Pub Date : 2022-09-24DOI: 10.1080/13639080.2022.2128186
Jacqueline Muhawenayo, O. Habimana, A. Heshmati
ABSTRACT This paper investigates the extent to which proficiency in English and French as a form of human capital individually determine earnings in Rwanda’s labour market and whether it still pays to be bilingual. Using data from the nationally representative Labour Force Survey conducted in 2018, our findings show that after controlling for other human capital and demographic factors, proficiency in both languages is positively rewarded. However, economic returns for proficiency in English language are higher than those for French proficiency and this gap widens from the median to the upper tail of the earnings distribution. Further, in the last two deciles of the earnings distribution, returns to English proficiency surpass returns to bilingual proficiency. A key finding of our study is that proficiency in English is highly rewarded while being bilingual in English and French pays but not in the upper 20% of the earnings distribution. The observed high returns to English language proficiency are likely the outcomes of the language reforms that have been implemented in the country and, most importantly, reflect the history of post-genocide Rwanda. English has become the language of business, government and education, and this trend is likely to continue.
{"title":"Foreign language skills and labour market earnings in Rwanda","authors":"Jacqueline Muhawenayo, O. Habimana, A. Heshmati","doi":"10.1080/13639080.2022.2128186","DOIUrl":"https://doi.org/10.1080/13639080.2022.2128186","url":null,"abstract":"ABSTRACT This paper investigates the extent to which proficiency in English and French as a form of human capital individually determine earnings in Rwanda’s labour market and whether it still pays to be bilingual. Using data from the nationally representative Labour Force Survey conducted in 2018, our findings show that after controlling for other human capital and demographic factors, proficiency in both languages is positively rewarded. However, economic returns for proficiency in English language are higher than those for French proficiency and this gap widens from the median to the upper tail of the earnings distribution. Further, in the last two deciles of the earnings distribution, returns to English proficiency surpass returns to bilingual proficiency. A key finding of our study is that proficiency in English is highly rewarded while being bilingual in English and French pays but not in the upper 20% of the earnings distribution. The observed high returns to English language proficiency are likely the outcomes of the language reforms that have been implemented in the country and, most importantly, reflect the history of post-genocide Rwanda. English has become the language of business, government and education, and this trend is likely to continue.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44267901","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 : 2022-09-23DOI: 10.1080/13639080.2022.2128188
Wolfgang Lehmann
ABSTRACT The transition from university to the graduate labour market has become increasingly competitive. As university degrees no longer offer a guarantee for success, graduates mobilise other forms of capital to gain a competitive advantage. First-in-family and working-class students are seen to be disadvantaged as they lack access to the types of economic, social and personal capital employers prefer. This article is based on a qualitative longitudinal study of first-in-family, working-class students in Canada. Starting university in 2005 with very high ambitions and goals for substantial mobility, I will show how most gradually revised these goals over the 16 years they have been followed in the study, and how they engaged in a range of strategies to negotiate their potential working-class disadvantages to find career success. They further evoked a broader notion of mobility beyond career achievement, in that they also discussed personal/intellectual growth through education, their ability to develop and accumulate middle-class cultural capital, while not abandoning their working-class roots, and the importance of stability over status.
{"title":"Mobility and stability: post-graduate employment experiences of working-class students","authors":"Wolfgang Lehmann","doi":"10.1080/13639080.2022.2128188","DOIUrl":"https://doi.org/10.1080/13639080.2022.2128188","url":null,"abstract":"ABSTRACT The transition from university to the graduate labour market has become increasingly competitive. As university degrees no longer offer a guarantee for success, graduates mobilise other forms of capital to gain a competitive advantage. First-in-family and working-class students are seen to be disadvantaged as they lack access to the types of economic, social and personal capital employers prefer. This article is based on a qualitative longitudinal study of first-in-family, working-class students in Canada. Starting university in 2005 with very high ambitions and goals for substantial mobility, I will show how most gradually revised these goals over the 16 years they have been followed in the study, and how they engaged in a range of strategies to negotiate their potential working-class disadvantages to find career success. They further evoked a broader notion of mobility beyond career achievement, in that they also discussed personal/intellectual growth through education, their ability to develop and accumulate middle-class cultural capital, while not abandoning their working-class roots, and the importance of stability over status.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47164157","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 : 2022-09-23DOI: 10.1080/13639080.2022.2126970
F. Tolesh
ABSTRACT Using mixed methods research approach, this study explores the employment experiences of the Kazakhstani graduates with international human capital in the domestic labour market. Human and social capital theories and Spence’s signalling theory are utilised to explain and consider how investment into and internationalisation of those capitals and signalling attributes contribute to the graduates’ after-return labour market participation scenarios. The findings indicate that international education significantly improves graduate employability and widens opportunities. However, the limited options and capacity of the local labour market as well as the attitudinal differences between the Soviet era senior administration and foreign-educated graduates represent serious challenges.
{"title":"International human capital in the local labour market: experiences of the foreign-educated Kazakhstani graduates","authors":"F. Tolesh","doi":"10.1080/13639080.2022.2126970","DOIUrl":"https://doi.org/10.1080/13639080.2022.2126970","url":null,"abstract":"ABSTRACT Using mixed methods research approach, this study explores the employment experiences of the Kazakhstani graduates with international human capital in the domestic labour market. Human and social capital theories and Spence’s signalling theory are utilised to explain and consider how investment into and internationalisation of those capitals and signalling attributes contribute to the graduates’ after-return labour market participation scenarios. The findings indicate that international education significantly improves graduate employability and widens opportunities. However, the limited options and capacity of the local labour market as well as the attitudinal differences between the Soviet era senior administration and foreign-educated graduates represent serious challenges.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45239983","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 : 2022-09-23DOI: 10.1080/13639080.2022.2126972
D. Whittard, H. Drew, F. Ritchie
ABSTRACT The student workforce plays a substantial part in several low-paying industries such as retail and hospitality, and this has grown over time. However, there has been little recent research. The usual assumption is that students compete successfully with the local labour force for low-skill, part-time jobs, but there is little evidence for this. Using results from twelve employer interviews located in two cities in the United Kingdom (Bristol and Cardiff), we reconsider employers’ perspectives on taking on students. We find that, rather than seeing the labour market as an undistinguished mass of ‘arms and legs’, employers are well aware of the pros and cons of employing students, and use this information to build flexible workforces which complement the local non-student labour supply. This fits into the well documented model of the ‘core’ and ‘periphery’ workforces. We do find evidence of indirect competition, through changes in the way jobs are advertised and filled. We also note the growth in managers who have themselves worked as students may be changing the ‘frame of reference’ of those managers, further shifting the demand for student workers in the long term.
{"title":"Not just arms and legs: employer perspectives on student workers","authors":"D. Whittard, H. Drew, F. Ritchie","doi":"10.1080/13639080.2022.2126972","DOIUrl":"https://doi.org/10.1080/13639080.2022.2126972","url":null,"abstract":"ABSTRACT The student workforce plays a substantial part in several low-paying industries such as retail and hospitality, and this has grown over time. However, there has been little recent research. The usual assumption is that students compete successfully with the local labour force for low-skill, part-time jobs, but there is little evidence for this. Using results from twelve employer interviews located in two cities in the United Kingdom (Bristol and Cardiff), we reconsider employers’ perspectives on taking on students. We find that, rather than seeing the labour market as an undistinguished mass of ‘arms and legs’, employers are well aware of the pros and cons of employing students, and use this information to build flexible workforces which complement the local non-student labour supply. This fits into the well documented model of the ‘core’ and ‘periphery’ workforces. We do find evidence of indirect competition, through changes in the way jobs are advertised and filled. We also note the growth in managers who have themselves worked as students may be changing the ‘frame of reference’ of those managers, further shifting the demand for student workers in the long term.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44018683","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 : 2022-09-22DOI: 10.1080/13639080.2022.2126967
P. Creed, Michelle Hood, A. Bialocerkowski, M. Machin, P. Brough, Louella Bagley, Sonya Winterbotham, Lindsay Eastgate
ABSTRACT We examined how mature-aged, non-traditional students (studying part-time, working full-time) managed their multiple roles by testing a serial, indirect effects model, in which student role congruence (i.e., extent to which students structure role boundaries to meet their own and others’ preferences) was related to study engagement, and where work-study conflict/facilitation and exhaustion, in sequence, were underlying mechanisms that explained this relationship. We also untangled congruence between different role boundaries (i.e., work, study, family, leisure) to assess which were more important to facilitate engagement. We found, (N = 211; M = 37 years; 65% women), study engagement was predicted by study (direct and indirect) and leisure congruence (indirect), but not work and family congruence, with these relationships explained by reduced conflict (not facilitation) and, in turn, less exhaustion. The study suggests that how students manage their multiple role boundaries is important as this potentially affects their study engagement.
{"title":"Role congruence and study engagement in mature-age students: a serial indirect effects model","authors":"P. Creed, Michelle Hood, A. Bialocerkowski, M. Machin, P. Brough, Louella Bagley, Sonya Winterbotham, Lindsay Eastgate","doi":"10.1080/13639080.2022.2126967","DOIUrl":"https://doi.org/10.1080/13639080.2022.2126967","url":null,"abstract":"ABSTRACT We examined how mature-aged, non-traditional students (studying part-time, working full-time) managed their multiple roles by testing a serial, indirect effects model, in which student role congruence (i.e., extent to which students structure role boundaries to meet their own and others’ preferences) was related to study engagement, and where work-study conflict/facilitation and exhaustion, in sequence, were underlying mechanisms that explained this relationship. We also untangled congruence between different role boundaries (i.e., work, study, family, leisure) to assess which were more important to facilitate engagement. We found, (N = 211; M = 37 years; 65% women), study engagement was predicted by study (direct and indirect) and leisure congruence (indirect), but not work and family congruence, with these relationships explained by reduced conflict (not facilitation) and, in turn, less exhaustion. The study suggests that how students manage their multiple role boundaries is important as this potentially affects their study engagement.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45545851","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 : 2022-09-21DOI: 10.1080/13639080.2022.2126971
Claire Paterson-Young, S. Denny
ABSTRACT In the United Kingdom, the number of young people (16 to 24 years-old) not in education, employment or training (NEET) was estimated to be c.763,000 in October to December 2019. The purpose of this paper is to explore the experiences of NEET young people attending alternative education provisions that focus on physical and mental health in promoting positive outcomes. Semi-structured interviews with young people (n = 18), parents (n = 10), and staff (n = 8), analysed using Constant Comparative Method, were conducted in an alternative education provision in England and Wales. Analysis led to the identification of themes around motivation, empowerment, and confidence. The findings illustrate that young people in alternative education provisions benefit from an approach that placed health, well-being and confidence building at their core. This paper outlines the implications for policy-makers and practitioners in designing alternative education provisions with physical activity as part of the core curriculum.
{"title":"A critical study of alternative education provisions for young people aged 16 to 24 years in the United Kingdom","authors":"Claire Paterson-Young, S. Denny","doi":"10.1080/13639080.2022.2126971","DOIUrl":"https://doi.org/10.1080/13639080.2022.2126971","url":null,"abstract":"ABSTRACT In the United Kingdom, the number of young people (16 to 24 years-old) not in education, employment or training (NEET) was estimated to be c.763,000 in October to December 2019. The purpose of this paper is to explore the experiences of NEET young people attending alternative education provisions that focus on physical and mental health in promoting positive outcomes. Semi-structured interviews with young people (n = 18), parents (n = 10), and staff (n = 8), analysed using Constant Comparative Method, were conducted in an alternative education provision in England and Wales. Analysis led to the identification of themes around motivation, empowerment, and confidence. The findings illustrate that young people in alternative education provisions benefit from an approach that placed health, well-being and confidence building at their core. This paper outlines the implications for policy-makers and practitioners in designing alternative education provisions with physical activity as part of the core curriculum.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42815726","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 : 2022-07-04DOI: 10.1080/13639080.2022.2099534
Jannike Gottschalk Ballo, Mari Amdahl Heglum, W. Nilsen, V. H. Bernstrøm
ABSTRACT Early work experience is found to be an influential factor in young people’s transitions from school to work. Still, we know little about whether early work experience can protect vulnerable young people from subsequent exclusion from labour and education in early adulthood. Our objective is therefore to examine how early work experience in adolescence influences the risk of being NEET (Not in Education, Employment or Training), and whether this relationship is stronger for early school leavers and young disabled people. We utilise Norwegian register data covering the entire 1985-birth cohort, followed from age 16 to 29 (n ~ 50 000). Linear probability models are used to estimate the NEET risk at age 25 and age 29. The findings reveal that early work experience is related to a lower NEET risk for everyone, but more strongly for the young people with disabilities or early school leaving. The findings support early work experience as a potentially important protective factor against subsequent NEET status, particularly among vulnerable young people.
{"title":"Can adolescent work experience protect vulnerable youth? A population wide longitudinal study of young adults not in education, employment or training (NEET)","authors":"Jannike Gottschalk Ballo, Mari Amdahl Heglum, W. Nilsen, V. H. Bernstrøm","doi":"10.1080/13639080.2022.2099534","DOIUrl":"https://doi.org/10.1080/13639080.2022.2099534","url":null,"abstract":"ABSTRACT Early work experience is found to be an influential factor in young people’s transitions from school to work. Still, we know little about whether early work experience can protect vulnerable young people from subsequent exclusion from labour and education in early adulthood. Our objective is therefore to examine how early work experience in adolescence influences the risk of being NEET (Not in Education, Employment or Training), and whether this relationship is stronger for early school leavers and young disabled people. We utilise Norwegian register data covering the entire 1985-birth cohort, followed from age 16 to 29 (n ~ 50 000). Linear probability models are used to estimate the NEET risk at age 25 and age 29. The findings reveal that early work experience is related to a lower NEET risk for everyone, but more strongly for the young people with disabilities or early school leaving. The findings support early work experience as a potentially important protective factor against subsequent NEET status, particularly among vulnerable young people.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48909036","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 : 2022-07-01DOI: 10.1080/13639080.2022.2092606
J. Avis
ABSTRACT The paper brings together a range of debates on the left that address TVET’s future in current context. At the heart of these debates rest two issues. The first addresses competing views of capital and the second focuses on the contradiction between the interests of capital and workers. The paper argues that capital is not all of a piece and that decent work that validates human flourishing is not completely unknown. However, as with other forms of waged labour, such work is predicated on capitalist relations and interests and it is important not to overlook waged labour as a site of struggle and contestation. Consequently, when circumstances alter as a result of the development of new technology, itself is a social process, or when the balance of power shifts in favour of capital, such labour may be dispensed with or become so deskilled that it is hardly recognisable. The paper is structured in the following way. The initial sections address the paper’s genesis, a discussion of corporate social responsibility and anti-work that enables an engagement with differing conceptualisations of capital. The subsequent sections, Restrictive and Expansive Learning and Thinking about TVET focus on the contradictory interests of workers and capital. The paper closes with a discussion of TVET and considers responses to current conditions that necessitate an engagement with an earlier tradition of adult and community education.
{"title":"Anti-work, TVET and employer engagement","authors":"J. Avis","doi":"10.1080/13639080.2022.2092606","DOIUrl":"https://doi.org/10.1080/13639080.2022.2092606","url":null,"abstract":"ABSTRACT The paper brings together a range of debates on the left that address TVET’s future in current context. At the heart of these debates rest two issues. The first addresses competing views of capital and the second focuses on the contradiction between the interests of capital and workers. The paper argues that capital is not all of a piece and that decent work that validates human flourishing is not completely unknown. However, as with other forms of waged labour, such work is predicated on capitalist relations and interests and it is important not to overlook waged labour as a site of struggle and contestation. Consequently, when circumstances alter as a result of the development of new technology, itself is a social process, or when the balance of power shifts in favour of capital, such labour may be dispensed with or become so deskilled that it is hardly recognisable. The paper is structured in the following way. The initial sections address the paper’s genesis, a discussion of corporate social responsibility and anti-work that enables an engagement with differing conceptualisations of capital. The subsequent sections, Restrictive and Expansive Learning and Thinking about TVET focus on the contradictory interests of workers and capital. The paper closes with a discussion of TVET and considers responses to current conditions that necessitate an engagement with an earlier tradition of adult and community education.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45127251","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 : 2022-07-01DOI: 10.1080/13639080.2022.2092605
A. Kamis, N. Habibi
ABSTRACT This is an applied econometric analysis of labour market data for the United States. We study the impact of several factors on overflow of overeducated employees into various job categories. We use panel data regression analysis with fixed and random effects. We also use data visualisation to investigate the overeducation trends during 2002–2016 for various occupation categories. Our dataset consists of seven sets of annual data for 704 occupations. We investigate this phenomenon at two levels: 1) overflow of university graduates into occupations that do not require a university degree, and 2) overflow of Masters and PhD degree holders into occupations that require a bachelor’s degree or less. We observe that the overeducation has increased in most occupations and it causes a crowding out effect; an adequately educated worker might be outcompeted by an overeducated worker. While the income premium of a university education has decreased over time, the income advantage of university education over a high school degree has persisted. Furthermore, our regression analysis has shown that the overeducation ratio has a positive correlation with the median earnings of an occupation and its opportunities for self-employment. The results hold for both college graduates and holders of graduate degrees.
{"title":"Impact of earnings and self-employment opportunities on overeducation: evidence from occupations in the United States labor market 2002-2016","authors":"A. Kamis, N. Habibi","doi":"10.1080/13639080.2022.2092605","DOIUrl":"https://doi.org/10.1080/13639080.2022.2092605","url":null,"abstract":"ABSTRACT This is an applied econometric analysis of labour market data for the United States. We study the impact of several factors on overflow of overeducated employees into various job categories. We use panel data regression analysis with fixed and random effects. We also use data visualisation to investigate the overeducation trends during 2002–2016 for various occupation categories. Our dataset consists of seven sets of annual data for 704 occupations. We investigate this phenomenon at two levels: 1) overflow of university graduates into occupations that do not require a university degree, and 2) overflow of Masters and PhD degree holders into occupations that require a bachelor’s degree or less. We observe that the overeducation has increased in most occupations and it causes a crowding out effect; an adequately educated worker might be outcompeted by an overeducated worker. While the income premium of a university education has decreased over time, the income advantage of university education over a high school degree has persisted. Furthermore, our regression analysis has shown that the overeducation ratio has a positive correlation with the median earnings of an occupation and its opportunities for self-employment. The results hold for both college graduates and holders of graduate degrees.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59950062","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 : 2022-06-24DOI: 10.1080/13639080.2022.2092604
Alan Runcieman
ABSTRACT In order to prepare students for their future professional life, research has shifted from a skills-based approach to one that centres on their socio-cultural resources. In particular, how they evaluate their ‘social and cultural capital’, in relation to their developing professional identities, and how this can be facilitated through work-integrated learning (WIL), based on students’ initial forays into the labour market whilst still engaged with their studies. To date much research in this area has drawn on quantitative data, i.e. student surveys and questionnaires, although there has been a call for thicker descriptions based on a narrative approach. This article therefore proposes extending this research based on a ‘small story’ analytical perspective on data that emerges through student interviews and suggests ways it might enrich work-integrated learning approaches. Drawing on findings from initial research, it is argued that further similar ‘small story’ research might explore how students dialogically engage and evaluate their capital in a WIL context; evaluating the capital they see as being relevant from their initial work experience, among which the norms, values, and beliefs developed through professional socialisation, and comparing and contrasting that with what they find in the classroom.
{"title":"Developing students’ professional identities through work integrated learning: ‘small story’ research from an ethnographic perspective","authors":"Alan Runcieman","doi":"10.1080/13639080.2022.2092604","DOIUrl":"https://doi.org/10.1080/13639080.2022.2092604","url":null,"abstract":"ABSTRACT In order to prepare students for their future professional life, research has shifted from a skills-based approach to one that centres on their socio-cultural resources. In particular, how they evaluate their ‘social and cultural capital’, in relation to their developing professional identities, and how this can be facilitated through work-integrated learning (WIL), based on students’ initial forays into the labour market whilst still engaged with their studies. To date much research in this area has drawn on quantitative data, i.e. student surveys and questionnaires, although there has been a call for thicker descriptions based on a narrative approach. This article therefore proposes extending this research based on a ‘small story’ analytical perspective on data that emerges through student interviews and suggests ways it might enrich work-integrated learning approaches. Drawing on findings from initial research, it is argued that further similar ‘small story’ research might explore how students dialogically engage and evaluate their capital in a WIL context; evaluating the capital they see as being relevant from their initial work experience, among which the norms, values, and beliefs developed through professional socialisation, and comparing and contrasting that with what they find in the classroom.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47285707","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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