‘fill the STEM skills gap’, the process through which students and graduates make decisions about their future trajectories includes responding to concerns brought about by personal and social factors of influence, one of which is place relating to their emotional relationship with past, present and future geographical location. This paper aims to make two inter-related arguments: Firstly, that geography can act as a determining, emotional factor of influence in the decision-making process of young people during the process of transitioning from their degrees. Secondly, the subsequent movement in spatial terms is an attempt to influence as well as construct their own futures, whether or not this is the ‘right’ decision. Employment futures of young people must take into account the ways in which this manifests to better understand the decision-making process.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2021 Informa UK Limited, trading as Taylor & Francis Group. This is an author produced version of an article published in Social & Cultural Geography. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | Graduate employability; stem skills gap; geographies of work; geographies of higher education; youth and employment in society; youth futures |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Engineering & Physical Sciences (Leeds) > School of Physics and Astronomy (Leeds) > Physics Teaching (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 05 Jul 2021 13:16 |
Last Modified: | 31 Jan 2024 14:49 |
Status: | Published |
Publisher: | Taylor & Francis |
Identification Number: | 10.1080/14649365.2021.1975163 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:175811 |