Gain Work Experience Research Articles

Zjawisko NEET na europejskim rynku pracy — zarys problemu

The article describes the phenomenon of NEETs (young people not in employment, education or training) in the European labour market. The focus of the article is on the presentation of Eurostat statistical data. It shows the dynamics of change in the population share of young people meeting all of the three conditions: they are not gainfully employed, enrolled at any kind of education institution, and do not gain work experience as trainees or interns. Available quantitative data shows the scale of this unfavourable social phenomenon in the years 2006—2015 within the area of the European Union. The scale of the NEETs phenomenon was visible before, during, and after the recent economic crisis. Due to the lack of unambiguous defining framework — referring to the age limits of persons included in the NEETs category — the scale of this phenomenon, based on Eurostat’s analyses, was presented in reference to broader perspective: 15—34 years, and then among people aged 18—24. Not only does the article indicate a number of adverse consequences of this phenomenon, but also delineates recommendations whose implementation could contribute to curbing it.

Labour Market Reintegration of Individuals with a Physical and Cognitive Disability by a Company-Based Work-Experience Program

ABSTRACT As in many other countries, individuals with disabilities in the Netherlands have difficulties in establishing sustainable careers. In the Netherlands, Royal Philips offers a work-experience program with the possibility to follow vocational education. Based on national register data, a control group was constructed that includes individuals with a disability with a similar labour market history as participants of the company-based program before entry but who were involved in public rehabilitation. This study compared the labour market outcomes up to ten years later (i.e., the level of employment and employment on a competitive salary) of individuals with a disability that participated in the program (N = 552) with those of a matched control group engaged in public rehabilitation. The long-term impact of participation in the programme on the level of employment appears to be firmer for individuals with a physical disability (N = 283) than for those with a cognitive disability (N = 269). Contrariwise, a more substantial effect was found on employment on a competitive salary for individuals with a cognitive disability than for those with a physical disability. Following vocational education, while gaining work experience, explains the long-term impact found for former participants of this company-based program partially.

The Fairness Project: the role of legal educators as catalysts for change. Engaging in difficult dialogues on the impact of diversity barriers to entry and progression in the legal profession

ABSTRACT This article provides a critique of The Fairness Project, a learning and teaching project on equality and diversity in the legal profession and its impact on employability, delivered over three years across three university law schools. The Fairness Project builds on current literature on lack of equality and diversity in the legal profession, by adopting a student perspective. Barriers to entry and progression within the legal profession occur because of a range of issues including social class, gender, ethnicity, initial education, university education and gaining work experience in a law firm. We explore whether, and to what extent, we can educate law students from a range of diverse backgrounds and social identities about the “diversity barriers” entrenched in the legal profession, and thus influence their own career trajectories to access the profession. Our results show that – at least to some extent – we can. The data suggests that The Fairness Project helped prepare law students to tackle the inequalities that exist in the legal profession. The learning benefits of The Fairness Project are transferable to other law schools and could be adapted for use with law students in other jurisdictions, or for students in other disciplines where “diversity barriers” may exist.

DUAL FORM OF PEDAGOGICAL EDUCATION – CONDITIONS OF ITS MODERNIZATION

The article reveals the features and importance of the dual form of education. It is determined that the dual form of pedagogical education underlies its modernization. It is proved that duality in the sphere of education in Ukraine has no systematic development. The lack of its clear interpretations, ambiguity of concepts and classification of approaches to introduction in the preparation of future teachers are those issues that require scientific substantiation and practical solution. It is emphasized that pedagogical higher education can also be implemented in a dual form. The basic characteristics of dual education are established: it provides for the combination of people training in educational establishments (in other subjects of educational activity) with on-the-job training at enterprises, institutions and organizations for acquiring a certain qualification, usually based on a contract. When preparing two institutions are involved in the specialist ‒ an educational institution and an enterprise, which prepares the future teacher for the school. For this reason, the educational process should be organized in such a way that, having acquired a theoretical knowledge, the student was able to simultaneously practice the duties of a teacher in a general secondary education institution, which had previously concluded a cooperation agreement with the university. Features of dual form of education are characterized: social partnership and ability to work in a team and gaining work experience. The basic modern approaches to the introduction of the dual form as a basis for the formation of future teachers of professional competence, in particular, integral, general and special (professional, subject) are outlined. A number of government circulars have been dispelled, confirming the need for dual training of specialists.

Student migration aspirations and mobility in the global knowledge society: The case of Ghana

In a global knowledge society, progress is driven by knowledge workers. Therefore, we must analyze migration and the mobility of knowledge workers in this new light. University students are both knowledge workers and knowledge-workers-to-be. Hence, this paper examines the migration aspirations of undergraduate university students in the Global South, exemplified by the West African nation Ghana. Increased access to higher education in Ghana and the Global South in general provides many more young people the opportunity to study, but the massive demand for education is still not being met, and access is woefully inadequate from the secondary level up to higher education. In addition, although the economy is growing steadily, graduate unemployment or underemployment is a major issue. This is the context for many students in and from the Global South. I argue that having the ability to migrate—mobility—is an unevenly distributed good, and partaking productively in the global knowledge society is highly conditional on a student’s country of origin.By taking the theoretical approach that aspiration is the first stage of migration, this research draws on a survey of undergraduate university students from two campuses in Ghana (n=467) and reveals that most of the students aspire to migrate, mostly for educational reasons. However, many of these students also aspire to return, others to live transnational lives, and one in twelve students surveyed are not interested in migrating—that is, in leaving Ghana for more than one year. These results show that university students in Ghana often imagine their future at home, but their life strategies include graduate school and gaining work experience abroad. Hence, mobility, but perhaps not necessarily migration, is a central feature of their life aspirations. Keywords:Global South, student migration, mobility, knowledge society, aspiration.

SELF COMPASSION LEVELS OF ERASMUS AND NON-ERASMUS STUDENTS

Erasmus is a program actively applied in many universities in many focus areas since 1987 (Erasmus Program, 2017) It has been defined as ‘ the opportunity of students to study or gain work experience in a different European country .’ It has thirty years of background in Turkey and one of the main purposes of the program is to help participants to develop their personal, educational, and cultural conceptions. It is a varied exchange process that takes place both in educational and cultural levels. In this varied exchange environment process, participants experience many problematic or tough situations such as being away from home and familiar environment, not knowing the target language, etc. The study aims to compare the self-compassion levels of the Erasmus participants and Non-Erasmus ones. It is because self-compassion is considered as an emotional balancing strategy that transforms the negative emotions and ideas into self-acceptation and life satisfaction (Neff, 2003). Having a life-changing experience Erasmus can be said a key element in developing self-compassion levels and defining the participants `levels, Self-Compassion Scale (Deniz, Kesici & Sumer, 2008) was applied. Non-Erasmus ones, meaning the same level students but not the part of any Erasmus project, were also applied the same questionnaire to make comparisons. It seems both of the participant groups have similar problems and the difference in self-compassion levels of the participants is tried to be defined. The gathered data is analyzed in the SPSS program. Article visualizations:

수산과학계열 대학의 현장실습 운영 현황 분석 및 개선방안

Present paper was analyzed on current status of work experience in the college of fisheries science as undergraduate students currently have been participating steadily. Thus, this paper aimed at providing implications on the implementation of curriculum by presenting strength, problems and improvement of work experience through interviewing faculties who were in charge and students who gained work experience. The results were summarized as follows. First, the more students gained work experience, the more departments were related to fisheries science. They preferred work experience during vacations and in 3 or 4 grades. Work experience was mainly gained more in aquariums, museums, and research institutes than fish farms or fishery-processing companies. Second, strength of work experience was to help them decide career and prepare for employment. Third, problems were pointed out that there was lack of organizations that they tried to gain work experience and it was difficult to manage them in nature. Lastly, improvement to activate work experience can be to build tow-way network between industry and university through making an agreement in university level. Also, the college of fisheries science has to establish a standard to support students to gain work experience and give them any kind of systemic orientation. It is expected by achieving above improvements that work experience is effective in training human resources customized for industries.

Pediatric Dysphagia: Survey Results Describing Speech-Language Pathologists' Education and Experience

Purpose Evaluation and treatment of pediatric dysphagia, swallowing difficulties occurring during childhood, is in the speech-language pathologists' (SLPs) scope of practice; however, little is known regarding the education SLPs receive during their graduate work and afterwards to effectively assess, treat, and manage this diagnosis. Method An 11-question survey was developed to examine the experience and opinions of SLPs related to the type and extent of pediatric dysphagia education and training they have and/or should have received during their graduate education. The survey was disseminated to SLPs across the United States via social media and e-mail Listservs. Results Survey results from 134 participants across the country, with varying clinical backgrounds, indicated a lack of pediatric dysphagia education during graduate school. SLPs reported overcoming these insufficiencies through gaining work experience and pursuing continuing education units on pediatric dysphagia. SLPs overwhelmingly (> 95% of respondents) recommended a full course or unit focusing on pediatric dysphagia for master's students in speech-language pathology. Survey results found a statistically significant increase in the likelihood of completion of a pediatric dysphagia unit or course for students graduating in the last 10 years; however, this positive trajectory shows a modest increase in the availability of coursework to prepare pediatric SLPs to evaluate and treat the growing pediatric dysphagia population. Conclusions Some positive changes in SLP education can be inferred from these results; however, there is still additional work to be done to equip pediatric SLPs to provide adequate care for a growing population with pediatric dysphagia.

ADDITIONAL OPPORTUNITIES FOR THE DEVELOPMENT OF STUDENTS’ FOREIGN LANGUAGE COMPETENCE AS A PART OF CAREER AND LIFE MANAGEMENT

In this article, the concept of competitiveness of graduates is considered and the oft-repeated requirements of employers for job applicants are identified, in particular, the requirements for knowledge of foreign languages are considered. There is given a combination of some advices to compete and fit to realm of modern labor market. Today's modernized era demands and needs young people who are flexible, creative and proactive, who can solve problems, make decisions, think critically and communicate ideas effectively and work efficiently within teams. Apart from that, foreign languages are also increasingly sought after by employers. Businesses are willing to invest in acquiring staff with strong language skills. As the world becomes more global the demand for professionals who can communicate in multiple languages is growing. Speaking more than one language has been shown to increase skills like open-mindedness, empathy and creativity: all important for career success and progression, no matter what level of language knowledge. The opportunity and resources to learn a foreign language are much more easily available today than in the past. Career is one of the most important motivators for foreign language learning. As the advancement of technology contributes to many new career options, a multilingual person has more chances of landing the right job. German is one of the 12 most spoken languages in the world. It is the second most commonly used scientific language. Summer jobs in Germany allow to gain new work experience abroad, helps in learning German and are an excellent way for students to enjoy discovering a new way of life. Having a part-time job can also help start gaining work experience and establishing professional contacts. It is recommended to apply for a job related to the relevant field of study or specialization. The linguistic and cultural competences enable the individual to develop a rounded personality and an enhanced capacity for further language learning and greater openness to new cultural experiences. According to Common European Framework of reference for language learning methods of foreign language teaching which will strengthen independence of thought, judgement and action, combined with social skills and responsibility should be promoted.

Employability and Sustainability of Young Graduates in the Slovak Labour Market: Counterfactual Approach

A necessary condition for economic development and raising living standards in Slovakia is to address employment issues in a way that would inter alia contribute to employment sustainability. This important fact mirrors in the study that directly analyses the employability and sustainability of young unemployed jobseekers, participants of the intervention “Graduate Practice”, in the Slovak labour market in 2014–2017 by applying a counterfactual approach. The intervention is one of the active policy measures in the labour market, and its implementation is subject to the specifics of the excluded group of the unemployed. Its aim is to help the members of the group find a job and gain work experience and habits. The impacts of the intervention on the employability and sustainability of young graduates were evaluated based on real data using the caliper-matching technique, the technique of the propensity score-matching method. The intervention database was relatively robust and included 42,626 participants over a 24-month impact period. In the analysis, we considered both the effectiveness and efficiency of the Graduate Practice. The findings point to no or very weak effects of the intervention, especially to the long-term sustainability of jobs. However, its impact on the state budget we consider as positive due to the intervention’s ability to reduce total costs of unemployed graduates. From the methodology point of view, the use of the method is appropriate in finding possible imbalances in the active and passive policies of the labour market. The results of the study themselves have the explanatory power not only for Slovak policymakers but also for policymakers at the level of the European Union. The results are helpful in creating other interventions and setting their conditions for future periods to bring a desired effect on employability and sustainability of members of excluded groups in general.

Careers in dairy: adolescents perceptions and attitudes

ABSTRACTPurpose: This paper examines the attitudes and perceptions of Irish adolescents towards potential careers in dairy farming within the context of generational renewal for a dynamic agri-food sector.Design/methodology/approach: The lens of occupational choice theory was used to present a framework within which potential careers are considered. A questionnaire-survey was undertaken with 490 Irish adolescents (15–18 yrs).Findings: While parents have the greatest influence on the career choices of adolescents, there was a positive correlation between studying agricultural science in school and considering an agricultural related career. Adolescent's attitudes towards careers in dairy farming were subject to perceptions about gender, farm ownership, potential income and work-life balance. There was a high degree of openness to gaining work experience on dairy farms.Practical implications: With an increased interest in agricultural science in second level schools in Ireland, the findings point to opportunities to influence awareness and attitudes of adolescents and their parents about career possibilities in dairy farming and to encourage both familial and non-familiar generational renewal.Theoretical implications: The paper contributes an understanding of career choices and aspirations in adolescence to add to the growing body of literature on generational renewal in farming.Originality/value: This paper focuses specifically on dairy farming, providing more detailed information about adolescents’ perceptions of dairy farming careers. The study highlights the positive relationship between studying agricultural science in school and subsequent interest in agricultural related careers. The results indicate that generation renewal in agriculture can be enhanced by giving increased attention to agriculture in school curricula.

The challenges and benefits of gaining work experience whilst completing a Forensic Masters course

The challenges and benefits of gaining work experience whilst completing a Forensic Masters course

Equality of opportunity for work experience? Computing students at two UK universities “play the game”

A recent UK Government commissioned study found concerning levels of unemployment among computing students from disadvantaged, black and minority ethnic backgrounds. The study highlighted that work experience was a factor in increased levels of graduate employment. As such, it is vital that students have equal access to such work experience. This study considers the availability of work experience to 140 computing students at two city centre UK universities. Data analysis considered socioeconomic background and ethnicity to determine if these influenced attitudes to work experience. While students’ socioeconomic backgrounds and ethnicity had little influence on their interest in work experience, patterns of success in gaining work experience reflected worrying graduate (un)employment patterns, with those from disadvantaged, black or minority ethnic backgrounds less able to secure work experience. These findings have serious implications for university and government policies promoting work experience and highlight the need for national interventions.

Dynamics Of Overqualification: Identification Of Graduates At The Beginning Of Their Careers On The Labour Market In Côte d’Ivoire

This paper summarizes the arguments and counterarguments within the scientific discussion on the transition to adequate employment of overqualified graduates in their early career jobs. The main purpose of the research is to analyse the persistence of overqualification of early career graduates in the labour market in Côte d’Ivoire. The systematization literary sources and approaches to solving the problem using panel data and probit random effects models’ capturing unobserved individual specific effects was used as an econometric approach. The relevance of the decision of this scientific problem is that the choice of an overqualified job at the beginning of a career allows graduates to have work experience that would improve the opportunities for internal or external upward mobility in the future. Overqualification would therefore be a transitory phenomenon. Data from the survey on the sources of skills mismatch in Côte d’Ivoire were used to carry out this study. This survey covered 974 general, technical and vocational education and higher education graduates in the labour market over the period 2011-2017. The object of research is to analyse the persistence and real dependence of early career overqualification on future overqualification in the labour market in Côte d’Ivoire. The research empirically confirms and theoretically proves that overqualification persists among graduates during the first six years of their professional careers. The experience of previous overqualification and overqualification at the beginning of the period strongly explain the risk of future overqualification. The results of the research can be useful for the government to put in place or strengthen public measures to help graduates leaving the education system gain work experience and improve the quality of information on job vacancies in the labour market. Keywords: Dynamic Probit, career, underemployment, overqualification, employment, youth.

Motivation, self-efficacy and learning strategies of university students participating in work-integrated learning

ABSTRACTThis study examined differences in the psychological constructs of motivation, academic self-efficacy, and learning strategies between higher education students who participated in a work-integrated learning (WIL) programme and those who did not. Undergraduate WIL (n = 1048) and non-WIL (n = 656) students in all years of study and from several academic faculties, completed the Motivated Strategies for Learning Questionnaire (MSLQ), which measures the constructs of motivation, academic self-efficacy and use of learning and study strategies. Results revealed that students who do not gain practical work experience while pursuing their studies have lower grade-point averages, are more likely to use shallow learning strategies, and are more extrinsically motivated compared to students who do gain work experience through a WIL programme. Differences in academic self-efficacy as a function of WIL were not found, however, significant relationships between self-efficacy, motivation, learning strategies, academic performance and anxiety did emerge. Implications and recommendation for future research are provided.

Effective Use of Practicums in Interpreter Education

This paper outlines the work being done at Tokyo University of Foreign Studies at both graduate and undergraduate levels to enable students to learn through practicums. The two authors use practicums in interpreter education for two purposes: to give students hands-on experience using what they have learned in classrooms and ensuring that the university contributes to society by having students eventually gain work experience in interpreting and translation services. There have been various attempts in the past to use practicums to get students at the undergraduate level to enhance their communication skills. Through practicums, students gain helpful feedback not only from instructors’ comments but through audience interaction. As well, the students get another perspective on themselves and their abilities. Confidence and motivation also increase through participating in practicums, and the students learn the importance of teamwork.

The Transition of Young People from Study to Employment in the Light of Student Work

Abstract Background and Purpose: We are living in a time of accelerated globalization, which has a far-reaching impact for youth employment. Therefore, the paper presents the problem of the transition of tertiary educated young people into the working environment in terms of the importance of education and gaining work experience during their studies. The main purpose of the study was to analyze the attitudes and thinking of students regarding the selection of studies and work experience that young people are gaining during their studies with student work in connection with their job prospects. Design/Methodology/Approach: The data used in our research come from a broader research on Slovenian Youths (SY) dating back to 2013. Among all the respondents of SY we selected those who classified themselves as students aged between 19 and 24, who filled out the part of the questionnaire pertaining to employment. The research hypotheses were tested with the analysis of variance (ANOVA) and independent samples t-test. Results: We found that among students who chose to study for different reasons there were differences in the belief that they will immediately find employment after graduating. We also found that between those students who supported themselves during their studies and those who only studied there were differences in individual statements regarding their transition from education to employment. We concluded that work during their studies, especially in the field of the profession they were studying for, had a positive impact on the thinking of students pertaining to the transition toward employment. Conclusion: The analysis of employment issues faced by young people with tertiary education was supported by empirical data, while in conclusion suggestions for improvement were presented. The article also deepens the understanding of the problems of youth employment in a broader perspective and the understanding of the observed developments in society.

Who are gaining the highly paid elite placements in UK higher education?

ABSTRACTThis study analyses longitudinal student data to determine the influence of social class, academic performance and other individual factors such as gender, ethnicity and age on entry on the possibility of obtaining highly paid placements in elite professions. Focusing on subject-relevant placements, the findings here strongly support the meritocratic recruitment and rewarding process for such work experience schemes. Prestigious and highly paid placements in elite professional firms are not filled by socially privileged upper-middle-class students but the academically ‘brightest’ students from a wide range of social and individual backgrounds. Excellent academic performance has been interpreted by elite firms as equivalent to high levels of employability skills and productivity. Finally, there is evidence to suggest that well-paid placements can facilitate socio-economic mobility of working-class students who are academically driven and aspire to gain work experience with elite professional firms despite limited economic resources at their disposal.

Why is youth unemployment so high and different across countries?

In a time of ever increasing educational attainment levels, young people still experience lower employment, income, and participation rates as well as higher unemployment compared to adults. The share of high school and tertiary graduates who accept jobs suited for lower education levels (skills mismatch) is high in many countries. The reason is the low level of work-related competences held by young people. Generating these competences should become a top priority for modern education systems. In addition, labor markets should be more flexible to allow earlier labor market entrance, though they should be wary of becoming over-reliant on the use of temporary contracts. In Germany, young people are no worse off than adults in the labor market, while in southern and eastern European countries, they fare three to four times worse. In Anglo-Saxon countries, both youth and adults fare better than elsewhere, but their unemployment rates fluctuate more over the business cycle. The arrangements developed in each country to help young people gain work experience explain the striking differences in their outcomes. A better understanding of what drives these differences in labor market performance of young workers is essential for policies to be effective.

Enhancing the work placement experience of international students: towards a support framework

This article reports the findings from an institutional case study into the work placement experience of undergraduate international students studying at a UK-based university. Given the centrality and importance of the employability and internationalisation agendas in higher education, little published literature considers both and how they impact upon the work placement experience of international students. With past increases in international student recruitment numbers and the drive for students, regardless of their nationality, to gain work experience, there is a need for institutions to better understand work placement from the international students’ perspective. Findings revealed that challenges exist in finding and securing work placement, with critical themes emerging to include placement information, visa rules, culture differences, prior work experience, academic preparation for placement and academic writing ability. A support framework is proposed to assist institutions to consider how they could align their practices to meet international students’ work placement and employability needs.