Pub Date : 2022-12-26DOI: 10.1080/13639080.2022.2162016
A. van Zanten
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’.
{"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}
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.
{"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}
Pub Date : 2022-11-17DOI: 10.1080/13639080.2022.2149715
K. Spours, P. Grainger, Carol Vigurs
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.
{"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}
Pub Date : 2022-11-17DOI: 10.1080/13639080.2022.2149713
P. Creed, Michelle Hood, Eva Selenko, Shih-Jui Hu, Louella Bagley
ABSTRACT Much research has examined the association between precarious employment and wellbeing in adults, but little is known about this relationship in working students. Using a sample of 224 (MAge 21 years; 68% female), we assessed self-perceptions of job precariousness across four domains (i.e., job insecurity, remuneration, conditions, flexibility) and tested the relationships between the four domains and student burnout, and whether these relationships could be explained sequentially by higher levels of job and financial strain and sleep disruption. Job insecurity alone related both directly and indirectly to burnout (via job and financial strain and poor sleep quality). Precariousness related to financial strain (insecurity, remuneration), job strain (insecurity, flexibility), and sleep quality (insecurity); financial and job strain related to sleep quality; and sleep quality related to burnout. By decomposing the job precariousness construct, the findings provide an improved understanding of how working in low quality, precarious jobs is related to student wellbeing.
{"title":"The relationship between job precariousness and student burnout: a serial indirect effects model","authors":"P. Creed, Michelle Hood, Eva Selenko, Shih-Jui Hu, Louella Bagley","doi":"10.1080/13639080.2022.2149713","DOIUrl":"https://doi.org/10.1080/13639080.2022.2149713","url":null,"abstract":"ABSTRACT Much research has examined the association between precarious employment and wellbeing in adults, but little is known about this relationship in working students. Using a sample of 224 (MAge 21 years; 68% female), we assessed self-perceptions of job precariousness across four domains (i.e., job insecurity, remuneration, conditions, flexibility) and tested the relationships between the four domains and student burnout, and whether these relationships could be explained sequentially by higher levels of job and financial strain and sleep disruption. Job insecurity alone related both directly and indirectly to burnout (via job and financial strain and poor sleep quality). Precariousness related to financial strain (insecurity, remuneration), job strain (insecurity, flexibility), and sleep quality (insecurity); financial and job strain related to sleep quality; and sleep quality related to burnout. By decomposing the job precariousness construct, the findings provide an improved understanding of how working in low quality, precarious jobs is related to student wellbeing.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"843 - 857"},"PeriodicalIF":1.4,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44810953","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}
Pub Date : 2022-11-17DOI: 10.1080/13639080.2022.2144167
A. Keller, Antje Barabasch
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.
{"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}
Pub Date : 2022-11-17DOI: 10.1080/13639080.2022.2149716
K. Spours
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.
{"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}
Pub Date : 2022-11-17DOI: 10.1080/13639080.2022.2149714
Patric Raemy, Antje Barabasch
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.
{"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}
Pub Date : 2022-11-11DOI: 10.1080/13639080.2022.2144168
Eva Eliasson, Marianne Teräs, A. Osman
ABSTRACT This article focuses on ‘successful migrants’, who have succeeded in gaining employment in Sweden in their previous vocational area. The aim is to describe factors on various levels – individual, organisational and national – that have facilitated migrants’ way back to work as well as their inclusion at workplaces. Twenty migrants and five employers/mentors were interviewed. The overarching theme of facilitating factors concerns language proficiency, individual factors, enabling frameworks, and supporting persons and networks. The migrants’ own ambitions and motivations, and the support they got in interpersonal encounters were especially emphasised as important. In the migrants’ narratives, a central theme in relation to the theoretical perspective was how to deal with threats to their social and professional identity in the new country. For them, maintaining a positive self-image was key to the strength needed to fight for a return to working life. People in the environment were important in this struggle – for positioning them as competent persons and for offering support.
{"title":"‘Back to work’—factors facilitating migrants’ re-entry into their previous vocations","authors":"Eva Eliasson, Marianne Teräs, A. Osman","doi":"10.1080/13639080.2022.2144168","DOIUrl":"https://doi.org/10.1080/13639080.2022.2144168","url":null,"abstract":"ABSTRACT This article focuses on ‘successful migrants’, who have succeeded in gaining employment in Sweden in their previous vocational area. The aim is to describe factors on various levels – individual, organisational and national – that have facilitated migrants’ way back to work as well as their inclusion at workplaces. Twenty migrants and five employers/mentors were interviewed. The overarching theme of facilitating factors concerns language proficiency, individual factors, enabling frameworks, and supporting persons and networks. The migrants’ own ambitions and motivations, and the support they got in interpersonal encounters were especially emphasised as important. In the migrants’ narratives, a central theme in relation to the theoretical perspective was how to deal with threats to their social and professional identity in the new country. For them, maintaining a positive self-image was key to the strength needed to fight for a return to working life. People in the environment were important in this struggle – for positioning them as competent persons and for offering support.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"828 - 842"},"PeriodicalIF":1.4,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46509141","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}
Pub Date : 2022-11-11DOI: 10.1080/13639080.2022.2144166
A. Storvik, B. Abrahamsen
ABSTRACT The study focuses on students in professional bachelor programs, how men and women navigate career opportunities after graduation. The research is based on longitudinal data from 969 Norwegian students. A crucial finding is that when men and women have equal expectations of entering a management position, they also attain such positions equally often. The results also reveal that women have equally high ambitions as men, but lower expectations of entering management positions. These findings indicate that perceived barriers reduce women’s choices and make them self-select away from manager positions. The study shows the necessity of a divide between ambitions and expectations and that gendered expectations are formed before graduation. Opposite to what earlier theory suggests, women have not tuned down their ambitions to match their expectations through an irrational and unconscious process. Instead, ambitions stay high and women appear to search rationally for alternative outlets, such as more often expecting master’s degrees.
{"title":"Shaping a career in management: the importance of gendered expectations","authors":"A. Storvik, B. Abrahamsen","doi":"10.1080/13639080.2022.2144166","DOIUrl":"https://doi.org/10.1080/13639080.2022.2144166","url":null,"abstract":"ABSTRACT The study focuses on students in professional bachelor programs, how men and women navigate career opportunities after graduation. The research is based on longitudinal data from 969 Norwegian students. A crucial finding is that when men and women have equal expectations of entering a management position, they also attain such positions equally often. The results also reveal that women have equally high ambitions as men, but lower expectations of entering management positions. These findings indicate that perceived barriers reduce women’s choices and make them self-select away from manager positions. The study shows the necessity of a divide between ambitions and expectations and that gendered expectations are formed before graduation. Opposite to what earlier theory suggests, women have not tuned down their ambitions to match their expectations through an irrational and unconscious process. Instead, ambitions stay high and women appear to search rationally for alternative outlets, such as more often expecting master’s degrees.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"813 - 827"},"PeriodicalIF":1.4,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49549044","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}
Pub Date : 2022-09-30DOI: 10.1080/13639080.2022.2126969
Tarja Tuononen, Heidi Hyytinen
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.
{"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}
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