共查询到20条相似文献，搜索用时 218 毫秒
1.
This article examines the impacts of the COVID-19 pandemic on recent UK graduates' initial employment outcomes and how they experience the transition into a challenging labour market context. We draw on longitudinal survey and interview data, collected from recent graduates who had mainly graduated during the onset of the COVID-19 pandemic in summer 2020 that examines graduate perception of the labour market, impacts on labour market entry impacts and early career progression and effects of periods of unemployment or under-employment. The article shows some of the main impacts of the recent pandemic-affected labour market, including: widespread concerns about job opportunities and employer support, the perceived employment impacts of the pandemic and early signs of scarring and labour market disorientation amongst those who were struggling to find employment of their choice. Such experiences are clearly intensified during the specific COVID-19 context, but the policy implications they raise have wider relevance for supporting graduates during future periods of labour market volatility. 相似文献
2.
Ian W. Li Stephane Mahuteau Alfred M. Dockery P.N. Junankar 《Journal of Higher Education Policy & Management》2017,39(6):625-641
The rate of higher education participation in Australia has increased over the past decade for individuals from disadvantaged backgrounds. This study contributes to the knowledge on the outcomes of disadvantaged individuals who complete higher education by looking at the labour market outcomes of university graduates from equity groups. The number of Indigenous graduates and graduates with disabilities was found to be very low, suggesting that more needs to be done to improve higher education completion for these two groups. The labour market outcomes for other equity groups are mixed, with those from low socio-economic status backgrounds and regional and remote Australia performing well in the labour market, while graduates from non-English-speaking backgrounds and female graduates in science, technology, engineering and mathematics fields experience substantial disadvantage in the labour market. The findings suggest that selection processes prior to the graduates’ entry into the labour market are important. 相似文献
3.
Even though Japan and Switzerland are characterised by comparatively low youth unemployment rates, non-standard forms of employment are on the rise, posing a risk to the stable integration of young labour market entrants. Drawing on the French approach of societal analysis, this paper investigates how country-specific school-to-work transition systems stratify the risk of non-standard employment in early career differently in Japan and Switzerland. Our results reveal that in Japan, young entrants who completed university education are least at risk of becoming employed in non-standard work. On the contrary, it is the highly educated university graduates who mainly enter the labour market via non-standard employment in Switzerland, where vocational education promotes smooth transitions into standard employment relationships. Our findings suggest that the transition systems of the two countries differ in the way they revert to non-standard forms of employment. However, while job insecurities may not endanger labour market integration of highly skilled university graduates holding good career prospects in Switzerland, they may go hand in hand with social exclusion processes for the low-educated young entrants lacking bargaining power in the segmented Japanese labour market. 相似文献
4.
The article considers the current situation in the labour market for higher education graduates in China, showing what kinds of graduates have an advantage when facing potential employers. Secondly, it discusses the tendency of supply and demand between higher education graduates and the labour market from the perspectives of employment probability and over-education. Finally, the article suggests what should happen in the Chinese higher education system if it is to achieve a more effective relationship with the labour market. 相似文献
5.
Gender disparities in science and engineering majors in Chinese universities have received increasing attention from researchers and educators in China in recent years. Using data from a national survey of college students who graduated in 2005, this study documents gender disparities in enrollment and academic performance in science and engineering majors, and explores gender disparities in initial employment experiences of science and engineering graduates. It finds that females lag far behind males in enrollment in science and engineering majors overall. However, females actually are more represented than males in some majors such as mathematics and chemistry though the reverse is true for other science and engineering majors. Also, in science and engineering majors, females perform better than males in both general course grades and in English competency tests. Male science and engineering graduates have a clear advantage over their female counterparts in initial employment after graduation: they have a high employment rate, a higher starting salary, and are more likely to be employed in such jobs as business management and technical specialist. The male advantage in employment rate and starting salary persists even after controlling for other factors. 相似文献
6.
Ferran Mane 《Economics of Education Review》1999,18(4):389
Using data from three longitudinal surveys of American high school students, I show that vocational courses helped non-college-bound students to start their work life more successfully. A comparison of the returns to academic and vocational course work for non-college-bound students who graduated in 1972, 1980 and 1992 finds that the short and medium term payoffs to vocational courses rose substantially between 1972 and 1980 and remained high in 1992. Holding a host of variables constant, academic course work had much smaller labour market payoffs than vocational course work. These findings contradict the often repeated claim that employers now seek workers with a good general education and are happy to teach the occupation specific skills necessary to do the job. High school students who do not plan to attend college full-time would be well advised to start studying a well paying occupation before they complete high school. [JEL: I20, J23, J24] 相似文献
7.
Since the late 1970s, international education has steadily gained in popularity in China. An emerging middle class seeks to strengthen its position in China’s rapidly stratifying society under its socialist market economy with the shift from wealth creation for all to wealth concentration for a few. Previously, a foreign qualification was considered a passport to success in either the host or home country’s labour market. But the growing popularity of overseas study, coupled with the massification of the Chinese higher education, means Chinese international students are seeking to distinguish themselves in an increasingly competitive global labour market. This longitudinal study of international graduates, backgrounded by Australian employer perceptions, examines the journeys of 13 Chinese accounting graduates as they attempt to transition from an Australian university into the Australian labour market. Bourdieu’s thinking tools of field, capital, disposition and habitus are utilised to consider how different cultural, social and linguistic capitals inform employer understandings of ‘employability’ meant Chinese accounting graduates significantly adjusted their life goals. 相似文献
8.
This paper approaches the issue of higher entrepreneurship education in motivating young people to start their own business as a viable alternative to the successful integration of university graduates on the labour market. The fundamental question of this research is if, currently, entrepreneurship education influences students’ entrepreneurial intentions and to what extent. The research results, based on the statistical analysis of data collected through a questionnaire distributed to Romanian business and engineering bachelor students in the final year, highlight that business students assessed the effectiveness of higher entrepreneurship education and its positive influence on entrepreneurial intentions to a greater extent than the engineering students. Furthermore, entrepreneurial intentions of engineering students are influenced positively much more by entrepreneurial family background than by entrepreneurship education. The findings provide important highlights for future research, in order to identify the most effective ways of approaching, modernising and expanding entrepreneurship education, aiming to increase entrepreneurial intentions among students, regardless of the graduated field of study. 相似文献
9.
The expansion of the higher education system and widening access to undergraduate study has led to growing diversity within the graduate labour supply, including increasing numbers who studied for their degrees as mature students. Analysis of graduates entering the labour market prior to the major expansion in the early 1990s indicated that those over the age of 30 had considerably more difficulty than younger graduates in accessing the career opportunities for which their education had equipped them. Is this still the case for more recent graduates? Drawing on a major qualitative and quantitative study of a class of graduates who completed their undergraduate degree courses in 1995, this paper explores early career development and employment outcomes according to age at graduation. Although we find considerable diversity among all age groups, mature graduates were more likely than their younger peers to experience difficulty in accessing appropriate employment, had a lower rate of earnings growth and expressed higher levels of dissatisfaction with their jobs. 相似文献
10.
Ruth I. Cape 《Community College Journal of Research & Practice》2013,37(3):267-271
Students who graduated from a teacher education program at a large public university were contacted to determine if they were teaching. Those who were teaching were also asked if they were teaching in the communities where they lived prior to attending college. A comparison of the graduates who were community college transfer students and graduates who were university native students was conducted. The results indicated that community college transfer students were less likely to be teaching following graduation, but that those transfer students who were teaching were as likely as native students to be teaching in their communities. 相似文献
11.
Nick Wilton 《Higher Education Quarterly》2007,61(4):520-538
The increasing dominance of an economic ideology of higher education, that its principal role is to contribute to national competitiveness, has increased focus on the employability of graduates and their transition into the labour market. Drawing on a major study of the early career paths of 1995 graduates from 38 UK higher education institutions, this paper looks specifically at graduates from business and management programmes. Such graduates would apparently be attractive to employers seeking to recruit degree holders with specific transferable skills who might be expected to ‘hit the ground running’ once in organisations. The paper seeks to address the question of what effect holding a business degree has on the employment outcomes in comparison with other degree disciplines and whether or not there is any gender effect upon relative success in the labour market. 相似文献
12.
Restructuring of the labour market has led to changing demand for skills and concern about potential mismatch between needs of employers and competences developed in higher education courses. This paper extends analysis of the Great Expectations survey of UK final-year undergraduates in 1996 to explore the development of skills and competences in different disciplinary areas and the anticipated career trajectories of students. A detailed assessment is undertaken of the extent to which respondents appear prepared, both in terms of the employment-related skills they consider they have developed as undergraduates and in their expectations, for the changes which have taken place in the labour market in the latter part of the twentieth century. While findings from transitional early careers need to be interpreted cautiously, it does appear that expectations varied less than emerging outcomes for this cohort in the vanguard of mass higher education. Subject and gender differences in expectations and outcomes were significant and 'non-traditional' graduates were more likely than others to report that they were experiencing difficulties in the transition from education to employment. The graduates themselves had a flexible approach to the labour market but it seems that employers may have more inflexible recruitment graduate practices. Further research is required but there is clearly a danger that wider access may not lead to correspondingly wider career opportunities. 相似文献
13.
14.
The focus of this paper is on the relationships between social origin, participation in tertiary education (enrolment, drop-out,
enrolment at second level and post-tertiary education) and occupational instability among university graduates in a recent
period of university and labour market reforms (the differentiation of higher education due to the “Bologna process” and the
flexibilization of employment contracts). In the first part of the paper we review these institutional reforms, discussing
how they have changed the structure of opportunities and constraints for students and graduates. In the second part we analyse
data from several cross-section waves of the Upper Secondary Graduates Survey and the University Graduates Survey which cover
both pre- and post-reform cohorts. Results from logistic regression models show a slight decline in the association between
parents’ education and enrolment in tertiary education, whereas there is a reduction and a new increase of inequality in drop-outs.
We also find remarkable effects of parents’ education on enrolment in post-graduate courses, but smaller on the risks of having
unstable jobs and both are mainly stable over time. Only a slight reduction of the role of social origin in university participation
and in the transition to the labour market took place, but it seems not to be too closely connected to the specific reforms
which occurred in the 1990s. 相似文献
15.
Celestin Mayombe 《International Journal of Lifelong Education》2017,36(3):339-358
This article outlines the results of a qualitative study, which investigated the adult non-formal education and education (NFET) centre linkages with external role-players in providing post-training support for the employment of graduates. The concern that informed this article is that adults who face long-term unemployment remain unemployed after completing the NFET programmes in South Africa. The article reports on an empirical study conducted to investigate what constitutes NFET enabling environments for employment. The findings reveal that most managers did not create institutional centre linkages that could enable graduates having access to essential post-training support, community resources, public goods and services. The author concludes that without linking the NFET programmes to external stakeholders, graduates will continue finding it difficult to be integrated in the labour market which perpetuates unemployment and chronic poverty in South Africa. 相似文献
16.
Matti E. Lindberg 《Higher Education in Europe》2005,30(3-4):385-398
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
17.
18.
Using a longitudinal sample of Texas high school seniors of 2002 who enrolled in college within the calendar year of high school graduation, we examine variation in college persistence according to the economic composition of their high schools, which serves as a proxy for unmeasured high school attributes that are conductive to postsecondary success. Students who graduated from affluent high schools have the highest persistence rates and those who attended poor high schools have the lowest rates. Multivariate analyses indicate that the advantages in persistence and on-time graduation from 4-year colleges enjoyed by graduates of affluent high schools cannot be fully explained by high school college orientation and academic rigor, family background, pre-college academic preparedness or the institutional characteristics. High school college orientation, family background and pre-college academic preparation largely explain why graduates from affluent high schools who first enroll in 2-year colleges have higher transfer rates to 4-year institutions; however, these factors and college characteristics do not explain the lower transfer rates for students from poor high schools. The conclusion discusses the implications of the empirical findings in light of several recent studies that call attention to the policy importance of high schools as a lever to improve persistence and completion rates via better institutional matches. 相似文献
19.
20.
This article uses individual data on 10,000 higher education students and 5,000 graduates in the Philippines in 1977 to assess theex ante student perceptions of the labour market against actual labour market outcomes. A comparison of mean expected and actual earnings by various sample characteristics reveals a high degree of realism from the students' viewpoint. Individual self-assessed foregone earnings are used to estimate theex ante returns to higher education and to investment in particular fields of specialization. The expected returns are close to the actual returns. Expected and actual waiting time to first job are of a short duration and a sharply declining function of age. Family background and college performance strongly influence the expected and actual labour market outcomes. The policy implications of the results are briefly discussed. 相似文献