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1.

Positional competition in the labour market entails graduate opportunities that depend not only on graduates’ skills, experience and abilities, but also on how their educational credentials compare to those of others. In this study, we examined the positional competition in the Finnish labour market and compared the influence of different ‘degree types’ on the probability of obtaining high-paid, high-status jobs. We used a register-based 5% sample of 25–45-year-old Finnish higher education (HE) graduates from 2010 to 2012 (N?=?63 486). It was expected that the relative position of graduates would be affected by the degree level as well as the educational field and the binary division (university vs. non-university) of HE. Therefore, master’s and bachelor’s degree levels in all educational fields from universities versus universities of applied sciences (UASs) were included. The method of analysis was logistic regression. According to our results, the binary divide structured the opportunities to enter high-paid, high-status jobs within different fields of education. The university master’s degree graduates had the highest probability of succeeding in the Finnish labour market, and their status/rank elevated them above the competition by regulating access to certain professions or occupations through specific qualification requirements (i.e., credential social closure). Moreover, our results demonstrated how the degree rankings and the relative distance between university and UAS degrees vary in different fields. The Finnish case offers a valuable point of comparison to other HE systems with a binary structure.

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2.
《教育政策杂志》2012,27(1):95-118
ABSTRACT

A major focus of sociological research is on the role of the credential as a ‘currency of opportunity’, mediating the relationship between education and occupational destinations. However, the labour market has largely remained a ‘black box’ in sociological and education policy studies. This article draws on ‘big data’ from over 21,000,000 job adverts to explore how employers in the UK describe job requirements, with particular reference to the role of credentials. It challenges existing theories premised upon the notion that higher levels of formal education determine individual (dis)advantage in the competition for jobs. Although they have different views of the relationship between credentials, opportunity and efficiency, these theories assume that credentials largely determine occupational hiring. Our analysis suggests that formal academic credentials play a relatively minor differentiating role in the UK labour market, as the majority of employer’s place greater emphasis on ‘job readiness’. This raises a number of issues for sociological and policy analysis, including the future role of credentials in the (re)production of educational and labour market inequalities. Methodologically, the article highlights how the use of big data can contribute to the analysis of education, skills and the labour market.  相似文献   

3.
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   

4.
ABSTRACT

In higher education, engineering students have to be prepared for their future jobs, with knowledge but also with several soft skills, among them creativity. In this paper, we present a study carried on with 128 engineering undergraduate students on their understanding of mathematical creativity. The students were in the first year of different engineering first degrees in a north-eastern Portuguese university and we analysed the content of their texts for the question ‘What do you understand by mathematical creativity?’. Data collection was done in the first semester of the academic years 2014/2015 and 2016/2017 in a Linear Algebra course. The results showed that ‘problem solving’ category had the majority of the references in 2014/2015, but not in the academic year 2016/2017 were ‘involving mathematics’ category had the majority. This exploratory study pointed out for ‘problem solving’ and ‘involving mathematics’ categories and gave us hints for teaching mathematics courses in engineering degrees.  相似文献   

5.
This article analyses online job advertisements to identify skills that are demanded in selected low- and medium-skilled occupations. We explore data from the publicly administered cross-European EURES job search portal and quantify the different cognitive and non-cognitive skills requested by employers in small European economies. While we find that the service sector demands non-cognitive skills more than other types of occupation, the skill-mix demanded is very diverse across countries, implying that other domestic factors shape how demand is formulated. Our work shows that online portals can become a useful source for studying employers’ demand at the micro-level to inform employment, education and training policies.  相似文献   

6.
Over the past twenty years, in Australia and overseas, there has been a steady growth in the numbers of part-time research students. It is possible to view this as substantially a product of "creeping credentialism" following from the previous growth in part-time coursework Masters degrees. However, research degrees are a different kind of credential and program to coursework degrees. They are not only about research training-- in the sense of teaching people how to conceptualise, plan, undertake, analyse and communicate research--but they are also "tested" by the candidate's production of some new and significant knowledge (especially in doctorates). Therefore, unlike coursework degrees, some new public "good" is created and added to the "stock of knowledge". Common criticisms of the "traditional" PhD research degree, in Australia and overseas, are that it is (now) too narrow and specialised for either the graduate or their research findings to be of utility beyond their specialism, the graduates are limited in their communication and workplace skills, and their employment opportunities are relatively weak, especially given the high costs of their research degrees. However, the rise of part-time candidature and of professional doctorates--commonly involving research in workplaces or professions-- suggests that, if this criticism is valid, it would be unlikely to be valid for part-time PhDs and professional doctorates. This article analyses these criticisms in relation to the ways in which part-time research students are positioned within the knowledge economy. It makes an argument for a greater understanding and analysis of the impact and benefits of part-time doctoral students to the knowledge economy and the public good.  相似文献   

7.
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8.
ABSTRACT

In this paper we examine digital literacy and explicate how it relates to the philosophical study of ignorance. Using data from a study which explores the knowledge producing work of undergraduate students as they wrote course assignments, we argue that a social practice approach to digital literacy can help explain how epistemologies of ignorance may be sustained. If students are restricted in what they can know because they are unaware of exogenous actors (e.g. algorithms), and how they guide choices and shape experiences online, then a key issue with which theorists of digital literacy should contend is how to educate students to be critically aware of how power operates in online spaces. The challenge for Higher Education is twofold: to understand how particular digital literacy practices pave the way for the construction of ignorance, and to develop approaches to counter it.  相似文献   

9.
Within policy circles, graduate employability remains a problem. It is often understood as an individual phenomenon, overlooking the influence of the organisation of higher education on the competition for graduate jobs. This article explores and compares how graduate employability is socially constructed within Great Britain and the Netherlands. It provides an analysis of both Dutch and British systems of higher education and explains how they shape the positional competition for graduate jobs. In addition it shows how perceptions of employability of final year university students relate to these two educational systems. The article is based on an empirical study on graduate employability in both countries using both micro analysis as well as contextual analysis. The article shows a fit between educational structure and employability strategies. The educational context shapes graduates' understandings and expectations of the competition for graduate jobs.  相似文献   

10.
This article examines how Finnish universities and other higher education institutes have responded to the challenges posed by rapid changes in the world of work and societies all over Europe, particularly with reference to the development of generic skills. The data were collected by means of individual and group interviews at three Finnish higher education institutes, including two universities and one university of applied sciences. The interviews involved 63 persons in charge of management, development and teaching at these institutes. As a result of the qualitative data analysis, we distinguished four models to represent the development of generic skills, which we named (1) Specialist Model, (2) Science-based Renewal Model, (3) Project-based Integrative Model, and (4) Model of Networked Culture. These models serve as analytical tools that help higher education institutes to examine their existing practices and to develop new ones.  相似文献   

11.
Suggestions to improve the social relevance of university curriculum have emphasised interdisciplinary team work, linking theory and practice, and provision of social context. As an example of how a program embodying these proposals could be developed, the Master of Environmental Science degree at Monash University is discussed. This program begins with coursework to promote breadth, through background and understanding of a variety of disciplines, to provide a framework for integrating this information, and to allow candidates a degree of specialisation in their areas of interest; multidisciplinary team work focussed on practical projects and individual theses serve to integrate and extend aspects of the coursework. An indication of the success of this curriculum approach was sought through a survey of graduates designed to provide insight into what the graduates saw as being important about the program, and how the degree related to their jobs. The program was valued for the breadth of perspectives and knowledge it provided, and the personal development encouraged, while some problems were reported with the suitability of coursework and time constraints. Expectations held for the program were largely fulfilled, particularly in respect of providing breadth and perspective, and practical and multidisciplinary team experience. The majority also considered that the degree had been helpful in their job positions and careers. On the basis of these results it is suggested that there is a strong degree of contentment with the program's concept and its usefulness, while providing an example for how curriculum can be adapted to the requirements of society and a range of occupations.  相似文献   

12.
ABSTRACT

Work-integrated learning (WIL) affords students opportunities to apply skills and knowledge to practical work placements. Students potentially learn professional behaviours appropriate to their chosen industry sector. However, students may also face challenges they may not be prepared to navigate. One of these is gender bias due to assumptions about women and work, particularly within STEM sectors. This article presents findings from a pilot study that explores WIL students’ perspectives on gender bias related to experiences at their internship placements or other jobs. The findings suggest that the potential lack of gender neutrality within organizations such as WIL placements, is nuanced through an underlying bias around thinking about gender, women and work, and demonstrated through institutional structures such as branded recruitment campaigns or the individual micro aggressions of co-workers and supervisors. Further research needs to focus on the impact of gender bias on students’ sense of value within different organizations, and the strategies they employ to navigate bias. In the short-term, all students need tools to help them understand how gender is constructed within organizational processes and how to develop strategies to help them confront gender bias within the organizations in which they work.  相似文献   

13.
ABSTRACT

A review of current self-study research related to teacher education policy in the United States indicates that at local, university, and state levels teacher educators are affected emotionally and professionally by policy and, in most cases, feel that policy is something done to teacher educators as opposed to something to which they can contribute and make a difference. In this article, we use our review as a base from which to consider how both special educators and general educators might use self-study to know one another better, to work collaboratively to affect policy, and to understand how policy affects them. We argue that teacher educators must work together across content areas in order to interrogate the implementation and impact of policy and to influence the development and implementation of policy.  相似文献   

14.
This article reports on a survey of 332 Year 3 students from 14 Australian schools. We are interested in exploring Year 3 primary school student aspirations and what this data shows us about any societal changes, or not. This study is timely as it reports on contemporary data within an Australian educational context marked by significant investment in improving equitable gendered participation, particularly for girls entering STEM. Drawing on conceptions of masculinities and femininities as social constructions, we report on the participants’ desired occupations and explore their justifications for such choices. The top three occupations for boys included careers in professional sports, STEM-related jobs and policing/defence. Girls reported wanting to be teachers, veterinarians or to work in the arts as their top choices. As part of our exploration, we found issues of money and power—traditionally coded masculine—and conceptions of love and care—traditionally coded feminine—ingrained in boys’ and girls’ justifications for their desired trajectories. Findings are significant for illustrating how traditional constructions of gender are ingrained in career choices in the early years of primary school and how policy agendas to widen participation need to start early in life.  相似文献   

15.
Transitions from education to work constitute a distinct set of situations where discrimination is likely to occur. Gender beliefs generally disadvantage women, and when coupled with beliefs regarding parental responsibility, tend to heavily disadvantage mothers. Yet we suggest that professional credentials create a divided labour market, with ameliorative effects. Credentials tend to match specifically to jobs and replace other means of determining the performance expectations of various job candidates. This should be especially true in the public sector, where hiring procedures are more transparent. As a result, we hypothesise that mothers with professional credentials will be less disadvantaged within the occupational market matched to their credentials, especially in the public sector. Data from Sweden, following 43,646 graduates with professional degrees into the labour market, generally support this interpretation, though substantial motherhood penalties remain in many professions. We briefly discuss the implications of these findings.  相似文献   

16.
《师资教育杂志》2012,38(2):127-138

This paper takes issue with the 'disabling' of students enrolled in teacher education courses, perpetrated by definitions of students' learning disorders and by the structures and pedagogies engaged by teacher educators. Focusing on one case, but with relevance for similarly affected systems, the paper begins by outlining the changed student entry credentials of Australian universities and their faculties of education. These are seen as induced by a shift from elite to mass provision of higher education and the particular effect on teacher education providers (especially those located in regional institutions) of the politics of government funding and the continuing demand for teachers by education systems. While these changed conditions are often used to argue an increased university population of students with learning disorders, the paper suggests that such arguments often have more to do with how student problems are defined by institutions and how these definitions serve to secure additional government funding. More pertinently, the paper argues that such definition tends to locate the problem in individual students, deferring considerations of teacher educators' pedagogy and the learning arrangements of their institutions. The paper concludes that the place to begin addressing these issues of difficulty would seem to be with a different conception of knowledge production.  相似文献   

17.
知识经济时代的到来给大学带来严峻的挑战和难得的历史机遇。为此，应充分认识大学在知识经济时代所处的地位及其所担负的功能和使命，以发展壮大自己，为振兴民族经济、促进社会发展做出贡献。  相似文献   

18.
International graduate students’ occupational trajectories have rarely been studied, although many studies exist on their learning experiences in foreign universities. Based on 80 qualitative interviews, this article aims to understand how, where, and why these students obtain jobs in academe and corporations. I focus particularly on Korean professionals who received graduate degrees from US universities and who later obtained jobs in Korea or the United States. The theoretical component of this work is based on two important concepts – global cultural capital and global positional competition – both of which are seen to be based on a global hierarchy of academic degrees and professional knowledge. This study empirically tests and elaborates Phillip Brown’s three rules of inclusion and exclusion in global positional competition. By looking at international students’ transnational occupational trajectories, this study aims to understand how global education, transnational job opportunities, and social inclusion and exclusion interact in diverse ways.  相似文献   

19.
Six generations ago, my Celtic forebears came to Australia as convicts and invaders displacing Indigenous peoples. As a scholar today, I am interested in how Indigenous knowledge remains a challenge in Australian Universities even in this postmodern and postcolonial moment. This paper recognises the need to extend discussion about how Indigenous people might be facilitated within the academy to bring their knowledge models into the university and its traditional dominant knowledge systems. This paper looks at Practice-Led Research (PLR) as a way of supporting the transition of Indigenous community scholars into university postgraduate courses. It explores how PLR may contribute to an appropriate entry point into postgraduate studies for some Indigenous practitioner-candidates who have significant life experiences and narratives and/or productions of artefacts that act to replace the breadth of undergraduate credentials. Indigenous people are facilitated in bringing their knowledge models into the university and the academy when we act upon being inclusive rather than exclusive regarding the explication and definition of knowledge within the academy. In accepting and acting upon the concept that traditional forms of knowledge are extended by non-traditional Indigenous forms of knowledge, we also enrich the scholarly conversation about how alternative forms of knowledge can add dynamism to the academy.  相似文献   

20.
International examinations are increasingly being used by local élites to reproduce their advantage in the face of growing educational competition and the changing economic order associated with globalisation and 'post-Fordism'. Evidence from opportunity samples of students taking these examinations in five countries suggests how this may be working in practice. The evidence indicates that the patterns of use are various and are influenced both by local educational cultures and by broader considerations of location in relation to global economic 'cores'. International credentials bring a qualitatively new dimension to the issue of credentialism and credential inflation as they exclude the majority from participation in the new competition for access to the most advantageous occupational opportunities.  相似文献   

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