Journal of Education and Work最新文献_第10页

The effectiveness of a second-chance education scheme as an unemployment activation measure: evidence from Ireland 第二次机会教育计划作为失业激活措施的有效性:来自爱尔兰的证据

IF 1.4

Journal of Education and Work Pub Date : 2022-03-30 DOI: 10.1080/13639080.2022.2059453

E. Kelly, S. McGuinness, A. Bergin, Adele Whelan

引用次数: 1

‘I don’t understand it’: first in family graduates recognising and mobilising capitals for employment “我不明白”:首先是家庭毕业生认识到并调动就业资本

IF 1.4

Journal of Education and Work Pub Date : 2022-03-30 DOI: 10.1080/13639080.2022.2059454

Olivia Groves, S. O’Shea, Janine Delahunty

{"title":"‘I don’t understand it’: first in family graduates recognising and mobilising capitals for employment","authors":"Olivia Groves, S. O’Shea, Janine Delahunty","doi":"10.1080/13639080.2022.2059454","DOIUrl":"https://doi.org/10.1080/13639080.2022.2059454","url":null,"abstract":"ABSTRACT Success in a complex labour market requires astute planning, preparation and foresight, particularly within the context of the massification of higher education, increasing graduate competitiveness, and a discourse of employability which places the onus of employment on the individual. A cohort experiencing noticeably weaker graduate employment outcomes are students who are the first in their family to attend university, a group often representing a diversity of backgrounds and intersecting equity categories. Drawing on interviews and surveys of near completing Australian first in family (FiF) students, recent graduates and alumni, this article explores how employability was experienced and enacted by participants. Through the application of Pierre Bourdieu’s work on capital theory, the article contributes valuable insights into the experience of FiF students’ graduate employment seeking, specifically how their existing capitals, including those that are social, cultural and symbolic in nature, interacted with the job market to achieve (or otherwise) desirable graduate employment. Findings from this study point to a number of urgently needed strategies for the FiF cohort to achieve professional goals.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46743870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Transition to adulthood in individuals with ASD: What does the employment look like? 自闭症谱系障碍患者向成年期的过渡：就业情况如何？

IF 1.4

Journal of Education and Work Pub Date : 2022-03-12 DOI: 10.1080/13639080.2022.2048253

Parisa Ghanouni, Rebecca Raphael

{"title":"Transition to adulthood in individuals with ASD: What does the employment look like?","authors":"Parisa Ghanouni, Rebecca Raphael","doi":"10.1080/13639080.2022.2048253","DOIUrl":"https://doi.org/10.1080/13639080.2022.2048253","url":null,"abstract":"ABSTRACT Employment is a crucial step in achieving independence and independent living for youth with Autism Spectrum Disorder (ASD) during the transition to adulthood. However, there is limited information about perspective of stakeholders including youth on the spectrum with respect to employment. Thus, we aimed to explore stakeholders’ experiences about employment of youth with ASD. We interviewed 23 stakeholders, including 4 youths with ASD, 16 parents of individuals with ASD, and 3 service providers who worked with individuals with ASD. Using thematic analysis, three themes emerged including: (a) functional skills and apprenticeships, (b) accommodations to maintain the job, and (c) advocating for opportunities and taking initiatives. Our findings suggest that in addition to functional challenges that youth with ASD may face within the workplace, a lack of community understanding towards their needs resulted in an exacerbation of the challenges. However, advocating for opportunities and taking initiatives have been considered to help obtain employment. This study consolidates employment experiences among youth with ASD and suggests that the difficulty achieving positive employment outcomes is multi-dimensional due to the effects of disability, workplace, and institutional regulations. This study can inform the development of programs to support employment of individuals with ASD.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47937368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Student work-study boundary flexibility and relationships with burnout and study engagement 学生勤工俭学边界灵活性与职业倦怠和学习投入的关系

IF 1.4

Journal of Education and Work Pub Date : 2022-03-12 DOI: 10.1080/13639080.2022.2048250

P. Creed, Michelle Hood, P. Brough, A. Bialocerkowski, M. Machin, Sonya Winterbotham, Lindsay Eastgate

{"title":"Student work-study boundary flexibility and relationships with burnout and study engagement","authors":"P. Creed, Michelle Hood, P. Brough, A. Bialocerkowski, M. Machin, Sonya Winterbotham, Lindsay Eastgate","doi":"10.1080/13639080.2022.2048250","DOIUrl":"https://doi.org/10.1080/13639080.2022.2048250","url":null,"abstract":"ABSTRACT Relatively little is known about how working students manage their dual roles of work and study. To extend this research, we examined the direct and indirect relationships between boundary flexibility-ability (the appraised capacity to modify a boundary of one role to accommodate better the demands of another role) and boundary flexibility-willingness (the preparedness to do so) in both the work and study domains and outcomes of student burnout and study engagement in a sample of 851 working students (76% female; mean age 20.69 years). We tested the indirect paths via work-study conflict and facilitation. Both work and study flexibility-ability and flexibility-willingness, independently and in concert, were related to student burnout (46% variance explained) and study engagement (28% variance explained) as expected, and results supported work-study conflict and facilitation as underlying mechanisms in these relationships, with the indirect path via work-study conflict being more important than that via work-study facilitation. Thus, there are benefits for students when work and study boundaries are flexible and when students are willing to make use of this flexibility.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46271756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Exploring the drivers and barriers to lifelong learning in Singapore’s construction industry 探索新加坡建筑业终身学习的驱动因素和障碍

IF 1.4

Journal of Education and Work Pub Date : 2022-03-03 DOI: 10.1080/13639080.2022.2048252

S. Gao, S. Low, Qin Zi Yesmeen Yeo

{"title":"Exploring the drivers and barriers to lifelong learning in Singapore’s construction industry","authors":"S. Gao, S. Low, Qin Zi Yesmeen Yeo","doi":"10.1080/13639080.2022.2048252","DOIUrl":"https://doi.org/10.1080/13639080.2022.2048252","url":null,"abstract":"ABSTRACT With the ongoing evolution in technology, there is an increasing need to address participation in lifelong learning in Singapore’s construction industry. It is necessary for employees and workers in the construction sector to acquire skillsets and knowledge to adapt to the ever-changing world. This study attempts to identify ways to increase participation in lifelong learning in the construction industry in Singapore by examining motivational theories for drivers and barriers. With the establishment of the conceptual framework, this study adopts a quantitative approach, using a questionnaire survey, the results of which are analysed using the SPSS and SmartPLS 3.0 software. The result of the analysis strongly supports the use of self-determination theory (SDT) and the fulfilment of three basic psychological needs – competence, autonomy, and relatedness of individuals – will produce a significant effect on the participation of lifelong learning within the construction industry. This means that the practical use of this theory in the construction industry will gradually increase individuals’ participation in lifelong learning. This study examined theories of amotivation and barriers, and both were demonstrated to be insignificant affecting participation rates. This study also identified institutional barriers as a key factor within the barrier domain, suggesting that changes in the institutional situation may help individuals to fulfil their lifelong learning dream.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46132931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Reconceptualising the transition from post-secondary education to work 重新认识从中学后教育到工作的转变

IF 1.4

Journal of Education and Work Pub Date : 2022-03-03 DOI: 10.1080/13639080.2022.2048251

M. Dougherty

{"title":"Reconceptualising the transition from post-secondary education to work","authors":"M. Dougherty","doi":"10.1080/13639080.2022.2048251","DOIUrl":"https://doi.org/10.1080/13639080.2022.2048251","url":null,"abstract":"ABSTRACT Educational researchers identify the transition from post-secondary education to the labour market as a critical point for the success of the student, and for society more broadly. This transition is often explored as a distinct phase between education and work that can be assessed based on pre-determined outcomes (i.e. employment, income). From this perspective, it is the responsibility of individual students to effectively commodify themselves and navigate their transition into employment. This focus on individual responsibility fails to question social mobility discourse and current labour market realities that significantly influence transition. In order to re-conceptualise transition, I deconstruct social mobility discourse as the foundation of transition research. Then, I draw on narratives of social service workers in British Columbia, Canada, to complexify transition and allow for more nuanced research. The narratives contradict dominant conceptualisations of transition, critiquing transition as a linear process that can be assessed through economic indicators. Recognising transition as a continual process that is influenced by a multiplicity of factors opens new ways to research. Research exploring the nuance of transition moves away from a deficit-focused, intervention approach focused on students, to critically exploring education, the labour market, and the relationship between school and work.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42023734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

‘If I wasn’t a project manager, I’d look at it differently’: the impact of formality and accountability on entrepreneurial action within educational outreach programmes “如果我不是一名项目经理，我会有不同的看法”：形式和问责制对教育外展计划中创业行动的影响

IF 1.4

Journal of Education and Work Pub Date : 2022-02-28 DOI: 10.1080/13639080.2022.2036712

Michael Maher, Ecem Karlidag-Dennis

{"title":"‘If I wasn’t a project manager, I’d look at it differently’: the impact of formality and accountability on entrepreneurial action within educational outreach programmes","authors":"Michael Maher, Ecem Karlidag-Dennis","doi":"10.1080/13639080.2022.2036712","DOIUrl":"https://doi.org/10.1080/13639080.2022.2036712","url":null,"abstract":"ABSTRACT This presented study explores the ongoing Uni Connect Programme run by the UK government to widen participation among underrepresented young people. The research focused on one specific local authority that delivers Uni Connect activities, gathering data from eight in-depth interviews (project manager N = 2, activity coordinators N = 6) and the Higher Education Access Tracker (HEAT). Analysis of the data was used to critically examine the practices of activity providers and activity coordinators involved in the local authorities Uni Connect initiative. The data was analysed using thematic analysis drawing from concepts of organisational flattening and the delegation of authority. The paper makes an original contribution by presenting a theoretical model that highlights organisational asymmetry in delivering educational outreach programmes when entrepreneurial activity designers are forced to operate within hierarchical systems. This is important to understand as systematic and impersonal issues within the organisation lead to poorer outcomes for students who require specific outreach, even when stakeholders recognise the needs.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44807696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developing policy aimed at 21st-century digital skills for the creative industries: an interview study with founders and managing directors 制定旨在培养创意产业21世纪数字技能的政策:对创始人和董事总经理的访谈研究

IF 1.4

Journal of Education and Work Pub Date : 2022-02-10 DOI: 10.1080/13639080.2022.2036710

Ester van Laar, A. V. van Deursen, J. V. van Dijk

引用次数: 6

Setting out for new shores! An explorative analysis of agency in youth employment mobility 出发前往新的海岸！中介在青年就业流动中的探索性分析

IF 1.4

Journal of Education and Work Pub Date : 2022-02-10 DOI: 10.1080/13639080.2022.2036708

Jan Skrobanek, V. Vysotskaya

{"title":"Setting out for new shores! An explorative analysis of agency in youth employment mobility","authors":"Jan Skrobanek, V. Vysotskaya","doi":"10.1080/13639080.2022.2036708","DOIUrl":"https://doi.org/10.1080/13639080.2022.2036708","url":null,"abstract":"ABSTRACT Based on biographical interviews from an intra-European youth mobility study in Luxembourg and Norway the article aims to contribute to the debate on how to understand and account for complexities of agency in youth intra-European employment mobility. Critically reflecting and operationalising Emirbayer and Misches’s conceptualisation of agentic orientations in the field of intra-European employment mobility of young people, we a) explore the usefulness of researching agency from a relational perspective, we b) elaborate on how young mobile reflect their manoeuvring under perceived contingent moments and we c) augment our ken of the complex interlacement of habit, imagination and judgement with (contingent) employment mobility contexts and young people’s concrete employment mobility practices. Our results emphasise the importance of considering how differently agentic orientations interlace with contingent employment mobility contexts ranging from radical self-realisation, adaptive interplay of self-realisation and situational constraints and agentic orientations strongly bounded by situational constraints. In addition, the empirical analysis shows that some of the theoretical propositions of Emirbayer and Mische’s approach have to be revisited.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48670558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Skills nomenclature: what to expect from college versus university bachelor’s degrees 技能命名：大学与大学学士学位的期望

IF 1.4

Journal of Education and Work Pub Date : 2022-02-09 DOI: 10.1080/13639080.2022.2036711

Stephanie Villers, J. Oberholzer

{"title":"Skills nomenclature: what to expect from college versus university bachelor’s degrees","authors":"Stephanie Villers, J. Oberholzer","doi":"10.1080/13639080.2022.2036711","DOIUrl":"https://doi.org/10.1080/13639080.2022.2036711","url":null,"abstract":"ABSTRACT Students invest time and money in post-secondary education to secure employment in their chosen field of study. In the past, choices were often constrained by the type of credential (college diploma or university bachelor’s degree). Albeit this decision criterion became blurred when colleges started offering bachelor’s degrees. Matriculating students now also decide which type of institution might best prepare them for their future employment. Students often look to course descriptions to select courses that can be reasonably expected to offer skills for career preparedness. But what happens when academia uses a different language to describe skills desired by employers? This study aims to understand whether colleges or universities offer a stronger lexical alignment between course descriptions and high-demand industry skills. It examines communication barriers arising from a potential linguistic misalignment of skills using a computer-assisted text-analysis tool to compare course curricula with online job postings. Findings support a general misalignment but show that course descriptions at colleges have a stronger linguistic overlap of skills demanded by industry. We discuss the implications of employing a dynamic technology-driven tool to improve the academic-industry alignment of skills nomenclature.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48959804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0