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1.
人力资本、社会资本与大学生就业:基于问卷数据的统计分析 总被引：1，自引：0，他引：1
本文基于2009年大学毕业生抽样调查数据,采用统计分析方法考察了人力资本、社会资本这两个因素对大学生就业的影响,得出两点主要发现:第一,在提高大学毕业生就业概率方面,人力资本和社会资本二者都重要,不可或缺;第二,决定大学毕业生起薪水平的因素,是人力资本而非社会资本,即人力资本更为重要。上述发现表明,一方面,在我国当前的高等教育劳动力市场上,工资决定机制越来越回归新古典模式;另一方面,大学生就业领域中的不公平、不合理现象仍然存在,劳动力的合理配置还不能完全通过市场机制来实现。如果任由这种不公平、不合理状况发展下去,不仅不利于社会公平的实现,从长远来说还会在很大程度上抑制人们的人力资本投资热情。 相似文献
2.
许晓梅 《潍坊教育学院学报》2012,25(2):18-20
影响大学生就业的因素包括自身人力资本、劳动力需求、劳动力供给以及劳动力市场等,而影响就业的另一个重要因素——社会资本也逐渐受到人们的重视。韶关学院韶州师范分院学前教育专业毕业生拥有的社会资本情况不容乐观。鉴于此,院就业指导部门采取以下有力措施积极拓展学校及大学生个人的社会资本:积极拓展个人弱关系社会资本;注重个人强关系社会资本的运用;塑造良好的学校形象;加强学校内部社会资本的积累。 相似文献
3.
New findings on the links between college education and work 总被引：1，自引：1，他引：0
Lewis C. Solmon 《Higher Education》1981,10(6):615-648
This article utilizes data from two surveys of college graduates to addres the issue of the value of postsecondary education in the labor market. In considering income, relation of job to college major, and job satisfaction, it concludes that underemployment and job dissatisfaction are less pervasive than many researchers would have us believe. Differences by sex are also considered. Given a choice of whether or not to attend college, it seems clear that the decision to attend is the wise one. And one way to maximize potential job-related benefits is to be judicious in choice of major. Students apparently are of this advice and are acting accordingly. 相似文献
4.
Based on a 2009 national survey on college graduate employment in China, this article analyzes the relationship of college graduates’ place of work to their birthplace and where they attend college, using a conditional logit model. The findings indicate that graduates tend to stay to work in their birthplaces or places of study, controlling for economic, higher education, and personal characteristics. Graduates from Project 211 key universities and those with graduate degrees are more likely than non-211 graduates or bachelor or associate graduates to leave their birthplaces but stay to work in their places of study. To balance the distribution of college graduates and improve the efficiency of human resources, existing labor market segmentation should be broken down and more emphasis placed on the distribution of higher education. 相似文献
5.
Fátima Suleman 《Higher Education》2018,76(2):263-278
In recent decades, a growing body of literature has emerged to illustrate the strong pressure on higher education institutions to prepare graduates for the world of work. This paper examines studies that attempt to incorporate the concept of employability skills in the empirical analysis. It thus focuses on the conceptual discussion and methodological options to show how researchers cope empirically with the assumptions associated with employability skills. This literature survey offers a taxonomy of methods that distinguishes between direct and indirect, as well as supervised and unsupervised, methods for the collection of data on skills. Although the underlying premise of the available research is that higher education institutions and policymakers should be provided with information on employability skills, the studies examined in this paper suggest that the identification of those skills is an impossible endeavour. Agreement is only found on some cognitive, technical, and relational skills. More importantly, it is argued that the supply-side approach overlooks economic and social processes that might affect employability. The problem of graduates’ employability transcends higher education institutions’ provision of useful and matched skills. 相似文献
6.
Longer-Term Economic Effects of College Selectivity and Control 总被引：1，自引：0，他引：1
This study uses a nationally representative sample of baccalaureate recipients—4 years after graduation—to assess the effects of college selectivity and control on earnings and indebtedness related to undergraduate education. After controlling for salient background, education, and labor market characteristics there is strong evidence of a substantial earnings return to college selectivity and control, which is consistent with the bulk of earlier work in this area. The impact of these factors on education-related debt is varied, with graduates from more selective private institutions continuing to bear the largest debt burden. Findings also suggest, however, that the enhanced earnings for graduates from selective private colleges are quickly offsetting the associated debt burden. Potentially problematic issues include a mix of high debt loads and sub-par labor market experiences for graduates from low selectivity private institutions—those that also serve a disproportionate number of nontraditional students. 相似文献
7.
英国对大学生可雇佣性的培养一直走在世界前列,极具借鉴意义,而梳理其历史脉络并探析其演变动因是借鉴英国成功经验的关键。英国大学生可雇佣性培养的历史演变过程可划分为兴起、发展、反思以及转型四个阶段,其发展演变的社会动因是缓解大学生失业、促进人力资本建设、满足市场对劳动力的需求以及高校战略转型,其成功经验的启示是：将可雇佣性培养与学生的终身发展联接,建立国家层面的可雇佣性技能体系以及加强可雇佣性培养中的校企合作。 相似文献
8.
《Higher Education in Europe》1977,2(1):19-20
In the United States, concern over unemployment and underemployment among graduates of higher education institutions has led to much debate over university‐level studies. The below information refers to this problem in relation to a recently published forecast of employment prospects for college graduates in the United States. 相似文献
9.
This article combines Bourdieu’s concepts of field, habitus and cultural capital with Lyotard’s account of performativity to construct a three-tiered framework in order to explore how managerialism has affected the academic habitus. Specifically, this article examines the adoption of group assignments as a means of developing teamwork skills in one Australian case study organisation. On a macrolevel, by viewing the employability imperative as one manifestation of managerialism in the higher education field, we argue that managerialism has created a performative culture in the case study organisation evidenced by an increasing emphasis on performance indicators. On a mesolevel, by examining how academics use group assessments to respond to demands made by governments and employers for ‘employable graduates’, we highlight the continuity of academic habitus. Finally, on a microlevel by drawing on alumni reflections regarding their experiences of group assessments at university, we are able to shed some light on their evaluation of this pedagogical tool. 相似文献
10.
Catherine J. Groves Gabrielle D. Orbaek White Fuangfa Panya Jim Stewart 《Action Learning: Research and Practice》2018,15(3):258-266
ABSTRACTManagement education is at a pivotal crossroads. In an increasingly globalized world, where change is the only constant, business school graduates leaving university are faced with ever intensifying competition and complexity. Universities have responded by increasing their emphasis on teaching ‘employability skills’ to graduates. However, undergraduate management curricula still often focus on Programmed Knowledge, which does not adequately prepare graduates for the labour market to which they will inevitably graduate. A Future Search exercise was implemented to help conceptualize new visions of the future of management education, considering the question ‘to what extent does management education impact on management practice?’ This paper asserts that integrating Questioning Insight and a scholarly practice approach into management education will better equip graduates for the world of work. The authors utilize Kotter’s 8-stage model of change to outline a pathway for change and action for business schools to adapt a scholarly practice approach to education into their curricula. 相似文献
11.
独立学院是中国国情下高等教育的特殊产物,它是由普通本科高校按新机制、新模式举办的本科层次的二级学院。随着高等教育大众化的深入推进,大学毕业生的就业问题越来越严峻,而独立学院毕业生的就业更凸显其特殊性。为此,提出从六个方面构建独立学院毕业生就业服务体系：建立服务毕业生就业的理念,落实就业工作＂一把手＂工程;加强服务毕业生就业工作的＂软硬件＂建设;构建全程化就业指导服务体系;创新毕业生就业工作模式,为毕业生就业搭建＂直通车＂;积极拓展就业市场,为毕业生就业提供岗位信息服务;关注弱势群体,为就业困难毕业生提供援助。 相似文献
12.
The Editors 《International Journal of Lifelong Education》2013,32(2):101-102
Those involved in professional education have been preoccupied with the interface between university courses and work settings. Often this preoccupation is referred to as ‘tensions or gaps between theory and practice, university ideals or ideas and the realities of work’. This paper takes as a case study the world of social work education. It analyses how writers in that field formulate, or explain and offer solutions for, the experiences and preoccupations of new graduates, persons who are said particularly to experience such ‘tensions and gaps’. The paper also summarizes a cohort of new graduates’ accounts of their own experiences and preoccupations. From these analyses, three modes of discourse are identified, each of which is based on a particular set of ideas about, and ideals for, professional practice, education, work settings and the nature of theory, practice and their relationship. Readers are invited to examine their own discourse to identify the assumptions that guide them in their work. 相似文献
13.
Upon graduation from 2-year college occupational programs, most individuals either obtain employment or transfer to a 4-year college. This article examines the labor market implications of such a decision. To this end, the labor market experiences of two groups of 2-year college graduates (one subsample was characterized by terminal 2-year college degrees while the other was composed of 2-year college graduates who continued their educations at the 4-year college level) were compared. The data suggest that in both the short and longer run, the 4-year college graduates have more favorable labor market experiences than the 2-year college graduates. The data also indicate 2-year college graduates confront credential barriers which place serious constraints on their career potential. 相似文献
14.
Juan C. Garibay 《Research in higher education》2018,59(3):349-381
Despite the importance of preparing socially responsible graduates in science, technology, engineering, and mathematics (STEM) to address the current state of poverty and inequality, very few studies in higher education have examined the development of STEM students’ outcomes critical to promoting a more equitable society, typically focusing on the impact of one program or course. To address this gap in the literature, this study used frameworks of undergraduate socialization as well as social justice perspectives in STEM education to examine the undergraduate experiences and institutional contexts that predict STEM bachelor’s degree recipients’ development of two democratic educational outcomes seven years after college entry: social agency and values toward conducting research that will have a meaningful impact on underserved communities. The study utilized multilevel modeling on a national longitudinal sample of 6341 STEM bachelor’s degree recipients across 271 institutions. Longitudinal student data from the 2004 Cooperative Institutional Research Program’s (CIRP) Freshman Survey and 2011 Post-Baccalaureate Survey were merged with institutional data from the Integrated Postsecondary Educational Data System and CIRP Faculty Surveys. Various undergraduate socialization experiences and institutional contexts were found to predict STEM bachelor’s degree recipients’ democratic educational outcomes, including academic majors, participation in student organizations and research, experiences with faculty, and peer and STEM faculty normative contexts. Implications of the findings for research, policy, and practice are discussed. 相似文献
15.
Dilrabo Jonbekova 《欧洲教育》2013,45(2):169-184
This paper examines employers’ perspectives about university graduates’ skills and preparation for employment in post-Soviet Tajikistan. It explores the mismatch between the skills university graduates acquire and the skills required in the job market, and addresses some of the underlying reasons for the perceived skills mismatch. Thematic analysis of interviews with employers’ and secondary data suggest that the quality of higher education has declined considerably over the past two decades, widening the gap between the skills acquired by university graduates and those required by employers. The findings show that despite a rapid expansion of the higher education sector in Tajikistan, an increasing number of individuals are obtaining degrees, but fail to demonstrate a basic understanding of their field of study. I argue that while the skills mismatch derives from the challenges faced by the education system, a latent labor market and a weak economy are also contributing to the skills mismatch. The goals set by politicians and policy-makers, envisioning the internationalization of education and the preparation of the graduates to be responsive to the local and global labor market needs, seem far from being achieved in the near future. Employers’ perspectives suggest that the reform of the education sector without the creation of more decent job opportunities will likely exacerbate the current skills mismatch in Tajikistan. 相似文献
16.
Latinos have become the largest minority group in American postsecondary education, a majority of whom attend two- or four-year Hispanic-Serving Institutions (HSIs). However, little is known about labor market outcomes as result of attending these institutions. Using a unique student-level administrative database in Texas, and accounting for college selectivity, we examine whether attending an HSI influences labor market outcomes ten years after high school graduation for Latino students in Texas. We find no difference in the earnings of Hispanic graduates from HSIs and non-HSIs. This analysis represents one of the first to examine the labor market outcomes for Latino students in this sector of education accounting for critical factors that include a student’s high school and community context. 相似文献
17.
British teachers’ transnational work within and beyond the British Empire after the Second World War
Kay Whitehead 《History of education》2017,46(3):324-342
Focusing on British graduates from Gipsy Hill Training College (GHTC) in London, this article illustrates transnational history’s concerns with the reciprocal flows of people and ideas within and beyond the British Empire. GHTC’s progressive curriculum and culture positioned women teachers as agents of change, and the article highlights the lives and work of married and single graduates overseas after the Second World War. Some migrated to the dominions of Australia, Canada and New Zealand, while South Africa and Southern Rhodesia (Zimbabwe) were popular destinations for short-term teaching contracts. A few graduates went to the colonies as missionaries and colonial servants, and a handful taught in extra-imperial sites. Wherever they were located, these British women promulgated the college’s progressive ideals and shared their experiences with people at home in Britain, thereby shaping understandings of the Empire and constructing a world that was differentiated by class, gender, race and nation. 相似文献
18.
Panel data on MBA graduates is used in an attempt to empirically distinguish between human capital and signaling models of education. The existence of employment observations prior to MBA enrollment allows for the control of unobserved ability or selection into MBA programs (through the use of individual fixed effects). In addition, variation in the amount of pre-MBA work experience allows for a test to distinguish between the models. In particular, a predominant signaling view is shown to predict smaller returns to the degree, the more pre-MBA work experience one has (controlling for total experience). Additionally, a unique feature of the data is that respondents were asked to report skills or abilities gained through their schooling, allowing us to determine the extent to which these purported skills are valued in the labor market. The combined evidence suggests that while human capital accumulation may contribute to the returns to an MBA, the majority of the returns is derived from the signaling/screening function of the degree. 相似文献
19.
世界经济进入后金融危机时代,经济形势的严峻性和就业环境的复杂性,给大学毕业生就业带来严峻挑战。大学生就业既面临着经济环境不佳,就业教育缺乏针对性等挑战,同时,国家对就业工作的高度重视以及我国产业转型升级对高层次人才的需求,又给大学生就业带来了无限的机遇和巨大的空间。本文从大学生就业核心竞争力培养的精神动力、工作载体、咨询保障和实践平台等四个方面,探讨在后金融危机时代抓住机遇应对挑战,实现大学毕业生充分优质就业的对策建议。 相似文献
20.
Fiona Christie 《International Studies in Sociology of Education》2019,28(3-4):326-344
ABSTRACTBecoming a university graduate has long been considered the route to individual occupational and social mobility, while educating more citizens has been assumed to add to a nation’s human capital and competitiveness. University education has come to be associated with individual and societal aspiration. However, changes in the labour market associated with globalisation, technology, and fears of graduate underemployment have served to question this. This paper seeks to uncover the meaning that individuals construct about their early careers as they navigate such uncertain contexts. It reports on a study based on the graduate population of one university in England. Analysis tests the value of Figured Worlds theory. Using the construct of ‘self-authoring’, this paper identifies competing voices around employability and career success. Findings reveal how graduates orchestrate varied voices, in order to find ways to figure their experience and what it means to be a successful graduate. 相似文献