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毕业生在择业与劳动过程中因社会经验不足、法律知识缺乏、保障措施不健全等原因,造成其合法权益的被侵害的现状,文章通过对十一项涉及毕业生择业与劳动保障方面权益的逐一分析,提出了为实现这些权益,国家、社会、学校与个人应当努力完善的方面。 相似文献
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Gbolahan Gbadamosi Carl Evans Katherine Jones Mitchell Hickman Hannah Rudley 《Journal of Education & Work》2019,32(2):196-214
This paper explores the perceptions of degree students at two UK universities regarding their work placement and part-time working activities, to assess if the two activities converge. The research comprises three stages: interviews for preliminary exploration of students’ perceptions towards work placement and part-time work; interviews to examine how placement opportunities link with career aspirations; a survey of students who had completed a placement, and those currently on placement. Students acknowledged part-time working helped their placement activity, providing transferable skills beneficial to both study and career aspirations. A significant finding was with respect to time: the closer to the placement activity the data was collected, the stronger the impact of appreciating the value of placement. The paper therefore highlights the value of timing in the assessment of work placement. It also offers value for universities’ by providing insight into students’ perceptions regarding embedded external work activities that can enhance graduate employability and career prospects. 相似文献
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Chris Coey 《Globalisation, Societies & Education》2018,16(2):208-223
ABSTRACTThis article explores knowledge outcomes of international researcher mobility in the social sciences and humanities. Looking in particular at international experiences of longer durations in the careers of European PhD graduates, it proposes a threefold analytical typology for understanding the links between the modes, durations, and outcomes of this mobility in terms of the exchange of codified knowledge; the sharing of more tacit knowledge practices; and the development of a cosmopolitan identity. The findings suggest that, under the right conditions, there can be an important and transformative value to longer stays, which can lead to enduring outcomes in terms of knowledge production and innovation and the spatially distributed networks that sustain it. 相似文献
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高校辅导员的毕业生工作,是高等院校毕业生工作系统中的重要部分。通过分析高校辅导员在大学生就业工作中的盲点和薄弱点,阐述当前高校辅导员在大学生职业生涯规划、为学生充分就业提供服务、协调各方关系、缓解学生就业心理压力等工作的重要作用,科学引导大学生更好就业。 相似文献
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新形势下高校就业指导队伍作风建设的思考 总被引：1，自引：0，他引：1
沈鸿银 《南宁职业技术学院学报》2009,14(2)
通过探讨当前高校就业指导队伍存在的作风问题,分析了形成原因,并提出了加强高校就业指导队伍作风建设的对策和长效机制。 相似文献
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This paper explores the perceptions and experiences of women academics in the UK, participating in a small-scale qualitative study exploring career progression and encountered institutional obstacles. The accounts are considered in terms of both disadvantageous institutional strategies and interpersonal ones governing day-to-day working relationships. The findings contribute to a growing body of international research on gender constructions in the academy, where both inhibiting and exclusionary barriers are examined in focus group discussions (FGDs) in terms of gendered constructions that are perceived to impact upon the career opportunities of women academics. Analysis of data encouraged the employment of a ludic construction in this critical exploration of games playing and ‘gamesmanship’ (a masculinised term); these being themes raised in the FGDs as representing blocks and challenges to women’s academic careers. 相似文献
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The article presents findings from a longitudinal study (1993–2014) examining how ex-teachers, who were perceived as “skilled” during teacher training, describe their paths out of the profession and discussing the possibility of retaining or re-recruiting teachers in - or back to - the occupation. The result emphasizes teacher attrition as a process related to identity-making within the interrelation between opportunity structures and individuals' frames of reference. Findings indicate that leavers with broader frames of references and images of themselves not attuned to apprehended professional identity are more likely to leave the profession. 相似文献
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《Journal of Further & Higher Education》2012,36(2):223-238
The growth of higher education is a global phenomenon and provides challenges for educational leaders in schools and universities. Raising aspiration and participation requires an understanding of the sources of advice and information available to potential participants and how these are used when they decide whether or not to participate. This article draws on a qualitative study using social network analysis undertaken in England. This study examined the nature of decision making amongst individuals who have chosen not to participate in higher education despite possessing the qualifications and experience which would enable them to be admitted to a university programme. The research sought to identify their decision‐making processes within the ‘networks of intimacy’ that are their family, friends and significant individuals in their educational and/or working environments, past or present. Lying at the heart of the research is the belief that, in social network analysis, it is the interpersonal relationships rather than the individuals that form the unit of analysis. This article examines the role of information, advice and guidance (IAG) on individuals when they make the decision whether or not to participate in higher education. It considers the experience that individuals had at school, and explores their career decision making engaged in outside the school environment, and beyond the age of 18. It spells out the implications for educational leaders and managers in schools and universities as well as policy makers concerned about improving participation rates in all sectors of the community. 相似文献
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《Journal of Further & Higher Education》2012,36(4):535-548
Increasingly, research staff positions rather than lectureships are the reality for social sciences PhD graduates wishing academic work. Within this context, our longitudinal study examined how social science doctoral students and research staff in two UK universities imagined their futures in and out of academia. The variation over time in how they viewed their futures is examined through the lens of identity-trajectory. The results emphasise how individuals balanced their academic intentions with social, personal and physical desires and constraints. The results also enrich understanding of early academic career experience and the conceptualisation of identity-trajectory. Research and policy implications are considered. 相似文献