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1.
This study adopts a nationwide survey data set between 2005 and 2013 (Chinese General Social Survey) to explore the influence of the massification of higher education on the transition of Chinese youth into the labour market. Data analysis reveals two major findings. First, the economic returns to college education of recent cohorts of university graduates (those who have graduated from universities not more than 3 years ago) are lower than the cohorts who graduated in 2005 and 2006. Second, recent cohorts of college graduates are likely to work in the urban informal sector, unlike their senior counterparts. These findings could partially be explained by skills mismatch in the labour market but a comprehensive understanding of graduate unemployment in China could be obtained by bringing the broader political economy perspective into the analysis.  相似文献   

2.
Abstract

The paper investigates the experience of employed higher education graduates in two countries with high rates of graduate unemployment. It examines the employment experience of graduates and their perceptions regarding the contribution of higher education to their employment and career prospects. Qualitative research was used to collect information from 58 university graduates in two Southern European countries, Greece and Cyprus. Respondents provided information on the skills and competencies acquired through higher education and utilised in the world of work. In both countries, modest links were reported between jobs and graduates’ field of study, as well as between knowledge and non-knowledge-based competencies acquired through higher education, and the requirements of the graduates’ jobs. The findings are used as the basis for suggestions that can enhance graduate employability and contribute to the management of the link between higher education and the labour market.  相似文献   

3.
The expansion of higher education resulted in a growing interest in post-graduation labour market outcomes. Two conflicting narratives are present in the debate. The first focuses on the shortage of skills and the need for further expansion of the sector and seems to pertain mostly to science, technology, engineering, and mathematics (STEM). The second revolves around over-education and mismatch leading to graduate unemployment or underemployment. Such concerns pertain especially to humanities and social sciences. However, in this article, we argue that the STEM versus non-STEM opposition on which this debate is premised is not adequate for analysing post-graduation labour market outcomes. We leverage a unique administrative dataset comprising monthly records on the labour market status of the entire population of recent Polish university graduates (N = 161,323) to demonstrate the heterogeneity of the STEM category in terms of labour market outcomes and the limited predictive value of the field of study for those outcomes. We argue that the category is too broad and internally diverse to be used as an overarching category, especially in research meant to inform policymaking.  相似文献   

4.
Favourable graduate employment outcomes are critical for future enrolments in higher education. Enrolments fund higher education providers and ensure a continuous supply of graduates to enhance organisational effectiveness, national productivity and global competitiveness. Recent evidence suggests the global financial crisis has softened graduate labour markets. Stakeholder concerns for graduate career prospects and the adequacy of return on investment from studying at university prompt exploration of those factors which influence graduate employment outcomes. This study tests, using logistic regression, a model of job attainment in recent Bachelor graduates of Australian higher education providers using national data gathered in 2011 (n = 28,246) and 2012 (n = 28,009). Findings indicate employer selection criteria broadly align with our understanding of what constitutes graduate employability, including technical expertise, generic skill mastery and a successfully formed graduate identity. Labour market opportunities, however, are not based on merit alone with employers favouring those graduating from prestigious universities, part-time students and whose study incorporated elements of on-campus learning. There were also noted variations by discipline, age and residency status. The study enhances our understanding of which factors influence graduate employment outcomes and discusses implications for relevant stakeholders.  相似文献   

5.
ABSTRACT

A key attractor for many international students when choosing to study abroad is the prospect of gaining employment in the host country after graduating. From a university’s perspective this becomes an important attraction issue for both maintaining and increasing the number of international students as well as improving graduate employability. A survey was utilised to explore employment intentions and outcomes of international graduate alumni from two Australian universities (n = 511 and n = 648). A comparative analysis between the universities has been undertaken in relation to this and rates of unemployment amongst graduates. The study has coined the term Two-step migration intender for international students/graduates and contributes to a gap in the research in relation to international graduate mobility, career intentions and employment outcomes. The findings have strategic implications for the promotion of Australian higher education to overseas markets and can also inform higher education policy and practice in terms of strategies for promoting international graduate employability.  相似文献   

6.
《Africa Education Review》2013,10(3):277-291
Abstract

This article seeks to provide theoretical insight into supply and demand factors within higher education and how these relate to each other and to graduate unemployment within the South African context. Research was undertaken primarily to determine the graduate unemployment rate at a higher education institution in South Africa and secondly to ascertain whether work-integrated learning (WIL) had an effect on graduate unemployment. Statistical analysis revealed that the graduate unemployment rate at a certain higher education institution in 2011 was 46% while WIL reduced graduate unemployment. The unemployment rate for students who had had no WIL was 63%, whereas the unemployment rate for those who had complete WIL in the course of their higher education training decreased to 26%. Findings supporting the mitigating influence of WIL are a potentially valuable contribution to policy and practice in higher education.  相似文献   

7.
In globalization, global competence (GC) is a crucial competence for graduate students to possess; thus, graduate education should prepare students with GC to compete globally. However, no instrument has been designed to measure graduate students' GC, and the theoretical structure of GC has not been empirically examined. To fill these gaps, first, we developed the Global Competence Scale for graduate students (GCSG) based on a three-dimensional theoretical framework (knowledge, skills, and attitudes). Second, we administered the GCSG to Chinese graduate students sampled from five universities in Beijing. Third, we examined the theoretical framework, and examined the reliability and validity of the scale. Finally, we described the Chinese graduate student sample’s GC by using the instrument. The results supported the theoretical model and provided evidence for the reliability and validity of the instrument. We also found that the sample showed higher ratings in knowledge and attitudes but lower ratings in communication skills.  相似文献   

8.
This study investigated demographic characteristics such as type of university attended, course of study and gender as determinants of duration of unemployment among university graduates in Nigeria. Data were collected from 1 451 employed university graduates in 300 firms in Nigeria. Results showed a significant difference between duration of unemployment and course of study (F(6,1444) = 17.84; p < 0.05) with graduates of Engineering and Medicine having the least duration of unemployment. Significant differences also existed between duration of unemployment and the type of university attended (F(2,1448) = 5.50; p < 0.05). Unemployment period was significantly shorter for graduates of private universities compared to those from public universities. However, gender differences did not significantly affect unemployment period (t0.05 = -0.211; p > 0.05). One major policy implication of the findings is that entrepreneurial skills and initiative should become major concerns of higher education institutions to facilitate employability of graduates who will increasingly be called upon not only as successful applicants but also and above all as job creators.  相似文献   

9.
High unemployment among the young is a concern in many OECD countries. A key issue for policy makers is whether the education system has a role to play in assisting the transition from education to work or whether economic issues dominate. This paper uses OECD country-level data to see whether the structure of countries’ education systems, characterised by the level of participation by age at the various ISCED education levels, affects systematically the level of unemployment for the cohorts aged 20–24 and 25–29 years who should have largely completed their transition to work. Various confounding factors, including overall labour market conditions and demographic structures, are accounted for. We find that the structure of education systems does make a difference, although the general state of the labour market is critical.  相似文献   

10.
This paper reports the results of the improving thinking skills (ITS-1) intervention study on the thinking skills of low-achieving first graders. The intervention programme consists of 12 lessons, each lasting for 45 min. Lessons offer enriched-discovery learning activities and tasks to be solved through inductive reasoning. We used a quasi-experimental approach, with pre-, immediate post- and delayed post-tests conducted among intervention and control groups. The following groups were formed from a total of 149 first graders on the basis of the thinking skills measure: low-achieving (SD) intervention group (LowI) (n = 9) and two control groups, comprising both low-achieving (LowC) (n = 18) and well-performing (≥?1 SD) groups (WellC) (n = 122). Thinking skills, mathematical skills, listening comprehension skills and reading fluency were measured. The results showed that in the beginning of the study, there were differences in thinking skills, mathematical skills, listening comprehension skills and reading fluency between the LowI and WellC groups, but the LowI group was able to reach the level of their well-performing peers at the end of the intervention in all measures. The discussion focuses on the implications of intervention research, educational practice and responsiveness to intervention.  相似文献   

11.
This study aimed to develop and establish the efficacy of a life skills-based sexuality education programme for junior high school students that focused on prevention. A non-equivalent control-group pretest-posttest design was employed with 105 students in the first-year of junior high school participating. The experimental group received 10 sessions of a life skills-based sexuality education programme, and the control group received 10 sessions of the standard sexuality education, both provided during a home economics class. A comparison of the two groups’ post-test scores showed that the experimental group scored significantly higher than the control group on sexual and reproductive health related knowledge (F = 58.50, p < .001) and life-skills (F = 11.52, p = .007). In addition, the experimental group showed a larger improvement in self-management skills for sexual health than did the control group (F = 9.32, p = .003). A life skills-based sexuality education programme increased life skills levels, knowledge about sexuality and sexual and reproductive health, and helped participants identify appropriate behaviours when facing a sexually risky situation. Results highlight the value of including an evidence-based and practice-oriented life skills-based sexuality education programme in the formal curriculum of junior high schools in Korea.  相似文献   

12.
The aim of this paper is to provide a comparative analysis of higher education and the graduate labour markets in selected European countries (France, Germany, Spain and United Kingdom) in the context of the expectations of graduates and prospective employers, and respective recruitment and selection practices. Expectations of graduating students from a number of European collaborating universities are sought and analysed in order to find out about a match between the knowledge and skills of graduates and the needs of European employers. The study examines the process of graduate recruitment, employee and employer expectations, and the role of higher education institutions in meeting such expectations. Primary data was gathered from 252 employers and 485 final year (graduating) students through the use of questionnaires. The analysis of the data collected has revealed different approaches to but similar methods of graduate recruitment between the four countries. Despite the current differences in higher education systems and labour market trends, the expectations of employers and graduating students are more similar than different. It is concluded that EU graduates will have good employment prospects in an integrated labour market.  相似文献   

13.
This article deals with the question of how the segmentation of higher education participation connects with the segmentation of the graduate labour market into jobs with different levels of quality. With data comprising educational and labour market histories of graduates with Master's degree from nine European countries, the author analyses how graduates with traditional higher education careers come off on the European labour market compared to those with non‐traditional educational careers. When examining the quality of the employment that graduates obtain early on in their career, three criteria are applicable: the job stability and the quality of the education‐job match to both the level of their studies and skills. The method used in the analysis is logistic regression. Results indicate that being a traditional/non‐traditional graduate does affect the odds of finding proper employment; however, whether the influence is positive or negative greatly varies with respect to gender; the number of graduates with the same type of educational career on the local market and the criteria used to evaluate the adequacy of the employment.  相似文献   

14.
This paper is concerned with the changing pattern over time of unemployment among U.K. graduates at the outset and during the early stages of their careers. It is argued that, although the topic is highly relevant to a wide range of policy issues it has, as yet, received only limited attention from researchers. In the paper, unemployment trends in aggregate, by faculty and by subject are examined, using data from the annual First Destination Return, first compiled for the 1961/2 university graduates, and the 1970 and 1980 Graduate cohort surveys. In addition, differences related to gender and also to type of institution of study are identified, and the relationship between new graduate unemployment and unemployment in the U.K. economy as a whole is investigated. It is demonstrated that the basic trend of new graduate unemployment follows closely that of economy-wide unemployment, but that, within the graduate labour market, there is substantial, and persisting, variation across faculties and subjects. Possible explanations of this variation, arising from differing strengths of demand and supply, are suggested and the paper concludes that there is therefore scope for influence on the graduate labour market to bring about a closer correspondence of demand and supply.  相似文献   

15.
This article investigates the phenomenon of long‐term unemployed graduates of Norwegian higher education institutions over the period 1973–1999. The phenomenon was unexpected. One explanation for it is that the market for graduates was and remains in disequilibrium because wages are not sufficiently flexible downward. Thus unemployment would be involuntary. The other explanation is that unemployment is voluntary because the elasticity of the graduate labour supply is pushing wages down, and graduates are not accepting employment for which wages appear to be unacceptably low. They are waiting for better opportunities to appear. The author has undertaken a simulation by which he has proved, to his satisfaction, that the first explanation is the correct one and that only a slight improvement in the employment prospects of university graduates can be expected in the near future.  相似文献   

16.
Using graduate social work students' data (n = 481) in the Hartford Partnership Program for Aging Education (HPPAE) in the United States, the study examined psychometric properties of the Knowledge of Aging for Social Work Quiz (KASW), a revision of the Facts on Aging Quiz, to evaluate biopsychosocial knowledge relevant to social work. We examined the intercorrelations of the KASW with the academic and practice experience in aging and score differences by the specialization and school year, and estimated the internal consistencies as reliability. Results showed the convergent validity of the KASW, indicating the items measured theoretically related areas of content with students' skills and experiences in aging. The internal consistencies, nevertheless, remained relatively low, representing the items that failed to measure the expected constructs of biopsychosocial domains. The KASW will be further refined to more sensitively identify students' knowledge deficiencies by selecting an optimal panel of items in biopsychosocial content areas and by providing information relevant to the pedagogical agenda and guidance in field education.  相似文献   

17.
Abstract

An ongoing debate is centred around the question of how we can understand the value of university credentials in accessing jobs. We know that occupations are strong determinants of which skills, knowledge and abilities are utilised in work but we do not know enough of how occupational contexts shape what university degrees represent to employers and labour market entrants. Drawing on semi-structured interview data, this article compares and contrasts how Higher Education degrees serve as credentials in accessing three different graduate occupations: laboratory scientists, software engineers and press officers. Rather than functioning as direct signs of work skills and knowledge, signals of trainability or as instruments of social closure, the article shows that higher education credentials serve multiple roles within the three occupations. These occupational-specific forms of credentialism shape the competition for jobs for university graduates. The article argues for a renewed theoretical approach to educational credentialism.  相似文献   

18.
Abstract

Some critics have placed the blame for the rise in unemployment in South Africa at the doorstep of schools and universities since they are the initial formal education providers. This article argues that the notion that initial formal education should prepare the youth for the job market overlooks the core business of schools and universities, and the fact that the job market is not static. The article contends that schools and universities are there to prepare learners for life in all its spheres, through the development of literacy, numeracy and critical thinking skills. It attempts to put into perspective the breadth and depth of initial formal education as a foundation for life in its entirety, not just for labour. It argues that the said skills enable the youth to access the wealth of knowledge locked up in texts that attempt to explain the wide spectrum of human experience and possibilities. These skills are taught within broad contexts of specific study fields that open job and service provision opportunities in the labour market. The article maintains that in cases where initial education institutions had adequate resources to accomplish their role, South African education has earned international recognition and its graduates have accessed job markets both in South Africa and internationally. It further identifies possible causes of the perceived current high rate of unemployment among the youth of South Africa, for example, the economic climate of the country and the legacy of inequalities in educational provisioning among others.

The article concludes that the popular criticism that universities operate as ivory towers has long become a cliché, since universities, apart from the conventional academic and professional qualification programmes they offer, also provide a variety of career-specific short programmes for people already in employment.  相似文献   

19.
In times of rapid technological and organisational change, it is argued that lifelong further education becomes more and more important for labour market success. Especially in labour market segments for the highly qualified, it is essential to constantly update one's qualifications. This is reflected in the finding that graduates with tertiary education are closely involved in further training measures at the beginning of their life courses. Almost all take part in at least one further training measure in the first five years after graduation. The further education strategies of higher education graduates, however, vary greatly in terms of frequency of participation, duration of measures, financing of the measure and the type of skills acquired. Using a German graduate panel which traces a sample of graduates up to five years after they obtained their degree in 1997 (HIS Absolventenpanel), we analyse which of these strategies are most successful in terms of wages. Using random effect panel models, we find — controlling for a variety of other factors — that the frequency of participation in further education only has a significant positive influence on male graduates' wages. Moreover, it is mainly measures paid exclusively by the employer and courses directed at personality development, i.e. management skills, which have substantial wage premiums.  相似文献   

20.
Research Findings: In this study, we investigated associations among social cognition skills (specifically, emotion knowledge and theory of mind), language abilities, and 3 varieties of prosocial behavior (helping, sharing, and comforting) in early childhood. The effects of age and gender were also taken into account. Participants were 149 Italian children between 24 and 47 months of age (M = 35.6 months, SD = 6.77 months). We adopted a multitrait mixed-methods research design, using direct measures of emotion knowledge, theory of mind, and language as well as naturalistic observations of children’s free play with peers to detect the frequency with which they engaged in prosocial behaviors. Ordinal logistic regression analyses showed that helping behaviors were especially accounted for by emotion knowledge and gender, whereas variance in sharing behaviors was mostly explained by theory-of-mind ability and language. Practice or Policy: The findings encourage those involved in early childhood education to develop training and intervention programs to enhance children’s emotional, linguistic, and cognitive skills. Given that these results were obtained with children as young as 2 and 3 years, preventive intervention should be implemented during the earliest years of life.  相似文献   

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