Tag: postgraduation

  • College Students Stress About Cost of Living Postgraduation

    College Students Stress About Cost of Living Postgraduation

    Graduation typically brings feelings of jubilation, but with the high cost of living and a competitive job market facing college graduates, students report feeling more anxious about their future prospects.

    A recent Student Voice survey by Inside Higher Ed and Generation Lab found that nearly one in five college students say their top stressor is affording life after graduation. A similar share worry that they don’t have enough internship or work experience to be successful. 

    The survey, fielded in August, includes responses from over 5,000 college students, including 1,000 two-year and nearly 2,000 first-generation college students. 

    “Stability is really important to this generation of job-seekers,” said Shawn VanDerziel, chief executive officer at the National Association of Colleges and Employers, citing the organization’s own student surveys. “For the last several years, students regularly report to us that, in their first job, the most important thing is stability.”

    That means having a reasonable living standard as well as an employer who provides sufficient benefits, work-life balance and assurances against layoffs, VanDerziel said.

    Christine Cruzvergara, chief education officer of the job board Handshake, said the trend doesn’t surprise her because it mirrors similar data her organization collected earlier this year, which found that AI, changes to federal policy and a competitive job market are among the factors impeding students’ confidence after graduation.

    “The cost-of-living piece is very real,” Cruzvergara said. “That is, anecdotally, something that we do hear from students, even in the four-year space: ‘Everything is so expensive; I don’t know how I’m going to be able to live.’”

    Nationally, the American public is feeling strained financially. A recent McKinsey survey found that 45 percent of consumers said “rising prices or inflation” is their top concern; an additional 24 percent pointed to their “ability to make ends meet,” and 19 percent cited job security and unemployment.

    “I know no one is going to hire me in an economy like this,” one student at New Mexico State University–Dona Ana wrote in the “other” response option on the Student Voice survey.

    The cost-of-living squeeze has pushed more graduates to consider housing and grocery prices when selecting a city to live in.

    “In the past, you may have found other things that have risen to the top, like vibrant nightlife, environmental issues, recreation. All those things are still on the list, but cost of living is No. 1 in the minds of graduates today,” VanDerziel said.

    Handshake has seen more applicants looking toward smaller markets, or “B-list cities,” for their first destination after college, “because you might be able to get a good enough job that you can actually have the quality of life that you’re looking for at the same time,” Cruzvergara said.

    Internships needed: Students’ perception that they lack skills and experience points to a growing need for higher education leaders to provide work-based learning to prepare students for the workforce. Some institutions now guarantee experiential learning or internships as part of their strategic plans, Cruzvergara said.

    “I’m pleased to hear that students are concerned about internship opportunities, because that tells me that they are in tune with what’s happening in the world and the fact that employers see internship experience as being the best of everything,” VanDerziel said.

    Four-year students are more likely to have enrolled in college directly after graduating from high school, which could explain why this group of students is more likely to fret about their lack of work experience, Cruzvergara said.

    “If they didn’t do an internship, or they only did a part-time job in the summer, they might feel as if they’re at a disadvantage because they haven’t been in a more traditional white-collar work environment,” Cruzvergara said. 

    Older students (25 and up) or those who have worked full-time were less likely to cite anxieties over a lack of work or internship experience, despite being statistically less likely to complete an internship while in college. Handshake data from earlier this year found that about one in eight students have not participated in an internship and do not expect to before finishing their degree, in large part due to time constraints caused by other work or homework, or because they weren’t selected for an internship role.

    While some employers value all work equally, others believe it’s important for students to have work experiences specific to their intended professions, VanDerziel said.

    A soft landing: College and university career centers can help address some of students’ anxieties about graduation by connecting them to employers the traditional way at career fairs, Cruzvergara said.

    “In the face of emerging AI in more industries, roles and sectors, I actually find that what’s become really quite popular again for students in order to get a job or an internship is good old-fashioned networking,” Cruzvergara said.

    Attendance at networking and employer-led events hosted on Handshake (either virtual or for registration purposes) has tripled this year, according to the job board’s data.

    “I know it’s not new; career centers have been doing this for a long time, but do we need to do it more? Do we need to do it in a different way?” Cruzvergara said.

    Colleges should also consider their own departments as employers to host interns.

    “The school is a business in and of itself that has all these different functions,” Cruzvergara pointed out. “So how are you creating an internship within your own finance department? How are you creating an internship within your own legal department?”

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  • The rise of the post-graduation careers service

    The rise of the post-graduation careers service

    Recent debates about how parents are supporting graduates in finding work have missed some of the point.

    Not because parents don’t matter – they do. In fact, my wife, a primary school teacher, often talks about how parental engagement is one of the strongest predictors of a child’s development. So, when I hear that parents are stepping up to help their children navigate the world of work, that’s no bad thing.

    But with more graduates returning to the parental home after university, we need fresh policy approaches to support their early careers and ensure talent isn’t lost from regional economies.

    Place-based

    Regional graduate schemes offer a promising solution. Initiatives like those in West Yorkshire and Sheffield connect skilled graduates with local SMEs, which often struggle to compete with larger employers for talent. These schemes create new pathways for graduates to stay and thrive in the regions where they studied or grew up, while helping employers fill critical skills gaps. Crucially, they also act as a focal point for collaboration between local authorities, businesses, and training providers (including universities) to drive inclusive regional growth.

    Expanding these kinds of initiatives also helps signal to policy makers that higher education has a key role to play in the skills discussion, which too often gets overlooked, leading to fragmented policy making. The formation of Skills England has the potential to address this, provided they properly recognise the contribution of higher education.

    University careers services hold a huge reservoir of expertise in supporting graduate transitions. With the right backing, they could play a much greater role in driving regional employability initiatives. The potential is there; it just needs the support and opportunity to be fully unlocked.

    Worth it

    Part of the solution is for the sector to get better at articulating impact, so we can challenge the lazy characterisations you sometimes see in the media about degrees not being worth it, despite much evidence to the contrary.

    What’s perhaps less widely understood is just how far university careers services have come in recent years. They’ve shifted from being a niche student support team at the edge of campus life to playing a central role in institutional strategy. In an era where graduate outcomes are a key metric for regulators, rankings, and reputation, careers services have massively upped their game.

    Most universities now offer at least two years of careers support after graduation, and lifetime access is rapidly becoming the norm (our latest sector benchmarking report based on responses from 112 Heads of Careers found 41 per cen of careers services now offer lifetime support to alumni). But how many graduates know this? And more importantly, how many are using it? The support is there – from trained, experienced professionals – but we need to do a better job of shouting about it.

    Practicality

    And careers services today are doing far more than CV checks and advice appointments. They’re innovating to meet students’ real-world needs. Nottingham Trent University, for example, have set up a Professional Student Wardrobe, helping level the playing field by providing smart clothes for interviews and professional workplaces. And most institutions are also experimenting with AI-powered tools to increase efficiency and scale up support.

    Innovative practices are also coming out of Kingston University, which runs simulated assessment centres for all second years to help them understand their skills and get the chance to experience graduate recruitment processes before hitting the real thing after graduation. This initiative has been welcomed by employers and Kingston University recently picked up two accolades at the Institute of Student Employers Awards as a result.

    Careers services do a fantastic job of providing tailored support for individual students, but scaling impact is no small feat when the average staff-to-student ratio in careers services is around 1:1,080. However, careers services have found one of the best ways of scaling impact across the institution is to proactively work with academics to embed employability in the curriculum. I like to think of it as yeast in a loaf of bread – invisible, but transformative.

    Cause for celebration

    We need to get better at celebrating the work of careers services because they’re not just a nice extra; they’re fundamental to helping students succeed and universities thrive. Working at AGCAS, we benefit from seeing the global picture, and it’s clear that institutions in the UK and Ireland really are world leading when it comes to employability. It’s time to recognise that, champion it, and make sure careers teams get the visibility and support they need to keep making such a difference. As a first step, we should all work to increase visibility of careers services to parents, so they can better signpost the support that is available.

    The inaugural Academic Employability Awards are a sign that the tide is turning. We’re seeing deeper collaboration between careers teams and academic departments, embedding employability into course design, assessment, and pedagogy.

    So, is it parents or careers services that help graduates find jobs? Well, it’s both.

    Parents know their child better than anyone and may be able to offer networks, but there’s also a huge amount that careers and employability teams do that really moves the dial for students and graduates.

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