Journal of Education and Work最新文献

{"title":"The impact of COVID-19 on young people’s employability: the potential of sport-based interventions as non-formal education","authors":"Haydn Morgan, Harry Bowles, Anthony Bush","doi":"10.1080/13639080.2023.2292137","DOIUrl":"https://doi.org/10.1080/13639080.2023.2292137","url":null,"abstract":"The COVID-19 pandemic disproportionately affected young people in relation to their mental health, educational provision, and social development, impacting their employment prospects and future pro...","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138574854","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}

{"title":"The first two years: lessons for educators from UK entry-level workers in film and TV","authors":"Neil Percival","doi":"10.1080/13639080.2023.2289948","DOIUrl":"https://doi.org/10.1080/13639080.2023.2289948","url":null,"abstract":"This article shares the findings from a two-year longitudinal study of the employment experiences of entry-level workers in the UK film and TV industries, with particular reference to the value the...","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138525602","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}

{"title":"‘Getting in’ or ‘moving on’? On internship experiences and representation in the popular music festival sector","authors":"Britt Swartjes, Pauwke Berkers","doi":"10.1080/13639080.2023.2289917","DOIUrl":"https://doi.org/10.1080/13639080.2023.2289917","url":null,"abstract":"The cultural workforce has previously been described as pre-dominantly white, male and middle-class. Internships are often seen as a solution as they would function as a ‘democratising path to laun...","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138525588","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}

{"title":"The role of European (transnational) business actors in the emergence of a boundary spanning policy regime in European education and employment","authors":"Marina Cino Pagliarello","doi":"10.1080/13639080.2023.2284151","DOIUrl":"https://doi.org/10.1080/13639080.2023.2284151","url":null,"abstract":"Although research on European education policy has aptly focused on the role of supranational and intergovernmental actors, less attention has been devoted to its analysis as a policy arena in whic...","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138525603","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}

{"title":"The European Sectoral Social Dialogue in Education and the strengthening of the European Union’s policy regime in education and employment","authors":"Tore Bernt Sorensen, Xavier Dumay","doi":"10.1080/13639080.2023.2275767","DOIUrl":"https://doi.org/10.1080/13639080.2023.2275767","url":null,"abstract":"This paper traces the development of the European Sectoral Social Dialogue in Education since its launch in 2010 and situates it within the context of European Union (EU) governance. The paper adop...","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138525604","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}

{"title":"The emergence of European boundary-spanning policy regimes: analysing intersectoral policy coordination in education and employment","authors":"Lukas Graf, Marcelo Marques, Tore Bernt Sorensen, Xavier Dumay","doi":"10.1080/13639080.2023.2275778","DOIUrl":"https://doi.org/10.1080/13639080.2023.2275778","url":null,"abstract":"ABSTRACTWhile much attention has been paid to European policy arrangements in individual policy fields, European intersectoral policy coordination has been mostly an overlooked phenomenon, especially within the sectors of education and employment. Thus, in the introductory paper for this Special Issue, we offer a contemporary discussion of European intersectoral policy coordination. We firstly review the literature on intersectoral policy coordination, and secondly look at the application of concepts related to intersectoral policy coordination to supranational arrangements, especially the European Union. We then employ the concept of boundary-spanning policy regime and the related ‘I’ framework (issues, ideas, interests, and institutions) to discuss the individual pieces’ contributions. This serves to explore the strength of the intersectoral perspective when analysing European policy coordination in education and employment. We conclude with a discussion of the strengths and limitations of this approach and offer a research agenda to study supranational intersectoral policy coordination (in education and employment).KEYWORDS: Education and trainingEmploymentIntersectoral policy coordinationBoundary-spanning-policy regimesSupranational governance Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. In this context, whether or to what extent governance process are shaped by some actor groups more than others is an empirical question (see, for instance, the contribution by Cino Pagliarello on attempts by organised business to shape European educational and employment policies).2. ‘Issues’ have a long history in political science, especially in theories of the policy process such as the Multiple Streams Framework (Béland and Howlett Citation2016).Additional informationNotes on contributorsLukas GrafLukas Graf is professor at the Swiss Federal University for Vocational Education and Training and Head of the Swiss Observatory for Vocational Education and Training. He studies contemporary challenges related to skill formation and labour markets at global, European, national and local levels.Marcelo MarquesMarcelo Marques is a postdoctoral fellow at the University of Luxembourg. He is interested in comparative institutional and organisational analysis to understand transnational governance and Europeanisation processes.Tore Bernt SorensenTore Bernt Sorensen is postdoctoral researcher at the Hertie School. Tore’s work is characterised by three lines of research: Globalisation and education, public policy analysis, and teachers and teaching.Xavier DumayXavier Dumay is Professor of Education at UCLouvain, Belgium. His research interests include the globalization of education and educational policies, new-institutional theory, global politics, and changing forms of education.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135821263","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}

{"title":"Communities of practice for contemporary leadership development and knowledge exchange through work-based learning","authors":"L. Rowe, Lisa Knight, Paul Irvine, Joanne Greenwood","doi":"10.1080/13639080.2023.2255149","DOIUrl":"https://doi.org/10.1080/13639080.2023.2255149","url":null,"abstract":"ABSTRACT This study explores the experiences of leaders who have led organisations and teams through an extended period of crisis management whilst completing a UK work-based master’s programme. This paper examines contemporary approaches to work-based learning and explores the effect of organisational and workforce demands in a volatile era of global economic uncertainty. Theoretical and conceptual foundations relating to experiential learning, digital education and communities of learning are analysed and discussed. Taking an inductive qualitative approach, the study analyses semi-structured questionnaire data from senior leaders. The widespread adoption of technology exposes challenges to facilitation and the academic-employer interface, impacting upon learning communities and knowledge exchange opportunities. The findings also suggest enhanced leaders’ adaptive traits, including confidence and self-reliance. This study illuminates critical issues associated with contemporary work-based learning, specifically relating to prolonged macro uncertainty and the effect upon workplaces as sites of knowledge and learning, and risks to dynamic relationships between the psychosocial work environment, genuine opportunities to learn and learner well-being. This work seeks to inform the design of future programs, specifically in terms developing inter and intra-organisational communities of learning and knowledge exchange to enhance best practice and inculcate crucial leadership skills.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42776069","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}

{"title":"The dispositions and tactics of school sixth-formers who reject the institutional ‘push’ to university","authors":"Nuala Burgess","doi":"10.1080/13639080.2023.2254255","DOIUrl":"https://doi.org/10.1080/13639080.2023.2254255","url":null,"abstract":"ABSTRACT This paper examines the experiences of a group of 16- to 18-year-old students in two publicly funded London schools who did not conform to expectations and rejected university as a post-school destination. The students’ experiences offer insights into how current Higher Education (HE) policy in England combined with a competitive school market encouraged differentiated levels of support according to the ‘status’ of students’ post-school aspirations. In both schools, progression to university was valorised with sixth-form (post-16) careers guidance focused on HE choosing. Students who did not conform to school expectations and sought alternatives to university were found to be most disadvantaged by a lack of independent and impartial careers guidance at sixth-form level. Characterised by creativity and resourcefulness, non-conforming students’ dispositions influenced the ways they negotiated the HE discourses integral to the institutional habitus of their schools. Drawing on social and cultural capital beyond the school, they accessed advice and guidance for post-school destinations which had more meaning for them than university. The paper draws on student interviews which formed part of a larger ethnographic study of the influence of institutional habitus on students’ HE and non-HE choosing. The discussion is informed by a Bourdieusian theoretical framework.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136064575","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}

{"title":"Predicting stable employment trajectories among young people with disabilities","authors":"Jannike Gottschalk Ballo, A. Alecu","doi":"10.1080/13639080.2023.2254271","DOIUrl":"https://doi.org/10.1080/13639080.2023.2254271","url":null,"abstract":"ABSTRACT Research aiming to explain disabled people’s inequalities in the labour market has primarily focused on transitional factors between school and work, wage gaps, or socioeconomic background characteristics as explanations for (no-)entry in the labour market. There is a lack of longitudinal studies that map how disabled people fare in the labour market over time. Therefore, the objective of this paper is to identify, describe and predict stable employment paths of long-term disabled people. Our study employs detailed longitudinal data with total coverage of the Norwegian population – we focus on 11 birth cohorts (1973–83) of disabled individuals and we follow their employment trajectories between the ages 20 and 34. To describe employment trajectories and create a typology of longitudinal labour market attachments, we employ sequence analysis and subsequently linear probability models to analyse the association between the disability’s severity, gender, educational enrolment, early-work experience and employment trajectories. We identify four main types of trajectories: permanently work-disabled, stable employment, early marginalisation, and unstable employment. Our findings indicate that men are more likely than women to have stable employment trajectories. Starting higher education, as well as parental higher education, is linked with the likelihood of stable employment.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47086274","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}

{"title":"Educational inclusion or inequality? Opportunities and barriers for refugees with a temporary suspension of deportation for the purpose of training in the German vocational education and training system","authors":"Katharina Wehking","doi":"10.1080/13639080.2023.2255155","DOIUrl":"https://doi.org/10.1080/13639080.2023.2255155","url":null,"abstract":"ABSTRACT This article examines the legal novelty of the so-called ‘Ausbildungsduldung’ (temporary suspension of deportation for the purpose of training) in Germany. Since research on this topic is still sparse, the current article analyses the impact of toleration status on training trajectories of young refugees. These trajectories are strongly linked to the completion of vocational training and thus successful integration achievements. The impact of a temporary suspension of deportation for the purpose of training on educational trajectories was assessed using interviews. The results indicate that refugees’ training is hampered by numerous challenges and stressors. Moreover, refugees with a temporary suspension of deportation for the purpose of training are subjected to further restrictions resulting from their limited juridical capital. Hence, refugees’ tolerated status might directly influence or even impede numerous levels of the training process. Thus, refugees with a tolerated status complete their training under unequal social and legal conditions.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45257824","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}