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Higher education has traditionally been regarded as a path to stable employment (OECD, 2021). While this is still true for some countries, for others, economic changes and labour market saturation have made career outcomes far less predictable. These developments raise questions about whether universities prioritise students or their own institutional interests. This blog post investigates whether the emphasis on employability has overtaken higher education’s greater purpose. Drawing on academic data, policy debates and my own experience negotiating degrees in quest of steady employment, I contend that, while the impact differs by region, cultivating intelligence, adaptability and social participation is essential for long-term success.

Employability myth: higher education as a transaction

Over the past 20 years, particularly in the UK, university missions have changed significantly. Critical thinking and knowledge are no longer seen as public benefits, as students are treated as consumers buying degrees (Naidoo & Williams, 2015). The Teaching Excellence Framework (TEF) links university funding and rankings to , reinforcing the idea that financial outcomes outweigh intellectual and social contributions (Marginson, 2024).

Yet, does higher education truly guarantee employment? Evidence suggests otherwise. Brown et al. (2022) argue that degrees no longer offer a competitive edge in an oversaturated job market. The ‘graduate premium’ – or salary advantage for degree holders – has declined, particularly in non-STEM fields (Tomlinson, 2017), with many graduates underemployed in jobs unrelated to their studies.

‘The pressure to upskill has led to … an “education arms race”, where students pursue qualifications out of necessity rather than passion, in the hope of finding job security.’

The pressure to upskill has led to what Brown et al. (2022) describe as an ‘education arms race’, where students pursue qualifications out of necessity rather than passion, in the hope of finding job security. My own experience led instead to short-term contracts, unpaid work, and the upsetting understanding that long-term employment security is far from guaranteed.

Education or the credential factory? The effects of a market-driven strategy

The employability-focused agenda is not just a policy issue; it influences the student experience entirely. Many tensions such as those between child-centred education and inflexible institutional structures (Karimi, 2024a) are evident in higher education, where students are compelled to prioritise ‘marketable’ talents over intellectual curiosity. Disciplines such as the arts and social sciences, which encourage critical thinking, creativity and civic involvement, are frequently undervalued or even eliminated due to their perceived lack of direct economic utility (Holmwood, 2011). Meanwhile, universities increasingly favour vocational and STEM programmes, underscoring the notion that education is only worthwhile when it serves economic interests (Maringe & Foskett, 2010).

‘The drawback of higher education progressing via a utilitarian approach is that it may evolve into a credentialing factory, where degrees function as mere stepping stones instead of facilitating transformative learning experiences.’

Although the impact of AI on education (Karimi, 2024b) presents prospects for personalised learning, it also promotes a utilitarian approach that prioritises efficiency and employable skills above profound intellectual engagement. The drawback of higher education progressing in this manner is that it may evolve into a credentialing factory, where degrees function as mere stepping stones instead of facilitating transformative learning experiences.

Rethinking higher education: going beyond employability

But if employability is no longer a reliable measure of success, how should universities define their purpose? Rather than focusing solely on short-term job outcomes, higher education must:

• cultivate adaptability through transferable skills like critical thinking and resilience (Barnett, 1994)
• embrace diverse career paths, beyond traditional employment
• reaffirm education’s societal role in democracy, ethics and culture (Biesta, 2020).

For many graduates, including myself, stable employment remains elusive, highlighting a systemic issue rather than an individual failure. To stay relevant, universities must prioritise lifelong learning, adaptability and deeper societal engagement beyond economic returns.

What’s next?

Given that higher education no longer guarantees permanent employment, what research is needed to understand how universities can better prepare students for an uncertain future? Should studies look into how academic curriculum may develop critical thinking and adaptability beyond the demands of the workforce? More importantly, what data is needed to investigate the long-term effects of market-driven education on students, educators and society?

As such arguments grow, perhaps it is time for research to take the lead in changing the focus away from employability and towards a more in-depth, evidence-based understanding of education’s transformational power.

References

Barnett, R. (1994). The limits of competence: Knowledge, higher education and society. Open University Press.

Biesta, G. (2020). Educational research: An unorthodox introduction. Bloomsbury.

Brown, P., Lauder, H., & Cheung, S. Y. (2022). The death of human capital? Its failed promise and how to renew it in an age of disruption. Oxford University Press.

Holmwood, J. (2011). A manifesto for the public university. Bloomsbury.

Karimi, H. (2024a, October 4). AI in Education: Friend or foe? A researcher’s perspective. ��ɫ���� Blog. /blog/ai-in-education-friend-or-foe-a-researchers-perspective

Karimi, H. (2024b, June 10). Embracing child-centred education: A path to learning freedom. ��ɫ���� Blog. /blog/embracing-child-centred-education-a-path-to-learning-freedom

Marginson, S. (2024). Higher education and public and common good. Centre for Global Higher Education Working Paper No. 104.

Maringe, F., & Foskett, N. (Eds.). (2010). Globalisation and internationalisation in higher education: Theoretical, strategic and management perspectives. Continuum.

Naidoo, R., & Williams, J. (2015). The neoliberal regime in English higher education: Charters, consumers and the erosion of the public good. Critical Studies in Education, 56(2), 208–223.

Organisation for Economic Co-operation and Development [OECD]. (2021). Education at a Glance 2021: OECD indicators.

Tomlinson, M. (2017). Forms of graduate capital and their relationship to graduate employability. Education and Training, 59(4), 338–352.