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":null,"pages":null},"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: 10.1080/13639080.2022.2144167
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":null,"pages":null},"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: 10.1080/13639080.2022.2149714
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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
Pub Date : 2022-09-27DOI: 10.1080/13639080.2022.2126968
Fabienne Kiener, A. Gnehm, S. Clematide, U. Backes-Gellner
ABSTRACT We use vocational training curricula to investigate how IT skills are trained within broader skills packages and how these relate to labour market outcomes. Skills packages are the typical combinations of IT skills (e.g., CNC) and technical or nontechnical skills (e.g., material sciences or work safety) that are jointly required in the real world and occur in training curricula. This broadened perspective of teaching IT skills offers new insights into how digital skills can be successfully integrated into future education and training programmes. We use legally binding vocational education and training (VET) curricula of dual apprenticeship training in Switzerland. We apply natural language processing methods to analyse the extensive curriculum texts, which meticulously define the skills that have to be taught. We identify four typical skills packages, each of which are centred around one of four different types of IT skill (CNC/CAD, control technologies, system technologies, IT-applications). Our empirical analyses show that VET graduates trained in these skills packages receive positive labour market outcomes compared to VET graduates without these skills packages. Moreover, we find that the positive outcomes are not just driven by differences in cognitive skill requirements of the respective occupations.
{"title":"IT skills in vocational training curricula and labour market outcomes","authors":"Fabienne Kiener, A. Gnehm, S. Clematide, U. Backes-Gellner","doi":"10.1080/13639080.2022.2126968","DOIUrl":"https://doi.org/10.1080/13639080.2022.2126968","url":null,"abstract":"ABSTRACT We use vocational training curricula to investigate how IT skills are trained within broader skills packages and how these relate to labour market outcomes. Skills packages are the typical combinations of IT skills (e.g., CNC) and technical or nontechnical skills (e.g., material sciences or work safety) that are jointly required in the real world and occur in training curricula. This broadened perspective of teaching IT skills offers new insights into how digital skills can be successfully integrated into future education and training programmes. We use legally binding vocational education and training (VET) curricula of dual apprenticeship training in Switzerland. We apply natural language processing methods to analyse the extensive curriculum texts, which meticulously define the skills that have to be taught. We identify four typical skills packages, each of which are centred around one of four different types of IT skill (CNC/CAD, control technologies, system technologies, IT-applications). Our empirical analyses show that VET graduates trained in these skills packages receive positive labour market outcomes compared to VET graduates without these skills packages. Moreover, we find that the positive outcomes are not just driven by differences in cognitive skill requirements of the respective occupations.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45183031","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 : 2022-09-27DOI: 10.1080/13639080.2022.2128187
R. Pater, Herman Cherniaiev, Marcin Kozak
ABSTRACT We analyse labour demand and mismatch for educational traits in information and communication technology (ICT) occupations, taking into account the areas of education, occupations and skills in demand, and the supply of labour. We based our analysis on almost 40 million online job offers and a CAWI survey of people aged 18–65 in Poland. The analysis uses official classifications, and considers both job-related and transversal skills. To analyse an objective measure of mismatch, we compare job requirements stated in job offers to the declared characteristics of potential labour supply, and present demand and mismatch for skills across occupations. We also model a declared educational mismatch and its determinants, including educational profiles of surveyed participants. In order to further investigate the mismatches in ICT fields of education, occupations and skills, we compare them with the mismatches in other occupational groups. The analysis concludes with direct educational policy recommendations, including the Sectoral Qualifications Framework for ICT occupations in Poland. Our approach shows the complete educational characteristics of skill demands and skill mismatches.
{"title":"A dream job? Skill demand and skill mismatch in ICT","authors":"R. Pater, Herman Cherniaiev, Marcin Kozak","doi":"10.1080/13639080.2022.2128187","DOIUrl":"https://doi.org/10.1080/13639080.2022.2128187","url":null,"abstract":"ABSTRACT We analyse labour demand and mismatch for educational traits in information and communication technology (ICT) occupations, taking into account the areas of education, occupations and skills in demand, and the supply of labour. We based our analysis on almost 40 million online job offers and a CAWI survey of people aged 18–65 in Poland. The analysis uses official classifications, and considers both job-related and transversal skills. To analyse an objective measure of mismatch, we compare job requirements stated in job offers to the declared characteristics of potential labour supply, and present demand and mismatch for skills across occupations. We also model a declared educational mismatch and its determinants, including educational profiles of surveyed participants. In order to further investigate the mismatches in ICT fields of education, occupations and skills, we compare them with the mismatches in other occupational groups. The analysis concludes with direct educational policy recommendations, including the Sectoral Qualifications Framework for ICT occupations in Poland. Our approach shows the complete educational characteristics of skill demands and skill mismatches.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42712997","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 : 2022-09-27DOI: 10.1080/13639080.2022.2126966
V. Rudakov, Hugo Figueiredo, Pedro Teixeira, S. Roshchin
ABSTRACT The study is devoted to the evaluation of the determinants of job-education mismatches and their impact on salaries of university graduates. We use a comprehensive and nationally representative survey of Russian university graduates. The study employs a self-evaluated measure of mismatch and a statistical variant for robustness and interpretation purposes. We find that one-third of the graduates in Russia are horizontally mismatched, and that the share of mismatched graduates in Russia is higher than the average in OECD countries. Graduates from fields that generate more general human capital, or where low pay is common, are more likely to be mismatched. On the contrary, graduates in Medicine, which is a more specialised field, are more likely to be matched. We find that mismatches negatively affect the earnings of university graduates and, the higher is the degree of mismatch, the higher is the penalty for the mismatch. The study depicts that mismatch is penalised in the majority of fields except for low-paid ones.
{"title":"Horizontal job-education mismatches and earnings of university graduates in Russia","authors":"V. Rudakov, Hugo Figueiredo, Pedro Teixeira, S. Roshchin","doi":"10.1080/13639080.2022.2126966","DOIUrl":"https://doi.org/10.1080/13639080.2022.2126966","url":null,"abstract":"ABSTRACT The study is devoted to the evaluation of the determinants of job-education mismatches and their impact on salaries of university graduates. We use a comprehensive and nationally representative survey of Russian university graduates. The study employs a self-evaluated measure of mismatch and a statistical variant for robustness and interpretation purposes. We find that one-third of the graduates in Russia are horizontally mismatched, and that the share of mismatched graduates in Russia is higher than the average in OECD countries. Graduates from fields that generate more general human capital, or where low pay is common, are more likely to be mismatched. On the contrary, graduates in Medicine, which is a more specialised field, are more likely to be matched. We find that mismatches negatively affect the earnings of university graduates and, the higher is the degree of mismatch, the higher is the penalty for the mismatch. The study depicts that mismatch is penalised in the majority of fields except for low-paid ones.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47987135","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 : 2022-09-26DOI: 10.1080/13639080.2022.2128185
Angie L. Miller, Paula Alvarez Huerta
ABSTRACT Previous research suggests that creativity training is effective in academic settings, and that creative skills are increasingly important for success within unconventional careers such as self-employment or starting a business. This study extends research on creativity and entrepreneurial training in higher education, using data from the National Survey of Student Engagement (NSSE). Responses from over 64,000 seniors at 274 different U.S. colleges and universities were used to explore whether exposure to creative coursework and confidence in creative thinking skills can predict future entrepreneurial career plans. The results of binary logistic regression models suggest that creative coursework and confidence in creative ability are significant positive predictors of future plans for self-employment and starting a business, even after controlling for demographic and institutional characteristics. These findings can help to enrich educational experiences within higher education, informing curricular enhancements and career advising for students across all disciplines.
{"title":"Connecting creativity, confidence, and unconventional career plans","authors":"Angie L. Miller, Paula Alvarez Huerta","doi":"10.1080/13639080.2022.2128185","DOIUrl":"https://doi.org/10.1080/13639080.2022.2128185","url":null,"abstract":"ABSTRACT Previous research suggests that creativity training is effective in academic settings, and that creative skills are increasingly important for success within unconventional careers such as self-employment or starting a business. This study extends research on creativity and entrepreneurial training in higher education, using data from the National Survey of Student Engagement (NSSE). Responses from over 64,000 seniors at 274 different U.S. colleges and universities were used to explore whether exposure to creative coursework and confidence in creative thinking skills can predict future entrepreneurial career plans. The results of binary logistic regression models suggest that creative coursework and confidence in creative ability are significant positive predictors of future plans for self-employment and starting a business, even after controlling for demographic and institutional characteristics. These findings can help to enrich educational experiences within higher education, informing curricular enhancements and career advising for students across all disciplines.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44696901","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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