Pub Date : 2023-10-04DOI: 10.1007/s12186-023-09338-7
Stefanie Findeisen, Lukas Ramseier, Markus P. Neuenschwander
Abstract In Switzerland, access to non-academic occupations requires the completion of a vocational education and training (VET) program. Over two-thirds of adolescents choose to start a dual VET program after compulsory education. However, this path from school to work is not always linear, and changes can be a means of adjusting wrong career choices. In the context of dual VET, two types of adjustments that occur frequently can be distinguished: (1) change of occupations and (2) change of companies. The present study aims to examine the predictors of each of those two types of changes. First, we are interested in the link between individuals’ intentions to change their career paths and actual changes. When changes are intended by the trainee and aimed at correcting wrong career choices, actual changes can generally be expected to be predicted by change intentions. Second, we are interested in the role of person-job fit (P-J fit) as well as trainees’ socialization and performance indicators. Third, we examine to what extent trainees’ decisions to change occupations or companies can be predicted by pre-entry factors (perceived P-J fit and effort during compulsory education before the transition to VET). We used a longitudinal sample of adolescents at the end of compulsory school and at the end of their first year in a dual VET program in Switzerland. This data set is combined with government data on actual changes regarding individuals’ training companies and their occupations. The two types of adjustments were examined in separate structural equation models that compared trainees without any types of adjustments during their training program (1) to those who changed occupations ( N = 417) and (2) to those who changed training companies ( N = 378). The results show that actual occupational changes and actual company changes of trainees are affected by the same work-context predictors (negative effect of trainees’ self-perceived work performance) and pre-entry predictors (negative effect of effort during compulsory education). However, in contrast to changes of training companies, changes of occupations are significantly predicted by trainees’ intentions to change. Moreover, while P-J fit during the VET program is the only direct predictor of trainees’ intentions to change occupations, intentions to change companies are not significantly predicted by P-J fit. Intentions to change companies are negatively affected by companies’ socialization tactics and positively affected by adolescents’ pre-entry effort. Overall, the results call for a more differentiated assessment of changes/ premature contract terminations in future studies. Whether change intentions are a valid proxy for actual change behavior seems to depend on the type of changes that trainees decide to make.
{"title":"Changing Occupations or Changing Companies—Predictors of Different Types of Premature Contract Terminations in Dual Vocational Education and Training Programs","authors":"Stefanie Findeisen, Lukas Ramseier, Markus P. Neuenschwander","doi":"10.1007/s12186-023-09338-7","DOIUrl":"https://doi.org/10.1007/s12186-023-09338-7","url":null,"abstract":"Abstract In Switzerland, access to non-academic occupations requires the completion of a vocational education and training (VET) program. Over two-thirds of adolescents choose to start a dual VET program after compulsory education. However, this path from school to work is not always linear, and changes can be a means of adjusting wrong career choices. In the context of dual VET, two types of adjustments that occur frequently can be distinguished: (1) change of occupations and (2) change of companies. The present study aims to examine the predictors of each of those two types of changes. First, we are interested in the link between individuals’ intentions to change their career paths and actual changes. When changes are intended by the trainee and aimed at correcting wrong career choices, actual changes can generally be expected to be predicted by change intentions. Second, we are interested in the role of person-job fit (P-J fit) as well as trainees’ socialization and performance indicators. Third, we examine to what extent trainees’ decisions to change occupations or companies can be predicted by pre-entry factors (perceived P-J fit and effort during compulsory education before the transition to VET). We used a longitudinal sample of adolescents at the end of compulsory school and at the end of their first year in a dual VET program in Switzerland. This data set is combined with government data on actual changes regarding individuals’ training companies and their occupations. The two types of adjustments were examined in separate structural equation models that compared trainees without any types of adjustments during their training program (1) to those who changed occupations ( N = 417) and (2) to those who changed training companies ( N = 378). The results show that actual occupational changes and actual company changes of trainees are affected by the same work-context predictors (negative effect of trainees’ self-perceived work performance) and pre-entry predictors (negative effect of effort during compulsory education). However, in contrast to changes of training companies, changes of occupations are significantly predicted by trainees’ intentions to change. Moreover, while P-J fit during the VET program is the only direct predictor of trainees’ intentions to change occupations, intentions to change companies are not significantly predicted by P-J fit. Intentions to change companies are negatively affected by companies’ socialization tactics and positively affected by adolescents’ pre-entry effort. Overall, the results call for a more differentiated assessment of changes/ premature contract terminations in future studies. Whether change intentions are a valid proxy for actual change behavior seems to depend on the type of changes that trainees decide to make.","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135591789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-03DOI: 10.1007/s12186-023-09335-w
Ola Lindberg, Oscar Rantatalo, Ulrika Haake
Abstract This article aims to contribute to the theorization of power in workplace learning. We examined the ways in which civilian investigators participate in criminal investigation practice, and how these modes related to the social ordering in the police organization. Civilians, mostly women and well educated, are being hired in large numbers to help with the shortage of staff within the Swedish police organization. We analysed 71 interviews with both civilians and police officers, covering views on the nature of investigative work, the introduction of civilians, and their competence. The interviews were analysed in an abductive process using a practice theory outlook on power and participation. The results show four different modes of participation for civilians that have vastly different consequences for their integration into the police. These modes are dependent on how civilian competence is viewed, whether civilians are viewed as different or similar, and whether they are considered competent at investigating crimes. We conclude that the struggle to define competent practice is at the core of understanding the relationship between learning and power.
{"title":"Workplace learning, power, and practice: modes of participation for civilian criminal investigators","authors":"Ola Lindberg, Oscar Rantatalo, Ulrika Haake","doi":"10.1007/s12186-023-09335-w","DOIUrl":"https://doi.org/10.1007/s12186-023-09335-w","url":null,"abstract":"Abstract This article aims to contribute to the theorization of power in workplace learning. We examined the ways in which civilian investigators participate in criminal investigation practice, and how these modes related to the social ordering in the police organization. Civilians, mostly women and well educated, are being hired in large numbers to help with the shortage of staff within the Swedish police organization. We analysed 71 interviews with both civilians and police officers, covering views on the nature of investigative work, the introduction of civilians, and their competence. The interviews were analysed in an abductive process using a practice theory outlook on power and participation. The results show four different modes of participation for civilians that have vastly different consequences for their integration into the police. These modes are dependent on how civilian competence is viewed, whether civilians are viewed as different or similar, and whether they are considered competent at investigating crimes. We conclude that the struggle to define competent practice is at the core of understanding the relationship between learning and power.","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135696617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-25DOI: 10.1007/s12186-023-09334-x
Terhi S. Nissinen, Katja Upadyaya, Heidi Lammassaari, Kirsti Lonka
Abstract The present study identifies job crafting profiles of public sector employees and how they differ in terms of employees’ work engagement, workaholism, and approach to learning. Participants represent various occupations from educational field (e.g., teachers), technical field (e.g., ICT-experts), and administrative field (e.g., customer servants). Using latent profile analysis, three job crafting profiles could be identified: Passive crafters (25%), Average crafters (57%), and Active crafters (18%). Passive crafters reported the lowest values in all approach-oriented job crafting strategies (increasing job resources and demands) and the highest value in avoidance-oriented job crafting (decreasing hindering job demands). Active crafters reached the highest values in all approach-oriented job crafting and the lowest value in avoidance-oriented job crafting. Average crafters used all job crafting strategies close to the average level. The lowest work engagement, workaholism, and reflective-collaborative approach to learning were reported by passive crafters. Both average crafters and active crafters reported higher workaholism and reflective-collaborative learning approach than passive crafters. Active crafters reported the highest work engagement. Study findings show the interplay between employees’ job crafting, work engagement, workaholism, and epistemic approach. This study extends workplace learning research field by offering new theoretical information and is the first one exploring job crafting profiles and their differences regarding employees’ epistemic approach; reflective learning, collaborative knowledge-building, and metacognition. Study discusses theoretical contributions and practical implementations, which may be used in work life induction, and in fostering job crafting and continuous workplace learning.
{"title":"How Do Job Crafting Profiles Manifest Employees’ Work Engagement, Workaholism, and Epistemic Approach?","authors":"Terhi S. Nissinen, Katja Upadyaya, Heidi Lammassaari, Kirsti Lonka","doi":"10.1007/s12186-023-09334-x","DOIUrl":"https://doi.org/10.1007/s12186-023-09334-x","url":null,"abstract":"Abstract The present study identifies job crafting profiles of public sector employees and how they differ in terms of employees’ work engagement, workaholism, and approach to learning. Participants represent various occupations from educational field (e.g., teachers), technical field (e.g., ICT-experts), and administrative field (e.g., customer servants). Using latent profile analysis, three job crafting profiles could be identified: Passive crafters (25%), Average crafters (57%), and Active crafters (18%). Passive crafters reported the lowest values in all approach-oriented job crafting strategies (increasing job resources and demands) and the highest value in avoidance-oriented job crafting (decreasing hindering job demands). Active crafters reached the highest values in all approach-oriented job crafting and the lowest value in avoidance-oriented job crafting. Average crafters used all job crafting strategies close to the average level. The lowest work engagement, workaholism, and reflective-collaborative approach to learning were reported by passive crafters. Both average crafters and active crafters reported higher workaholism and reflective-collaborative learning approach than passive crafters. Active crafters reported the highest work engagement. Study findings show the interplay between employees’ job crafting, work engagement, workaholism, and epistemic approach. This study extends workplace learning research field by offering new theoretical information and is the first one exploring job crafting profiles and their differences regarding employees’ epistemic approach; reflective learning, collaborative knowledge-building, and metacognition. Study discusses theoretical contributions and practical implementations, which may be used in work life induction, and in fostering job crafting and continuous workplace learning.","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135770709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-23DOI: 10.1007/s12186-023-09329-8
Sonal Nakar, A. D. Du Plessis
{"title":"Facing the Dilemma of the Out-of-Field Teaching Phenomenon in Vocational Education and Training (VET)","authors":"Sonal Nakar, A. D. Du Plessis","doi":"10.1007/s12186-023-09329-8","DOIUrl":"https://doi.org/10.1007/s12186-023-09329-8","url":null,"abstract":"","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44826052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-14DOI: 10.1007/s12186-023-09332-z
Belinda Gottschalk, N. Hopwood
{"title":"Working with Knowledge in Clinical Supervision: A Qualitative Study","authors":"Belinda Gottschalk, N. Hopwood","doi":"10.1007/s12186-023-09332-z","DOIUrl":"https://doi.org/10.1007/s12186-023-09332-z","url":null,"abstract":"","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46741341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.1007/s12186-023-09327-w
M. Pieniak, M. Rönsch, A. Oleszkiewicz, Stephan Abele, T. Hummel
{"title":"Correction to: What Makes a Qualified Chef? Olfactory and Sociodemographic Predictors of Vocational Exam Results in Culinary School Students","authors":"M. Pieniak, M. Rönsch, A. Oleszkiewicz, Stephan Abele, T. Hummel","doi":"10.1007/s12186-023-09327-w","DOIUrl":"https://doi.org/10.1007/s12186-023-09327-w","url":null,"abstract":"","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":"13 1","pages":"509 - 510"},"PeriodicalIF":2.8,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139362822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-19DOI: 10.1007/s12186-023-09325-y
M. Pieniak, M. Rönsch, A. Oleszkiewicz, Stephan Abele, T. Hummel
{"title":"What Makes a Qualified Chef? Olfactory and Sociodemographic Predictors of Vocational Exam Results in Culinary School Students","authors":"M. Pieniak, M. Rönsch, A. Oleszkiewicz, Stephan Abele, T. Hummel","doi":"10.1007/s12186-023-09325-y","DOIUrl":"https://doi.org/10.1007/s12186-023-09325-y","url":null,"abstract":"","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44000280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-15DOI: 10.1007/s12186-023-09322-1
Stella Polikarpus, P. Luik, K. Poom-Valickis, Tobias Ley
{"title":"The Role of Trainers in Implementing Virtual Simulation-based Training: Effects on Attitude and TPACK Knowledge","authors":"Stella Polikarpus, P. Luik, K. Poom-Valickis, Tobias Ley","doi":"10.1007/s12186-023-09322-1","DOIUrl":"https://doi.org/10.1007/s12186-023-09322-1","url":null,"abstract":"","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":"1 1","pages":"1-28"},"PeriodicalIF":2.8,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48220989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-10DOI: 10.1007/s12186-023-09324-z
S. Carlsson, Sara Willermark
{"title":"Teaching Here and Now but for the Future: Vocational Teachers’ Perspective on Teaching in Flux","authors":"S. Carlsson, Sara Willermark","doi":"10.1007/s12186-023-09324-z","DOIUrl":"https://doi.org/10.1007/s12186-023-09324-z","url":null,"abstract":"","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":"1 1","pages":"1-15"},"PeriodicalIF":2.8,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42862892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-02DOI: 10.1007/s12186-023-09323-0
Linda Barman, Maria Weurlander, Henrik Lindqvist, Annalena Lönn, Robert Thornberg, H. Hult, A. Seeberger, Annika Wernersson
{"title":"Hardness or Resignation: How Emotional Challenges During Work-Based Education Influence the Professional Becoming of Medical Students and Student Teachers","authors":"Linda Barman, Maria Weurlander, Henrik Lindqvist, Annalena Lönn, Robert Thornberg, H. Hult, A. Seeberger, Annika Wernersson","doi":"10.1007/s12186-023-09323-0","DOIUrl":"https://doi.org/10.1007/s12186-023-09323-0","url":null,"abstract":"","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":"1 1","pages":"1-21"},"PeriodicalIF":2.8,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43702561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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