To explore the outcomes of 2012 to 2015 Graduate Employability Project, within a theoretical framework focused on identity theory.
GEP Identity is a Other Non Commercial Projects project funded by .
Carried out in collaboration with and others.
For further information please refer to .
The project aims to create 1500 paid placement opportunities for computing students studying in any Scottish university or college over the 5 year project. We are also researching student, graduate and employer perspectives on work placements.
This study investigates the impacts of student placements from the perspectives of computing graduates, in Scotland. The aim is to gather graduate perspectives on: the impact of work experience on people’s work and working life since graduation;the placement process, with hindsight;the...
The Work Experience Joint Study investigates computing students’ experiences of getting and completing placements, internships, and other work experience. The aim of the research is to explore student self-identity and identity adaptation among diverse students in two UK universities, with a view...
Evaluate the impacts and processes of the new Graduate Level Apprenticeship programmes in the School of Computing Measure the extent to which the intervention has met its various aims;Identify impacts on student participants;Identify outcomes for other stakeholders (e.g.
Associate Students study at college (e.g. for an HND), then enter university directly into 3rd year. They are given access to university resources and academic support during their college years. The ASP team are working with partner colleges to improve students' transition from college to...
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Dean of School
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Fotheringham, J. (2017). In search of graduate employability: An exploration of student identity. Asia-Pacific Journal of Cooperative Education, 18, (1), 15–24.
Fotheringham, J. (2017). Towards graduate employment: exploring student identity through a university-wide employability project. Journal of Further and Higher Education, (forthcoming), (), .
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