Journal of Education and Work最新文献_第6页

Is ‘diversity’ a liability or an asset in elite labour markets? The case of graduates who have benefited from a French positive discrimination scheme 在精英劳动力市场，“多样性”是一种负担还是一种资产?从法国积极歧视计划中受益的毕业生案例

IF 1.4

Journal of Education and Work Pub Date : 2022-12-26 DOI: 10.1080/13639080.2022.2162016

A. van Zanten

{"title":"Is ‘diversity’ a liability or an asset in elite labour markets? The case of graduates who have benefited from a French positive discrimination scheme","authors":"A. van Zanten","doi":"10.1080/13639080.2022.2162016","DOIUrl":"https://doi.org/10.1080/13639080.2022.2162016","url":null,"abstract":"ABSTRACT This article analyses the obstacles faced by graduates who benefited from a positive discrimination scheme at an elite French higher education institution. It adopts a Bourdieusian perspective enriched by research on the barriers encountered by socially mobile individuals from disadvantaged and stigmatised categories and studies the experiences of graduates who lack the economic, cultural, and social capital necessary to compete with traditional holders of elite positions and who, due to their ascribed characteristics and/or the positive discrimination label itself, are prone to self-eliminate from elite positions or be subjected to discriminatory practices. Using data collected through interviews with 42 beneficiaries of this scheme still in the early stages of their professional careers, the article shows that the graduates’ disadvantages and ways of coping with them, as well their chances of being stigmatised and reactions to this process, vary considerably. This variation can be explained by different family backgrounds and ethnoracial characteristics but also by axiological positions towards employability and social mobility, with ‘purists’ more likely to invest in increasing their technical cultural capital to make up for ‘handicaps’ and ‘players’ more likely to put forward ‘soft skills’ including, in some cases, those associated with their ‘diversity’.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"36 1","pages":"65 - 78"},"PeriodicalIF":1.4,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48985673","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

‘Some people may feel socially excluded and distressed’: finnish business students’ participation in extracurricular activities and the accumulation of cultural capital “有些人可能会感到被社会排斥和痛苦”:芬兰商科学生参加课外活动和文化资本的积累

IF 1.4

Journal of Education and Work Pub Date : 2022-12-24 DOI: 10.1080/13639080.2022.2162017

Ulpukka Isopahkala-Bouret, Päivi Siivonen, Nina Haltia

{"title":"‘Some people may feel socially excluded and distressed’: finnish business students’ participation in extracurricular activities and the accumulation of cultural capital","authors":"Ulpukka Isopahkala-Bouret, Päivi Siivonen, Nina Haltia","doi":"10.1080/13639080.2022.2162017","DOIUrl":"https://doi.org/10.1080/13639080.2022.2162017","url":null,"abstract":"ABSTRACT A growing number of scholars have investigated how extracurricular activities (ECA) are intimately tied to graduates’ positional competition and enhancement of employability. Prior studies have shown that the strategic tendency towards ECA especially applies to privileged, high-achieving students from a high-status university. Yet studies considering ECA as a site of gendered practices have been scarce. We explore how graduates have accumulated cultural capital through their lived experiences in ECA and how ECA practices construct classed and gendered dispositions and distinctions among graduates. We draw on Bourdieu’s conception of cultural capital, as well as contemporary feminist debates over gender and capital. Analysing 32 graduate interviews from four business schools in Finland, we found that through participation in student associations’ ECA, our interviewees learned distinctive values, preferences and behaviours. In addition to ‘instrumental’ cultural capital, such as leadership skills that enhance CV, ECA provided opportunities to accumulate embedded cultural capital and confirm membership/learning to become a member in the professional middle class. Moreover, especially the female interviewees learned to adjust to masculine business culture and develop aspirations towards prestigious job positions.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"36 1","pages":"52 - 64"},"PeriodicalIF":1.4,"publicationDate":"2022-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43568750","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

‘We are all in the same storm but not in the same boat’: the COVID pandemic and the Further Education Sector “我们都在同一场风暴中，但不在同一条船上”:COVID大流行和继续教育部门

IF 1.4

Journal of Education and Work Pub Date : 2022-11-17 DOI: 10.1080/13639080.2022.2149715

K. Spours, P. Grainger, Carol Vigurs

{"title":"‘We are all in the same storm but not in the same boat’: the COVID pandemic and the Further Education Sector","authors":"K. Spours, P. Grainger, Carol Vigurs","doi":"10.1080/13639080.2022.2149715","DOIUrl":"https://doi.org/10.1080/13639080.2022.2149715","url":null,"abstract":"ABSTRACT The quotation in the title from a college leader is a stark reflection of the experience of the Further Education (FE) Sector during the COVID pandemic (2020–21). Traditionally regarded as a poor relation of the English education system, evidence from Sector sources suggest that the five COVID harms identified through a scoping review of the latest research closely mirror the main social and educational features of English general FE colleges. The pandemic has led to longer-term harms on vocational learning, with major disruptions to college-based courses and to apprenticeships, a stagnation situation captured in the metaphor ‘educational long-COVID’. The analysis conceptualises the impact of the pandemic on FE provision and learners as leading to a ‘COVID learning and skills equilibrium’; whereas effective mitigations are conceptualised through the idea of ‘COVID recovery ecosystems’. Rapid review evidence suggests that the most effective way of addressing system-wide disruption is the development of integrated, strategic actions at local and regional levels to address vocational learning losses, facilitate greater entry-to-employment and to create more job opportunities for young people. Without these longer-term measures it is likely that the negative effects of the pandemic on the FE Sector could become further entrenched.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"782 - 797"},"PeriodicalIF":1.4,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46306262","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

The relationship between job precariousness and student burnout: a serial indirect effects model 工作不稳定性与学生倦怠的关系:一个系列间接效应模型

IF 1.4

Journal of Education and Work Pub Date : 2022-11-17 DOI: 10.1080/13639080.2022.2149713

P. Creed, Michelle Hood, Eva Selenko, Shih-Jui Hu, Louella Bagley

引用次数: 0

Coaching to support apprentice’s ability to manage their own (further) competence development: results of a case study and their implications 指导学徒管理自身(进一步)能力发展的能力:案例研究的结果及其含义

IF 1.4

Journal of Education and Work Pub Date : 2022-11-17 DOI: 10.1080/13639080.2022.2144167

A. Keller, Antje Barabasch

{"title":"Coaching to support apprentice’s ability to manage their own (further) competence development: results of a case study and their implications","authors":"A. Keller, Antje Barabasch","doi":"10.1080/13639080.2022.2144167","DOIUrl":"https://doi.org/10.1080/13639080.2022.2144167","url":null,"abstract":"ABSTRACT In vocational education and training, coaching can be used to support apprentices’ ability to manage their own (further) competence development ‘on the job’. This is largely requested among employees at workplaces in internationally competitive sectors of the economy which require of their workforce a great deal of flexibility and learning ability. So far, little is known about coaching practices in vocational education and training. The aim of this paper is to explore how coaching is used in vocational training in a large Swiss enterprise of the communication- and IT- services sector. The for this purpose analysed case study data comprises 30 interviews with apprentices, workplace trainers, coaches, and members of VET management of the enterprise, protocols of site visits and an analysis of VET related documents. As also VET schools must train learners for the contemporary world of work and must foster their ability to increasingly manage their own (further) competence development, coaching could be an interesting approach to be used in VET schools. This is critically discussed in the second part of the paper, respecting the different conditions that apply for supporting learning at the workplace- and supporting learning in the VET school context.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"858 - 870"},"PeriodicalIF":1.4,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43104031","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

The SAGE Handbook of Learning and Work – 2022 SAGE学习与工作手册–2022

IF 1.4

Journal of Education and Work Pub Date : 2022-11-17 DOI: 10.1080/13639080.2022.2149716

K. Spours

{"title":"The SAGE Handbook of Learning and Work – 2022","authors":"K. Spours","doi":"10.1080/13639080.2022.2149716","DOIUrl":"https://doi.org/10.1080/13639080.2022.2149716","url":null,"abstract":"The past decade has been a time of multiple societal crises and changes – the ongoing effects of 2008 economic crisis and policies of austerity, an accelerating climate emergency, the growth of digitised social media and innovations of the Fourth Industrial Revolution (4IR) and the impacts of the COVID pandemic. These challenges of the twenty-first century constitute the background to a growing body of research, theorisation and empirical studies on work and learning. This SAGE volume (2022), published every decade, presents an opportunity to reflect on changes to the context of work and learning, to identify conceptual challenges and to understand developments in practice. The volume functions as a reference work providing a leading and international resource for researchers, trainers and higher education, vocational education and training organisations, enterprises and professional associations. The Handbook is a large and diverse volume comprising four sections and totalling 40 chapters. Compiling such an intellectual resource is not an easy task. In response to SAGE and its marketing requirements, the editorial team developed an overview that attempted to capture the emerging trends to frame potential themes and key questions to be addressed. The following four sections constitute the main structure.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"871 - 875"},"PeriodicalIF":1.4,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46662735","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

Promoting Resilience with new Learning Cultures. Perception, Negotiation, Normalisation, and Enactment of Change in Workplace Learning 以新的学习文化促进适应力。工作场所学习的感知、谈判、正常化和变革的制定

IF 1.4

Journal of Education and Work Pub Date : 2022-11-17 DOI: 10.1080/13639080.2022.2149714

Patric Raemy, Antje Barabasch

{"title":"Promoting Resilience with new Learning Cultures. Perception, Negotiation, Normalisation, and Enactment of Change in Workplace Learning","authors":"Patric Raemy, Antje Barabasch","doi":"10.1080/13639080.2022.2149714","DOIUrl":"https://doi.org/10.1080/13639080.2022.2149714","url":null,"abstract":"ABSTRACT Technological, social, and economic changes challenge workers’ resilience at many levels. Innovative learning cultures have the potential to accommodate industry’s skills expectations with workers need for new forms of workplace learning. This study explores the role of learning cultures as (1) moderators between stability and change, (2) indicators for promoting resilience in VET, and (3) generators for new ideas and innovative approaches in VET. In probing how 26 actors involved in workplace learning negotiate new expectations and changes at their workplace, we arrive at a process model of resilience in workplace training that describes several steps of a perpetual process: Individuals need to perceive a change or new situation as such and then classify it as a form of disturbance. This is followed by a process of negotiation in w hich certain aspects of the change are tested and adopted. This can lead to rejection and exit or to a phase of normalisation where interpretations, adaptations, and internalisations take place. Finally, we argue that the role of new learning cultures is to ensure that new ideas and training concepts are eventually enacted constructively and beneficially by all actors involved in workplace training.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"798 - 812"},"PeriodicalIF":1.4,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59950111","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

‘Back to work’—factors facilitating migrants’ re-entry into their previous vocations “重返工作岗位”——促进移民重新进入以前职业的因素

IF 1.4

Journal of Education and Work Pub Date : 2022-11-11 DOI: 10.1080/13639080.2022.2144168

Eva Eliasson, Marianne Teräs, A. Osman

引用次数: 0

Shaping a career in management: the importance of gendered expectations 塑造管理职业：性别期望的重要性

IF 1.4

Journal of Education and Work Pub Date : 2022-11-11 DOI: 10.1080/13639080.2022.2144166

A. Storvik, B. Abrahamsen

引用次数: 1

Towards a successful transition to work - which employability factors contribute to early career success? 迈向成功的职场转型——哪些就业因素有助于职业生涯的早期成功?

IF 1.4

Journal of Education and Work Pub Date : 2022-09-30 DOI: 10.1080/13639080.2022.2126969

Tarja Tuononen, Heidi Hyytinen

{"title":"Towards a successful transition to work - which employability factors contribute to early career success?","authors":"Tarja Tuononen, Heidi Hyytinen","doi":"10.1080/13639080.2022.2126969","DOIUrl":"https://doi.org/10.1080/13639080.2022.2126969","url":null,"abstract":"ABSTRACT The transition from university to working life is a challenging phase for graduates. The focus in the present longitudinal study is on employability factors and their association with this transition and with early career success. The participants were 43 graduates who were interviewed at the time of their graduation and filled in a follow-up questionnaire three years later. The data were analysed using qualitative content analysis. The results revealed five employability factors relating early career success: (1) career plans and goals, (2) perceived competences related to the degree, (3) self-efficacy beliefs, (4) activity and (5) work experience and networks. Three transition groups emerged based on the differences in employability factors and career success, which we labelled smooth transition, progressive transition and a rocky road. The results revealed individual variation in employability factors and in the kind of challenges these graduates encountered in the transition phase and in their early career. An awareness of the ways in which graduates differ could help educators to develop practises that better support students and graduates in the transition to working life. These findings highlight the importance of active career planning during one’s studies.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"599 - 613"},"PeriodicalIF":1.4,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47271573","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: 4