Pub Date : 2022-05-06DOI: 10.1080/13639080.2022.2073338
Andreas Hartung, K. Wessling, Steffen Hillmert
ABSTRACT This study examines the relevance of labour-market conditions for individual occupational status expectations. We are particularly interested in students’ status expectations in the final stages of their school careers. Occupational expectations are an important basis for adolescents’ biographical decisions and corresponding transitions to vocational training and employment. By anticipating their likely labour-market situation, adolescents adjust their occupational choices; however, this anticipation is strongly moderated by their family background. We demonstrate this interaction using the example of school students in Germany’s secondary education’s tracked system. We link survey data from the German National Educational Panel Study to regionalised administrative data on unemployment. We find expectations for higher-status occupations in poor regional labour markets among students in non-academic school tracks. In contrast, students in the academic track aspire to lower status occupations in poor regional labour markets. In both cases, higher parental occupational status mitigates the impact of labour-market conditions on individual occupational status expectations. Our results indicate a greater awareness of structural conditions in the region among adolescents who are equipped with fewer familial resources.
{"title":"Interplay between family background and labour-market conditions in shaping students’ occupational status expectations","authors":"Andreas Hartung, K. Wessling, Steffen Hillmert","doi":"10.1080/13639080.2022.2073338","DOIUrl":"https://doi.org/10.1080/13639080.2022.2073338","url":null,"abstract":"ABSTRACT This study examines the relevance of labour-market conditions for individual occupational status expectations. We are particularly interested in students’ status expectations in the final stages of their school careers. Occupational expectations are an important basis for adolescents’ biographical decisions and corresponding transitions to vocational training and employment. By anticipating their likely labour-market situation, adolescents adjust their occupational choices; however, this anticipation is strongly moderated by their family background. We demonstrate this interaction using the example of school students in Germany’s secondary education’s tracked system. We link survey data from the German National Educational Panel Study to regionalised administrative data on unemployment. We find expectations for higher-status occupations in poor regional labour markets among students in non-academic school tracks. In contrast, students in the academic track aspire to lower status occupations in poor regional labour markets. In both cases, higher parental occupational status mitigates the impact of labour-market conditions on individual occupational status expectations. Our results indicate a greater awareness of structural conditions in the region among adolescents who are equipped with fewer familial resources.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"405 - 421"},"PeriodicalIF":1.4,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48473685","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 : 2022-05-05DOI: 10.1080/13639080.2022.2073341
Fatima Malik
ABSTRACT This article explores the underexamined idea of employer engagement as the institutional agency around the supply-demand relationship surrounding education and training (E&T) and VET in England (2012), arguing why VET needs are still likely to be unmet. A single case-study methodology and forty convergent interviews with high-skill employers and policy stakeholders revealed three types of highly constrained employer agencies, in England’s Northwest Bioregion, during a period when policy institutions faced restructuring and closure. The research is set against the backdrop of a previously failed and historically repeatedly revised VET institutional environment. In further addressing the lack of empirical evidence on the employer engagement problems faced by policy stakeholders during 2012, it reveals an individualised, voluntary, yet expected weak employer agency around supply-side initiatives. Also, a voluntary yet collective employer agency underpins the wider challenged efforts of policy stakeholders in engaging employers around E&T/VET, while also evident is a collective progressive employer agency around high-skill VET linked to R&D production. Discussions highlight the influence of supply-/demand-side constraints for current VET, questioning what has really changed.
{"title":"Voluntary and collective employer engagement and agency around the high-skill supply-demand relationship of education & training and VET in England","authors":"Fatima Malik","doi":"10.1080/13639080.2022.2073341","DOIUrl":"https://doi.org/10.1080/13639080.2022.2073341","url":null,"abstract":"ABSTRACT This article explores the underexamined idea of employer engagement as the institutional agency around the supply-demand relationship surrounding education and training (E&T) and VET in England (2012), arguing why VET needs are still likely to be unmet. A single case-study methodology and forty convergent interviews with high-skill employers and policy stakeholders revealed three types of highly constrained employer agencies, in England’s Northwest Bioregion, during a period when policy institutions faced restructuring and closure. The research is set against the backdrop of a previously failed and historically repeatedly revised VET institutional environment. In further addressing the lack of empirical evidence on the employer engagement problems faced by policy stakeholders during 2012, it reveals an individualised, voluntary, yet expected weak employer agency around supply-side initiatives. Also, a voluntary yet collective employer agency underpins the wider challenged efforts of policy stakeholders in engaging employers around E&T/VET, while also evident is a collective progressive employer agency around high-skill VET linked to R&D production. Discussions highlight the influence of supply-/demand-side constraints for current VET, questioning what has really changed.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"390 - 404"},"PeriodicalIF":1.4,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42972951","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 : 2022-05-04DOI: 10.1080/13639080.2022.2073340
Arja Haapakorpi
ABSTRACT Post-industrial society has witnessed trends according to which the labour market has become more flexible, services have expanded and immaterial work and horizontal work organisation has emerged, shaping professions in respect to the employment and work they can offer. An outcome of these trends is a portfolio career, an employment pattern based on holding down multiple jobs, which increases the variation in the quality of career trajectories. Portfolio careers, however, are shaped at the intersection of industry and profession. This article studies the quality of a professional portfolio career by investigating the employment pattern and the task profile. Two case studies, one involving business consulting professionals and the other professionals in the creative industry, are investigated. The study is based on the analysis of interview data. For both professional groups, the quality of employment was impaired by the insecurity inherent in a portfolio career, but the quality of the professional profile of tasks was relatively adequate. For the consulting professionals studied, the quality of the task profile is due to the coherent but multidisciplinary continuum of tasks, which in turn is due to the market-based service industry. For the professionals in the creative industry, the profile consisted of professional tasks and tasks external to the profession, which is due to underemployment in the industry.
{"title":"The quality of a professional portfolio career in the post-industrial era","authors":"Arja Haapakorpi","doi":"10.1080/13639080.2022.2073340","DOIUrl":"https://doi.org/10.1080/13639080.2022.2073340","url":null,"abstract":"ABSTRACT Post-industrial society has witnessed trends according to which the labour market has become more flexible, services have expanded and immaterial work and horizontal work organisation has emerged, shaping professions in respect to the employment and work they can offer. An outcome of these trends is a portfolio career, an employment pattern based on holding down multiple jobs, which increases the variation in the quality of career trajectories. Portfolio careers, however, are shaped at the intersection of industry and profession. This article studies the quality of a professional portfolio career by investigating the employment pattern and the task profile. Two case studies, one involving business consulting professionals and the other professionals in the creative industry, are investigated. The study is based on the analysis of interview data. For both professional groups, the quality of employment was impaired by the insecurity inherent in a portfolio career, but the quality of the professional profile of tasks was relatively adequate. For the consulting professionals studied, the quality of the task profile is due to the coherent but multidisciplinary continuum of tasks, which in turn is due to the market-based service industry. For the professionals in the creative industry, the profile consisted of professional tasks and tasks external to the profession, which is due to underemployment in the industry.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"441 - 454"},"PeriodicalIF":1.4,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43758379","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 : 2022-04-02DOI: 10.1080/13639080.2022.2059455
H. Pesonen, Tarja Tuononen, M. Fabri, M. Lahdelma
ABSTRACT An unprecedented number of autistic people are completing university and they frequently face unemployment after graduation. However, research focusing on the forms of graduate capital and their employability is scarce. The focus of existing research has been on non-autistic, or neurotypical, graduates. The human, social, cultural, identity and psychological capital might be different for autistic graduates due to the characteristics of autism. Using a participatory approach, our aim was to examine the five areas of graduate capital in the context of autistic graduates. The study involved semi-structured interviews with 15 autistic university graduates from England, Finland, France and the Netherlands. Data were analysed using theory guided content analysis and ‘data-driven’ approaches. Findings indicate that the five areas of graduate capital are particularly relevant to autistic graduates, who typically expose gaps in several capital, jeopardising their employability.
{"title":"Autistic graduates: graduate capital and employability","authors":"H. Pesonen, Tarja Tuononen, M. Fabri, M. Lahdelma","doi":"10.1080/13639080.2022.2059455","DOIUrl":"https://doi.org/10.1080/13639080.2022.2059455","url":null,"abstract":"ABSTRACT An unprecedented number of autistic people are completing university and they frequently face unemployment after graduation. However, research focusing on the forms of graduate capital and their employability is scarce. The focus of existing research has been on non-autistic, or neurotypical, graduates. The human, social, cultural, identity and psychological capital might be different for autistic graduates due to the characteristics of autism. Using a participatory approach, our aim was to examine the five areas of graduate capital in the context of autistic graduates. The study involved semi-structured interviews with 15 autistic university graduates from England, Finland, France and the Netherlands. Data were analysed using theory guided content analysis and ‘data-driven’ approaches. Findings indicate that the five areas of graduate capital are particularly relevant to autistic graduates, who typically expose gaps in several capital, jeopardising their employability.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"374 - 389"},"PeriodicalIF":1.4,"publicationDate":"2022-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47098713","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 : 2022-03-30DOI: 10.1080/13639080.2022.2059453
E. Kelly, S. McGuinness, A. Bergin, Adele Whelan
ABSTRACT Using a matching framework and high-quality administrative longitudinal and survey data, we evaluate the effectiveness of a second-chance education opportunity scheme, the Back to Education Allowance (BTEA), in assisting jobseekers to find employment on completion of their course. The results from two separate datasets indicate that BTEA scheme participation had large negative consequences for subsequent employment transitions. Further analysis revealed the negative impacts are likely to be related to flaws in the BTEA scheme framework rather than deficits in the quality of the education received. These results hold when tested against the influences of sample selection and unobserved heterogeneity bias.
{"title":"The effectiveness of a second-chance education scheme as an unemployment activation measure: evidence from Ireland","authors":"E. Kelly, S. McGuinness, A. Bergin, Adele Whelan","doi":"10.1080/13639080.2022.2059453","DOIUrl":"https://doi.org/10.1080/13639080.2022.2059453","url":null,"abstract":"ABSTRACT Using a matching framework and high-quality administrative longitudinal and survey data, we evaluate the effectiveness of a second-chance education opportunity scheme, the Back to Education Allowance (BTEA), in assisting jobseekers to find employment on completion of their course. The results from two separate datasets indicate that BTEA scheme participation had large negative consequences for subsequent employment transitions. Further analysis revealed the negative impacts are likely to be related to flaws in the BTEA scheme framework rather than deficits in the quality of the education received. These results hold when tested against the influences of sample selection and unobserved heterogeneity bias.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"272 - 292"},"PeriodicalIF":1.4,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48854935","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 : 2022-03-30DOI: 10.1080/13639080.2022.2059454
Olivia Groves, S. O’Shea, Janine Delahunty
ABSTRACT Success in a complex labour market requires astute planning, preparation and foresight, particularly within the context of the massification of higher education, increasing graduate competitiveness, and a discourse of employability which places the onus of employment on the individual. A cohort experiencing noticeably weaker graduate employment outcomes are students who are the first in their family to attend university, a group often representing a diversity of backgrounds and intersecting equity categories. Drawing on interviews and surveys of near completing Australian first in family (FiF) students, recent graduates and alumni, this article explores how employability was experienced and enacted by participants. Through the application of Pierre Bourdieu’s work on capital theory, the article contributes valuable insights into the experience of FiF students’ graduate employment seeking, specifically how their existing capitals, including those that are social, cultural and symbolic in nature, interacted with the job market to achieve (or otherwise) desirable graduate employment. Findings from this study point to a number of urgently needed strategies for the FiF cohort to achieve professional goals.
{"title":"‘I don’t understand it’: first in family graduates recognising and mobilising capitals for employment","authors":"Olivia Groves, S. O’Shea, Janine Delahunty","doi":"10.1080/13639080.2022.2059454","DOIUrl":"https://doi.org/10.1080/13639080.2022.2059454","url":null,"abstract":"ABSTRACT Success in a complex labour market requires astute planning, preparation and foresight, particularly within the context of the massification of higher education, increasing graduate competitiveness, and a discourse of employability which places the onus of employment on the individual. A cohort experiencing noticeably weaker graduate employment outcomes are students who are the first in their family to attend university, a group often representing a diversity of backgrounds and intersecting equity categories. Drawing on interviews and surveys of near completing Australian first in family (FiF) students, recent graduates and alumni, this article explores how employability was experienced and enacted by participants. Through the application of Pierre Bourdieu’s work on capital theory, the article contributes valuable insights into the experience of FiF students’ graduate employment seeking, specifically how their existing capitals, including those that are social, cultural and symbolic in nature, interacted with the job market to achieve (or otherwise) desirable graduate employment. Findings from this study point to a number of urgently needed strategies for the FiF cohort to achieve professional goals.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"293 - 306"},"PeriodicalIF":1.4,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46743870","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 : 2022-03-12DOI: 10.1080/13639080.2022.2048250
P. Creed, Michelle Hood, P. Brough, A. Bialocerkowski, M. Machin, Sonya Winterbotham, Lindsay Eastgate
ABSTRACT Relatively little is known about how working students manage their dual roles of work and study. To extend this research, we examined the direct and indirect relationships between boundary flexibility-ability (the appraised capacity to modify a boundary of one role to accommodate better the demands of another role) and boundary flexibility-willingness (the preparedness to do so) in both the work and study domains and outcomes of student burnout and study engagement in a sample of 851 working students (76% female; mean age 20.69 years). We tested the indirect paths via work-study conflict and facilitation. Both work and study flexibility-ability and flexibility-willingness, independently and in concert, were related to student burnout (46% variance explained) and study engagement (28% variance explained) as expected, and results supported work-study conflict and facilitation as underlying mechanisms in these relationships, with the indirect path via work-study conflict being more important than that via work-study facilitation. Thus, there are benefits for students when work and study boundaries are flexible and when students are willing to make use of this flexibility.
{"title":"Student work-study boundary flexibility and relationships with burnout and study engagement","authors":"P. Creed, Michelle Hood, P. Brough, A. Bialocerkowski, M. Machin, Sonya Winterbotham, Lindsay Eastgate","doi":"10.1080/13639080.2022.2048250","DOIUrl":"https://doi.org/10.1080/13639080.2022.2048250","url":null,"abstract":"ABSTRACT Relatively little is known about how working students manage their dual roles of work and study. To extend this research, we examined the direct and indirect relationships between boundary flexibility-ability (the appraised capacity to modify a boundary of one role to accommodate better the demands of another role) and boundary flexibility-willingness (the preparedness to do so) in both the work and study domains and outcomes of student burnout and study engagement in a sample of 851 working students (76% female; mean age 20.69 years). We tested the indirect paths via work-study conflict and facilitation. Both work and study flexibility-ability and flexibility-willingness, independently and in concert, were related to student burnout (46% variance explained) and study engagement (28% variance explained) as expected, and results supported work-study conflict and facilitation as underlying mechanisms in these relationships, with the indirect path via work-study conflict being more important than that via work-study facilitation. Thus, there are benefits for students when work and study boundaries are flexible and when students are willing to make use of this flexibility.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"256 - 271"},"PeriodicalIF":1.4,"publicationDate":"2022-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46271756","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 : 2022-03-12DOI: 10.1080/13639080.2022.2048253
Parisa Ghanouni, Rebecca Raphael
ABSTRACT Employment is a crucial step in achieving independence and independent living for youth with Autism Spectrum Disorder (ASD) during the transition to adulthood. However, there is limited information about perspective of stakeholders including youth on the spectrum with respect to employment. Thus, we aimed to explore stakeholders’ experiences about employment of youth with ASD. We interviewed 23 stakeholders, including 4 youths with ASD, 16 parents of individuals with ASD, and 3 service providers who worked with individuals with ASD. Using thematic analysis, three themes emerged including: (a) functional skills and apprenticeships, (b) accommodations to maintain the job, and (c) advocating for opportunities and taking initiatives. Our findings suggest that in addition to functional challenges that youth with ASD may face within the workplace, a lack of community understanding towards their needs resulted in an exacerbation of the challenges. However, advocating for opportunities and taking initiatives have been considered to help obtain employment. This study consolidates employment experiences among youth with ASD and suggests that the difficulty achieving positive employment outcomes is multi-dimensional due to the effects of disability, workplace, and institutional regulations. This study can inform the development of programs to support employment of individuals with ASD.
{"title":"Transition to adulthood in individuals with ASD: What does the employment look like?","authors":"Parisa Ghanouni, Rebecca Raphael","doi":"10.1080/13639080.2022.2048253","DOIUrl":"https://doi.org/10.1080/13639080.2022.2048253","url":null,"abstract":"ABSTRACT Employment is a crucial step in achieving independence and independent living for youth with Autism Spectrum Disorder (ASD) during the transition to adulthood. However, there is limited information about perspective of stakeholders including youth on the spectrum with respect to employment. Thus, we aimed to explore stakeholders’ experiences about employment of youth with ASD. We interviewed 23 stakeholders, including 4 youths with ASD, 16 parents of individuals with ASD, and 3 service providers who worked with individuals with ASD. Using thematic analysis, three themes emerged including: (a) functional skills and apprenticeships, (b) accommodations to maintain the job, and (c) advocating for opportunities and taking initiatives. Our findings suggest that in addition to functional challenges that youth with ASD may face within the workplace, a lack of community understanding towards their needs resulted in an exacerbation of the challenges. However, advocating for opportunities and taking initiatives have been considered to help obtain employment. This study consolidates employment experiences among youth with ASD and suggests that the difficulty achieving positive employment outcomes is multi-dimensional due to the effects of disability, workplace, and institutional regulations. This study can inform the development of programs to support employment of individuals with ASD.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"307 - 325"},"PeriodicalIF":1.4,"publicationDate":"2022-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47937368","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 : 2022-03-03DOI: 10.1080/13639080.2022.2048251
M. Dougherty
ABSTRACT Educational researchers identify the transition from post-secondary education to the labour market as a critical point for the success of the student, and for society more broadly. This transition is often explored as a distinct phase between education and work that can be assessed based on pre-determined outcomes (i.e. employment, income). From this perspective, it is the responsibility of individual students to effectively commodify themselves and navigate their transition into employment. This focus on individual responsibility fails to question social mobility discourse and current labour market realities that significantly influence transition. In order to re-conceptualise transition, I deconstruct social mobility discourse as the foundation of transition research. Then, I draw on narratives of social service workers in British Columbia, Canada, to complexify transition and allow for more nuanced research. The narratives contradict dominant conceptualisations of transition, critiquing transition as a linear process that can be assessed through economic indicators. Recognising transition as a continual process that is influenced by a multiplicity of factors opens new ways to research. Research exploring the nuance of transition moves away from a deficit-focused, intervention approach focused on students, to critically exploring education, the labour market, and the relationship between school and work.
{"title":"Reconceptualising the transition from post-secondary education to work","authors":"M. Dougherty","doi":"10.1080/13639080.2022.2048251","DOIUrl":"https://doi.org/10.1080/13639080.2022.2048251","url":null,"abstract":"ABSTRACT Educational researchers identify the transition from post-secondary education to the labour market as a critical point for the success of the student, and for society more broadly. This transition is often explored as a distinct phase between education and work that can be assessed based on pre-determined outcomes (i.e. employment, income). From this perspective, it is the responsibility of individual students to effectively commodify themselves and navigate their transition into employment. This focus on individual responsibility fails to question social mobility discourse and current labour market realities that significantly influence transition. In order to re-conceptualise transition, I deconstruct social mobility discourse as the foundation of transition research. Then, I draw on narratives of social service workers in British Columbia, Canada, to complexify transition and allow for more nuanced research. The narratives contradict dominant conceptualisations of transition, critiquing transition as a linear process that can be assessed through economic indicators. Recognising transition as a continual process that is influenced by a multiplicity of factors opens new ways to research. Research exploring the nuance of transition moves away from a deficit-focused, intervention approach focused on students, to critically exploring education, the labour market, and the relationship between school and work.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"241 - 255"},"PeriodicalIF":1.4,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42023734","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 : 2022-03-03DOI: 10.1080/13639080.2022.2048252
S. Gao, S. Low, Qin Zi Yesmeen Yeo
ABSTRACT With the ongoing evolution in technology, there is an increasing need to address participation in lifelong learning in Singapore’s construction industry. It is necessary for employees and workers in the construction sector to acquire skillsets and knowledge to adapt to the ever-changing world. This study attempts to identify ways to increase participation in lifelong learning in the construction industry in Singapore by examining motivational theories for drivers and barriers. With the establishment of the conceptual framework, this study adopts a quantitative approach, using a questionnaire survey, the results of which are analysed using the SPSS and SmartPLS 3.0 software. The result of the analysis strongly supports the use of self-determination theory (SDT) and the fulfilment of three basic psychological needs – competence, autonomy, and relatedness of individuals – will produce a significant effect on the participation of lifelong learning within the construction industry. This means that the practical use of this theory in the construction industry will gradually increase individuals’ participation in lifelong learning. This study examined theories of amotivation and barriers, and both were demonstrated to be insignificant affecting participation rates. This study also identified institutional barriers as a key factor within the barrier domain, suggesting that changes in the institutional situation may help individuals to fulfil their lifelong learning dream.
{"title":"Exploring the drivers and barriers to lifelong learning in Singapore’s construction industry","authors":"S. Gao, S. Low, Qin Zi Yesmeen Yeo","doi":"10.1080/13639080.2022.2048252","DOIUrl":"https://doi.org/10.1080/13639080.2022.2048252","url":null,"abstract":"ABSTRACT With the ongoing evolution in technology, there is an increasing need to address participation in lifelong learning in Singapore’s construction industry. It is necessary for employees and workers in the construction sector to acquire skillsets and knowledge to adapt to the ever-changing world. This study attempts to identify ways to increase participation in lifelong learning in the construction industry in Singapore by examining motivational theories for drivers and barriers. With the establishment of the conceptual framework, this study adopts a quantitative approach, using a questionnaire survey, the results of which are analysed using the SPSS and SmartPLS 3.0 software. The result of the analysis strongly supports the use of self-determination theory (SDT) and the fulfilment of three basic psychological needs – competence, autonomy, and relatedness of individuals – will produce a significant effect on the participation of lifelong learning within the construction industry. This means that the practical use of this theory in the construction industry will gradually increase individuals’ participation in lifelong learning. This study examined theories of amotivation and barriers, and both were demonstrated to be insignificant affecting participation rates. This study also identified institutional barriers as a key factor within the barrier domain, suggesting that changes in the institutional situation may help individuals to fulfil their lifelong learning dream.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"340 - 356"},"PeriodicalIF":1.4,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46132931","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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