ABSTRACT
Recent changes in the labour markets have attracted much attention of various stakeholders about what contributes to successes or failures of students in their transitions from education to work. An increasing number of scholars has argued that these transitions have been influenced by a wide range of factors at various levels. Besides, transition successes should not be seen and measured by one-off employment outcomes but results from the negotiation process between how graduates utilise resources obtained during and after graduation to respond to contextual factors surrounding. This chapter discusses conceptual frameworks that capture main determinants of graduates’ education to work transitions. The first framework is adapted from the framework developed by Pham and Jackson (2020) that discusses key determinants at macro, meso and micro levels. The second framework is Tomlinson’s capital model (2017) that captures the forms of capital that students need to develop to succeed in and sustain their education to work transitions. These frameworks function as a guidance for other chapters of this book to examine graduates’ education-to-work transitions.
