1.
AGCAS: Employer Engagement. Phoenix: AGCAS journal.
2.
Binder, A.J., Davis, D.B., Bloom, N.: Career Funneling: How Elite Students Learn to Define and Desire ’ ’Prestigious Jobs. Sociology of Education. 89, 20–39 (2016). https://doi.org/10.1177/0038040715610883.
3.
Department of Business, Innovation and Skills: Understanding Employers’ Graduate Recruitment and Selection Practices: Main report, https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/474251/BIS-15-464-employer-graduate-recruitment.pdf, (2015).
4.
Department of Business, Innovation and Skills: Fulfilling Our Potential: Teaching Excellence, Social Mobility and Student Choice, https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/474227/BIS-15-623-fulfilling-our-potential-teaching-excellence-social-mobility-and-student-choice.pdf.
5.
Department of Business, Innovation and Skills: Graduate Labour Market Statistics: 2015, https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/518654/bis-16-232-graduate-labour-market-statistics-2015.pdf, (2015).
6.
Purcell, K., Elias, P.: Classifying graduate occupations for the knowledge society.
7.
HESCU Higher Education Careers Services Unit: Graduate Market Trends. The HECSU journal.
8.
High Fliers: The Graduate Market in 2016, http://www.highfliers.co.uk/download/2016/graduate_market/GMReport16.pdf, (2016).
9.
Gothard, W.P.: Careers guidance in context. SAGE, London (2001).
10.
Gothard, W.P.: Careers guidance in context. SAGE, London (2001).
11.
Gothard, W.P.: Careers guidance in context. SAGE, London (2001).
12.
Praslova, L.: Adaptation of Kirkpatrick’s four level model of training criteria to assessment of learning outcomes and program evaluation in Higher Education. Educational Assessment, Evaluation and Accountability. 22, 215–225 (2010).
13.
Employer Engagement: Emerging Practice from QAA Reviews (Report), http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2865#.WBxzjMkeEmp, (2014).
14.
Tomlinson, M.: Graduate Employability: A Review of Conceptual and Empirical Themes. Higher Education Policy. 25, 407–431 (2012).
15.
Britton, J., Dearden, L., Shephard, N., Vignoles, A.: How English domiciled graduate earnings vary with gender, institution attended, subject and socio-economic background. (13)AD.
16.
Barnes, S.-A., Bimrose, J.: Quality standards: Assessing labour market in formation for practice. (2008).
17.
Kitching, J.: Exploring the UK Freelance  Workforce in 2015: Executive Summary, http://www.crse.co.uk/sites/default/files/Executive%20Summary%20-%20Exploring%20the%20UK%20Freelance%20Workforce%202015.pdf.
18.
Leech-Wilkinson, L.: What do social science graduates do? – A report by the Campaign for Social Science, https://campaignforsocialscience.org.uk/graduates-main/.
19.
Morrison, A.R.: ‘You have to be well spoken’: students’ views on employability within the graduate labour market. Journal of Education and Work. 27, 179–198 (2014). https://doi.org/10.1080/13639080.2012.742178.
20.
Okay-Somerville, B., Scholarios, D.: Coping with career boundaries and boundary-crossing in the graduate labour market. Career Development International. 19, 668–682 (2014).
21.
Patton, W.: Changing the discourse of women’s work: Challenges for theory, research and practice: University of Warwick Presentation, http://www2.warwick.ac.uk/study/cll/courses/professionaldevelopment/careerstudies/events, (2015).
22.
Prospects, The Education Liaison Task Group (ELTG): What do graduates do?, http://www.hecsu.ac.uk/current_projects_what_do_graduates_do.htm.
23.
Sector Skills  Assessment  for the Creative  Industries of  the UK, https://creativeskillset.org/assets/0000/6023/Sector_Skills_Assessment_for_the_Creative_Industries_-_Skillset_and_CCSkills_2011.pdf.
24.
Roberts, N., Dallison, K., AGCAS Graduate Labour Market Task Group (GLAM): Collecting and using case studies within careers work. (2013).
25.
Waldock, J., Rowlett, P. eds: Employer Engagement in  Undergraduate Mathematics.