The negative consequences of school absence for employment destinations are well-known: Klein & Sosu (2024) found risk tier levels impacted attitudes to absence, with a more pronounced effect on pupils of lower socio-economic status, who are also disproportionately impacted by declines in parent-school engagement (Gibbons, McNally & Montebruno 2023). Further, although a growing number of young people are unable to have their needs met in traditional school settings (Lester & Michaelson 2024), evidence-informed approaches to careers provision in other forms of school-community partnership are lacking (Major 2024).
Alternative learning provisions, supporting interrupted learners in technology-enabled environments outside school, have expanded, and although there is evidence (i-Sgoil 2024) of successes, the extent this prepares young people for positive destinations remains unclear, in part due to evidence and regulatory gaps. This study addresses Major’s (2024) recommendation for more evidence-informed
approaches to school-community partnership, carrying out a detailed review of policies, datasets and inspection practices in Scotland and internationally to identify gaps in evidence to support the attainment and destinations of all young people. It will provide close-to-practice exploration of shifts in attitudes and outcomes around non-traditional attendance practices, to enable understanding of
how the social contract has shifted in relation to parent-school engagement (Lundie 2023). By engaging directly with children and families through partnership with a virtual provider, this studentship will explore the realities of technology-enabled environments for young people and make recommendations for how careers advice provision and evidence quality can be enhanced, and disadvantage reduced. This is an essential contribution to building an inclusive society, where people feel they belong and can live well, in the context of changing patterns of engagement with education and careers. The student will benefit from close partnership links with Skills Development Scotland, i-Sgoil, and the University of Glasgow.
Collaborative Partner: Skills Development Scotland
This studentship will be undertaken in collaboration with Skills Development Scotland (SDS), Scotland’s national skills agency. The successful candidate will be supported by an SDS sponsor with expertise in the PhD topic, who will facilitate access to relevant networks and resources.
The studentship offers extensive opportunities to engage with SDS policy, practitioner, and stakeholder communities through seminars, networking events, and other activities. For further information, please refer to the SDS PhD Brochure.
SDS is committed to equality, diversity and inclusion, and welcomes applications from individuals of all backgrounds.
Additional Collaborative Partner: iSgoil
Supervisory Team:
- First Supervisor: Professor David Lundie, david.lundie@glasgow.ac.uk
- Second Supervisor: Dr Emily Oxley, emily.oxley@glasgow.ac.uk
