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Lookup NU author(s): Dr Katie MarkhamORCiD, Dr Emma CoffieldORCiD, Dr Jessica Crosby
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND).
That COVID-19 impacted the ability of Higher Education providers to furnish students with practical learning experiences is in no doubt. Between 2020 and 21, national and internationally imposed restrictions on in-person activities incurred a dramatic shift towards online learning systems across the globe and the de-prioritisation or adaptation of many employability-based offers for university students. Arguing that these changes disproportionately impacted employability provision for students registered on professionalisation-based Arts and Humanities courses we use the results of 27 semi-structured interviews, conducted with students registered on one of six UK-based museums, curatorial or heritage courses between 2020 and 2021, to explore how COVID-19 manifested as a crisis of employability for these students. Focusing particularly on Mark Fisher’s [2014. Ghosts of My Life: Writings on Depression, Hauntology & Lost Futures. Winchester: Zero Books] reflections on the psychological and affective impacts of previous international crises (e.g. the 2008 financial crash), we use our analysis to highlight the ways in which employability was felt by our participants during this period through the effects of stagnation, loss and a resistant hauntological presence. Such findings, we argue, are not specific to COVID-19 alone, but are conditional to a more general response to the employability crisis that we suggest has relevance to university educators beyond the UK. Indeed, it is our contention that understanding such global systemic shocks from a student perspective is essential if we are to improve our responses to such crises in the future, and we use this article to urge further reflections on the enmeshment between employability and crisis going forward.
Author(s): Markham K, Coffield E, Crosby J
Publication type: Article
Publication status: Published
Journal: Studies in Higher Education
Year: 2025
Volume: 50
Issue: 3
Pages: 558-570
Online publication date: 26/04/2024
Acceptance date: 16/04/2024
Date deposited: 26/04/2024
ISSN (print): 0307-5079
ISSN (electronic): 1470-174X
Publisher: Routledge
URL: https://doi.org/10.1080/03075079.2024.2345827
DOI: 10.1080/03075079.2024.2345827
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