Relevant bibliographies by topics / Transition from university to work

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Transition from university to work'

Author: Grafiati
Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "Transition from university to work"

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Reitz, Anne K., Patrick E. Shrout, Jaap J. A. Denissen, Michael Dufner, and Niall Bolger. "Self‐esteem change during the transition from university to work." Journal of Personality 88, no. 4 (October 17, 2019): 689–702. http://dx.doi.org/10.1111/jopy.12519.

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Rusch, Frank R., and L. Allen Phelps. "Secondary Special Education and Transition from School to Work: A National Priority." Exceptional Children 53, no. 6 (April 1987): 487–92. http://dx.doi.org/10.1177/001440298705300601.

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The economic, educational, and community adjustment difficulties of youth with handicaps are reviewed in the context of historical antecedents and of the U.S. Office of Special Education and Rehabilitative Services' transition initiative. The conceptual and organizational frameworks for the University of Illinois' federally sponsored Transition Institute are presented.
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Zhang, Chunyu, Andreas Hirschi, and Xuqun You. "Trajectories of Calling in the Transition From University to Work: A Growth Mixture Analysis." Journal of Career Assessment 29, no. 1 (July 3, 2020): 98–114. http://dx.doi.org/10.1177/1069072720931010.

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Research on the development of calling is still in its infancy and rarely focused on how calling changes during a major career transition. The current study examined the developmental trajectories of calling and their relation with personality (i.e., conscientiousness, proactive personality) in the transition from university to work with a three-wave longitudinal study with 340 Chinese graduating university students. Results based on growth mixture modeling indicated three developmental trajectories of calling: high and stable calling (23% of sample), high but decreasing calling (74%), and low and increasing calling (3%). Moreover, higher conscientiousness related to a higher chance of being classified into the high and stable calling trajectory. These findings add notable insights to the literature by exploring the previously neglected developmental trajectories of calling and their association with personality in the transition from university to work.
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Brekke, Idunn. "Ethnic Background and the Transition from Education to Work among University Graduates." Journal of Ethnic and Migration Studies 33, no. 8 (October 2007): 1299–321. http://dx.doi.org/10.1080/13691830701614080.

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Buhl, Heike M., Peter Noack, and Baerbel Kracke. "The Role of Parents and Peers in the Transition From University to Work Life." Journal of Career Development 45, no. 6 (July 14, 2017): 523–35. http://dx.doi.org/10.1177/0894845317720728.

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This longitudinal study addresses the role of support given by parents and peers during the transition from university to work life. A sample of 64 German university students in their last year at the university completed scales from the Network of Relationships Inventory regarding general support, namely, instrumental aid and intimacy with mothers, fathers, romantic partners, and friends. Four years later, they assessed domain-specific support when looking for work, namely, joint exploration and instrumental support. Participants perceived receiving both types of support from all significant others. However, joint exploration was more important than instrumental support. They felt especially supported by romantic partners. Women received more support than did men. Both types of domain-specific support were explained by general modes of support assessed 4 years earlier. Whether parents, friends, and partners were perceived as helpful during the transition was explained mainly by joint exploration. Again, support from a partner was seen as especially helpful in contrast to help from parents and friends. The special significance of joint exploration underlines the benefit of counseling at the transition from university to work life.
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Richards-Schuster, Katie, Mary C. Ruffolo, Kerri Leyda Nicoll, Catherine Distelrath, Joseph Galura, and Alice Mishkin. "Exploring Challenges Faced by Students as they Transition to Social Justice Work in the “Real World”: Implications for Social Work." Advances in Social Work 16, no. 2 (February 8, 2016): 372–89. http://dx.doi.org/10.18060/18526.

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For students who are actively engaged in social justice efforts on their college/university campuses, the transition from a relatively easy platform for engagement to the “real world” can pose significant challenges and create new realities for negotiation. Little is known, however, about the nature of these transitions into post-graduate social justice experiences. Drawing on an open-ended survey of recent graduates (92 respondents, 50% response rate) from a social justice minor in a school of social work, we explore the ways in which respondents described their transitions into social justice work, focusing on a set of key challenges that emerged from our analysis and reflecting on the implications of these challenges for social work practice and future research. Understanding some of the challenges in making this transition will help social work and non-profit administrators to better support this population’s future volunteer, service, and employment needs.
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McIlveen, Peter, and Dominic Pensiero. "Transition of graduates from backpack‐to‐briefcase: a case study." Education + Training 50, no. 6 (September 12, 2008): 489–99. http://dx.doi.org/10.1108/00400910810901818.

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PurposeThe purpose of this paper is to overview the Backpack‐to‐Briefcase project which established a set of prototype career development learning strategies for Australian university career services, with the aim of contributing to their services for supporting students and graduates to make a smoother transition into graduate employment and the world‐of‐work.Design/methodology/approachA case study analysis of the development and implementation of three career development learning interventions is described. These interventions include: employability skills workshops for students; career mentoring for students; and services to small and medium sized employers to support their recruitment and induction of new graduates into their worksites.FindingsThe prototype interventions developed in the project extended the work of the university's Career Service. The interventions were judged as having the capacity to be readily implemented by university career services. A key outcome was the success of the graduate‐induction initiative which engaged small and medium sized employers traditionally unfamiliar with or unable to enter the graduate recruitment market.Originality/valueThis case study highlights the value of university career services' contributions to undergraduate preparation for the world‐of‐work, particularly in regional areas. Furthermore, the case study highlights the importance of inter‐departmental cooperation within the university environment, and the value of university‐industry collaboration toward the goal of improving graduates' transitions into the workforce, particularly in rural and regional areas.
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Ghignoni, Emanuela, Giuseppe Croce, and Alessandro d’Ambrosio. "University dropouts vs high school graduates in the school-to-work transition." International Journal of Manpower 40, no. 3 (June 3, 2019): 449–72. http://dx.doi.org/10.1108/ijm-02-2018-0051.

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Purpose The purpose of this paper is to consider the enrolment at university and the subsequent possible dropout as a piece of the school-to-work transition and ask whether it improves or worsens the labour market outcomes a few years after graduation from the high school. Design/methodology/approach The analysis exploits data from the upper secondary graduate survey by ISTAT on a cohort of high school graduates and investigates the effect of dropping out four years after graduation. The labour market outcomes of university dropouts are compared to the outcomes of high school graduates who never enrolled at university. A propensity score matching approach is applied. The model is also estimated on the subsamples of males and females. Findings The findings show that spending a period at university and leaving it before completion makes the transition to work substantially more difficult. Both the probability of being NEET and getting a bad job increase in the case of dropout, while no relevant effect is found on earnings. Moreover, the impact of university dropout tends to be more harmful the longer the spell from enrolment to dropping out. Separate estimates by gender point out that females appear to be relatively more affected in the case of dropping out without a fallback plan. Originality/value While the existing studies in the literature on the school-to-work transition mostly focus on the determinants of the dropout, this paper investigates whether and how the employment outcomes are affected by dropping out in Italy. Moreover, university dropouts are compared to high school graduates with no university experience, rather than to university graduates. Finally, evidence on the mechanisms driving the effect of dropping out is provided, by considering timing and motivations for dropping out.
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Hojoong Bae and 김정욱. "Height Premium in the Transition from School to Work: Focusing on Female University Graduates." Women's Studies 95, no. 4 (December 2017): 109–50. http://dx.doi.org/10.33949/tws.2017..4.004.

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Zhang, Chunyu. "Trajectories of Calling in the Transition from University to Work: A Growth Mixture Analysis." Academy of Management Proceedings 2020, no. 1 (August 2020): 13428. http://dx.doi.org/10.5465/ambpp.2020.13428abstract.

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Dissertations / Theses on the topic "Transition from university to work"

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Dube, Bonani Hobane. "Transition to university : perceptions of first year Humanities students from impoverished backgrounds at the University of Cape Town." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/10350.

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This study sought to explore the transitional experiences of students from a disadvantaged background at the University Cape Town (UCT). It set out to examine how students from previously disadvantaged backgrounds negotiated hardships stemming from their historically deprived backgrounds in their transition to university. Purposive sampling was employed in this study and seventeen first year humanities students from rural and township backgrounds were interviewed using a semi-structured interviewing schedule. Interviews were recorded on a digital recorder, transcribed and analysed using qualitative methods drawing on Tesch's eight step model, (cited in De Vos et al , Strydom, Fouche and Delport, 2005).
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Haase, Claudia M. "Agency and adaptive development in the transition from university to work : a longitudinal study /." kostenfrei, 2007. http://d-nb.info/988399989/34.

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Bell, Cynthia. "How Work Role Transition Influences Professional Identity| The Career Path from Corporate Manager to University Professor." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3643877.

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This phenomenological research study examines the individual experiences of midcareer corporate managers (practitioners) with professional identity change, while undergoing work role transition to become college or university professors (scholars). Using a conceptual framework of culture, work role, and professional identity, this study focused on a group of twelve men and women who made an intentional decision to leave an objectively defined management role to enter a different subjectively defined teaching role.

The findings generated four conclusions. First, change in identity and work-role transition manifests with different affective responses in men and women. Second, cognitive decision making and intentionality are different for men and women in work role transitions. Third, career transitions are easier when autonomous decision making, continuing education opportunities, experimentation with provisional selves, and equal levels of social status, are present. Fourth, career transitions are more difficult when loss of social status and financial stability, liminality, and identity conflict or lack of career anchor, are observed.

Due to recent economic conditions related to the recession of 2008, and attendant fall-out related to the current career landscape, Mid-life Career Changers from Industry to Academia was the focus of a Professional Development Workshop during both the 73rd and 74th annual meetings of the Academy of Management (AoM). Because of growing interest in the topic, it has been included on the agenda of the AoM 75th annual meeting scheduled for Vancouver, Canada in 2015.

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Heath, Rodgers Theresa. "Work, household economy, and social welfare : the transition from traditional to modern lifestyles in Bonavista, 1930-1960 /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ54919.pdf.

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Davis, Gloria Jean. "The Perceptions of Recent Business Graduates of The Transition Experience From The Collegiate Environment to The Work Environment." UNF Digital Commons, 2010. http://digitalcommons.unf.edu/etd/204.

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This qualitative study represents an examination of the perceptions of 18 recent business college graduates of their transition experiences from college to the workplace. The participant’s ages ranged from 23 to 28 years including 4 males and 14 females of diverse racial and ethic groups. One-on-one, semi-structured, open-ended interviews were the primary method for data collection. Using excerpts from the participants’ interviews, the data were examined and analyzed using content analysis (Patton, 2002) and educational criticism (Eisner, 1998). The data were organized into three main topics: the importance of organizational socialization, the complexity of mentoring in the workplace, and the continuation of young adult development. The findings include the newly hired graduates’ feelings regarding the support received from educators and employers in their transition into the workplace, what should be done to assist them in the transition process, and their continued optimism about their futures with their employers and their desire to succeed.
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Mitchell, Moana Erika. ""All we got to see were factories." : scoping Maori transitions from secondary school : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Arts in Education /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1244.

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ARGENTIN, GIANLUCA. "Lauree, competizione di mercato e riproduzione sociale. Caratteristiche, percorsi ed esiti occupazionali dei neolaureati italiani in un contesto in rapido mutamento." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2010. http://hdl.handle.net/10281/13196.

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In recent years, two main reforms have occurred in Italy, changing the general context where youth transition processes take place. First of all, there has been a deep labour market deregulation. This has increased the amount of unstable job positions, especially among cohorts looking for their first job after 1997. Secondly, but no less importantly, there has been an increase in the enrolment rate to tertiary education and the Bologna process introduced relevant innovation to the Italian University system. The graduate population is then, not only an increasing part of the overall youth population of the country, but also the subgroup which has been doubly affected by the reforms. For this reason, I decided to investigate this subgroup of young people more deeply, analysing how the transition from university to work has changed over time. I used the last five waves of the ISTAT Survey on the transition to work of University graduates (1995 to 2007) and an AlmaLaurea database to investigate the graduates labour market condition five years after the degree. I use mainly multinomial logistic regression models and I adopted the marginal effects approach to compare models over time and between groups. I also used propensity score matching. I observed that there has been a de-standardization process: the typical “from university to work” description is no longer a good representation of the concrete processes taking place after the graduation. In fact there has been an increase in participation in the labour market before graduation (anticipation in the transition process) and to post-tertiary enrolment (delay). Moreover, there has been in recent years an increase in the unstable job position of graduates three years after graduation. This de-standardization process does not imply individualization: social origins and gender continue to shape the graduates transition into labour market. It seems that two main pathways are emerging: the first, more frequent for children coming from higher social origins, is based on fast transition through University with a high performance that leads to post-tertiary enrolment; the second, more frequent among lower origins students is, instead a mix of work and study during university which leads more frequently to a stable occupation after the degree, but paying the price of higher over-education. This suggests that, in a context of expansion of higher education, the returns to it could differ among social classes.
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Maduka, Grace U. "Transition from school to work." Thesis, University of Manchester, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304846.

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Ross, Shane. "School work environment : transition from education to practice." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002941.

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Card, Carol. "From student translator to professional: Transition from university to the workplace." Thesis, University of Ottawa (Canada), 1991. http://hdl.handle.net/10393/7910.

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Books on the topic "Transition from university to work"

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D, Kohler Paula, and Educational Resources Information Center (U.S.), eds. Transition from school to life: 16 classes : a complete university course for special educators. Reston, VA: Council for Exceptional Children in collaboration with the Division on Career Development and Transition, 1999.

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Daisotsu shūshoku no shakaigaku: Dēta kara miru henka = The sociology of transition from university to work : empirical studies of the changing mechanisms in contemporary Japan. Tōkyō: Tōkyō Daigaku Shuppankai, 2010.

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Educational Resources Information Center (U.S.), ed. Transition from college to work. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1997.

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Dhakal, Subas, Verma Prikshat, Alan Nankervis, and John Burgess, eds. The Transition from Graduation to Work. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-0974-8.

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United States. Congress. Office of Technology Assessment., ed. Learning to work: Making the transition from school to work. Washington, DC: Office of Technology Assessment, Congress of the U.S., 1995.

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Baichman-Anisef, Etta. The transition from school to work: A bibliography. [North York, Ont.]: Institute for Social Research, York University, 1993.

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National Institute of Handicapped Research (U.S.), ed. Cooperative programs for transition from school to work. Washington, D.C: The Institute, 1985.

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Baichman, Etta. The transition from school to work: A bibliography. [North York, Ont.]: York University, 1991.

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R, Rusch Frank, and Chadsey Janis G, eds. Beyond high school: Transition from school to work. Belmont, CA: Wadsworth Pub. Co., 1998.

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Littrell, Joseph J. From school to work. Tinley Park, Ill: Goodheart-Willcox Company, 2009.

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Book chapters on the topic "Transition from university to work"

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Tagoe, Michael. "The Relevance of University Education and Fears of Unemployment: Perceptions of University Students Making Transitions to the World of Work in Ghana." In Transitions from Education to Work, 113–35. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230235403_7.

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Krüger, Heinz-Hermann. "Young Adults’ Exclusive Educational Careers in the Transition to Higher Education or Employment: Key Findings of a Qualitative Longitudinal Study." In Life Course Research and Social Policies, 71–85. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13512-5_5.

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AbstractThis paper examines the effects of changing modes of transition in a highly segmented education system that also provides designated spaces for the education of internationally mobile educational elites and future functional elites in the social fields of sport, dance, music, and art. It focuses on a—at least in the German context—little-researched example of the institutional modes of doing transitions available to students on such exclusive educational pathways in their transition from school to university or school to work. The results underscore that the provision of an excellent school infrastructure alone does not guarantee a promising career transition. How these career pathways are shaped depends crucially on the interplay between institutional demands, regulations, and spaces of opportunity and young adults’ biographical orientations and how they are embedded in different, milieu-specific spaces of experience.
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Fabbris, Luigi, and Manuela Scioni. "Does an entrepreneurial spirit animate fresh graduates in their work-seeking during uncertain times?" In Proceedings e report, 11–16. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-304-8.04.

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The labour market is becoming harder and harder even for graduates. The economic difficulties added by Covid-19 restrictions worsened the graduates’ employability. In our opinion, public authorities should intervene to soften the school-to-work transition and graduates should become more entrepreneurial to overcome own market difficulties. We realised a survey on graduates from Padua University, the largest university in the Veneto region, Italy. In this survey, among other things, the entrepreneurial spirit of graduates was investigated. This spirit is intended as both the propensity to undertake an own business and the skill to find own ways and resources to overcome the possible difficulties while searching for a job either as employee or self-employed. It emerged that the propensity to start an own business concerns only a bunch of fresh graduates and that the capacity to implement personality resources is large among young people but remains unexplored because of cultural and contingent reasons.
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Sergey, Kosaretsky, and Likhatskikh Elena. "Supporting Elementary and Secondary Education During the Pandemic: A Case Study from the National Research University Higher School of Economics." In Knowledge Studies in Higher Education, 243–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_16.

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AbstractThe COVID-19 pandemic has presented a formidable challenge to the Russian school system. Such global challenges and crises highlight the significance of the National Research University Higher School of Economics (HSE)’s third mission: responsibility for the well-being of the community.As one of the first universities to offer support to elementary and secondary education systems in Russia during the pandemic, the HSE relied on its ability to create new scientific knowledge and make it useful in practice to provide versatile and targeted aid for students, teachers, regional administrators, and parents across the country. There were two main vectors of HSE activity at the time of the pandemic: (1) promoting the development of the Russian education system through research, monitoring, and coordination of scholars and analysts and (2) direct work with secondary and high school stakeholders using contemporary approaches for talent development and digital tools.The pandemic revealed the importance of developing new areas of research and analysis. In line with the first vector, the HSE focused on: Monitoring and studying the situation and collecting and promoting university and school case studies on organizing work during a pandemic Leading and participating in professional reflections and discussions regarding experiences and training practices in the context of a lockdown The institution organized an array of surveys with students, teachers, parents, and representatives from regional and municipal education organizations and analyzed the results as quickly as possible. The main areas of research were problems of educational inequality and digital transformation. Based on the collected data, the Institute of Education managed to publish more than 30 analytical works between April and June of 2020.For the second vector, the HSE developed programs that seek to expand its geographic reach, implement flexible recruitment, and digitize communication with school students. Such programs aimed at: Training personnel while consulting with administrators and educators on the technological and legal aspects of the work of schools. Providing online instruction and assistance for students learning software tools and preparing for exams. Helping parents arrange support for children in the transition to distance learning. For this period, the HSE quickly and effectively expanded cooperation with schools in Moscow and regions around Russia that the institution developed over the last 15 years. Key current projects working in this direction are: The HSE School District The Lyceum Distributed Schools The Higher Students Academy The Higher School for Parents
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Sergey, Kosaretsky, and Likhatskikh Elena. "Supporting Elementary and Secondary Education During the Pandemic: A Case Study from the National Research University Higher School of Economics." In Knowledge Studies in Higher Education, 243–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_16.

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AbstractThe COVID-19 pandemic has presented a formidable challenge to the Russian school system. Such global challenges and crises highlight the significance of the National Research University Higher School of Economics (HSE)’s third mission: responsibility for the well-being of the community.As one of the first universities to offer support to elementary and secondary education systems in Russia during the pandemic, the HSE relied on its ability to create new scientific knowledge and make it useful in practice to provide versatile and targeted aid for students, teachers, regional administrators, and parents across the country. There were two main vectors of HSE activity at the time of the pandemic: (1) promoting the development of the Russian education system through research, monitoring, and coordination of scholars and analysts and (2) direct work with secondary and high school stakeholders using contemporary approaches for talent development and digital tools.The pandemic revealed the importance of developing new areas of research and analysis. In line with the first vector, the HSE focused on: Monitoring and studying the situation and collecting and promoting university and school case studies on organizing work during a pandemic Leading and participating in professional reflections and discussions regarding experiences and training practices in the context of a lockdown The institution organized an array of surveys with students, teachers, parents, and representatives from regional and municipal education organizations and analyzed the results as quickly as possible. The main areas of research were problems of educational inequality and digital transformation. Based on the collected data, the Institute of Education managed to publish more than 30 analytical works between April and June of 2020.For the second vector, the HSE developed programs that seek to expand its geographic reach, implement flexible recruitment, and digitize communication with school students. Such programs aimed at: Training personnel while consulting with administrators and educators on the technological and legal aspects of the work of schools. Providing online instruction and assistance for students learning software tools and preparing for exams. Helping parents arrange support for children in the transition to distance learning. For this period, the HSE quickly and effectively expanded cooperation with schools in Moscow and regions around Russia that the institution developed over the last 15 years. Key current projects working in this direction are: The HSE School District The Lyceum Distributed Schools The Higher Students Academy The Higher School for Parents
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Gioli, Gaia. "Employability-Oriented Curriculum: Strategies and Tools to Train Young Graduates. The PRIN EMP&Co. Project." In Employability & Competences, 411–24. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.45.

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This paper focuses on the impact of employability-oriented modules on the design, planning, and implementation of work transitions. It takes its lead from the PRIN EMP&Co project developed by the University of Florence in 2014-2017, and how its research protocol allows a mapping of the construction of employability during the Master’s Degree Course
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Jelonek, Magdalena. "Individual characteristics and university to work transition." In Universities and the Labour Market, 63–79. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003161486-5.

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Desmette, Donatienne, and Franco Fraccaroli. "Transition from Work to Retirement." In Encyclopedia of Geropsychology, 1–11. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-080-3_198-2.

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Jelonek, Magdalena. "Structural-institutional settings and university to work transition." In Universities and the Labour Market, 80–94. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003161486-6.

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Pearson, Holly, Marni E. Fisher, Kevin Stockbridge, and Gregory Warren. "University Stories." In Lessons from the Transition to Pandemic Education in the US, 77–94. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003183785-10.

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Conference papers on the topic "Transition from university to work"

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Alikaj, Eni, and Esmerelda Shehaj. "Determinants of transition from school to work in Albania." In University for Business and Technology International Conference. Pristina, Kosovo: University for Business and Technology, 2015. http://dx.doi.org/10.33107/ubt-ic.2015.24.

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Ottaviani, Maria Gabriella, and Roberto Ricci. "The transition from university to work: a case study." In Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07401.

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Teaching statistics to future statisticians should take into account both statistical knowledge and personal skills needed in the statisticians’ professional life. Based on a questionnaire designed to assess competencies actually needed by statisticians in the workplace, this paper aims to detect if the competence framework helps to better understand the transition from university to work. With this objective, three metric profiles are proposed to locate knowledge, “relational skills” and actually performed activities, and graduate scores. The graduates in Statistical Sciences from ”Sapienza” University of Rome from March 2000 to March 2001 were acquired as emblematic cases in Spring 2004. There were 146 respondents out of the total of 296 graduates in the time period. The Rasch analysis is applied to analyze the data and to build on the profiles. In particular the analysis was performed applying the Rasch family response models to polytomous items. The item parameters and the latent trait value for each respondent are estimated by the joint maximum likelihood method. The analysis results could be useful in order to design curricula for university degrees in Statistics that would make the university-workplace transition process easier.
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Taverna, Andrea. "A format to bridge the transition from university to work: Insights from the product-service system design tour development:." In LearnxDesign 2021: Engaging with challenges in design education. Design Research Society, 2021. http://dx.doi.org/10.21606/drs_lxd2021.03.225.

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Bertolini, Ettore, Paul Pieringer, and Wolfgang Sanz. "Prediction of Separated Flow Transition Using LES and Transitional RANS Model." In ASME Turbo Expo 2019: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/gt2019-90214.

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Abstract The goal of this work is to predict the boundary layer transition induced by a separation bubble on the suction side of a turbine blade of a linear turbine cascade using Large Eddy Simulation (LES). The numerical simulations refer to the linear turbine cascade T106D-EIZ tested at the Institute for Jet Propulsion of the Bundeswehr University Munich (Germany). The blade pitch was increased compared to the design point in order to have a higher load and enhance the formation of a separation bubble at the suction side of the blade. Different flow configurations were tested and the transition of the boundary layer was evaluated. For the numerical case, the operating condition with an inlet turbulence below 1% was used. In the first part of this work, the LES setup is discussed. A modified Smagorinsky subgrid-scale model is used to reduce the turbulent viscosity in the region closest to the wall. The computational grid is designed according to the information coming from the Taylor and the Kolmogorov length scales. These parameters are found from RANS k-omega SST simulations. The fifth-order accurate WENO scheme was used for the computation of the cell fluxes. In the second part of the work, a comparison between the results of the LES simulations and of the RANS k–ω SST simulations with the γ–Reθ transition model is done. Integral and statistical parameters of the boundary layer from the simulations with the two models are evaluated and compared. The ability of the LES and the RANS models to predict the boundary layer evolution along the blade profile and the point of separation will be discussed.
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Brunetto, Domenico, Chiara Andrà, and Giulia Bernardi. "Teaching with emerging technologies in a STEM university math class." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9179.

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The aim of the research presented in this work is to investigate how innovative teaching formats, based on student-centred activities, may help first year university students to deal with the difficulties in the transition from the mathematics they are used to in high school, to the one they meet at university, which requires a significant shift to conceptual understanding, especially in Calculus courses. As part of this overarching goal, this presentation investigates the case of Taylor series, a topic that is taught in all calculus courses at university. This work shows the efficacy of a blended learning approach, highlighting the main difficulties concerning the deep understanding of functions by students. We discuss possible limitations, and we provide suggestions for best practices in university math classes.
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Bouhnik, Dan, Yahel Giat, and Issachar Zarruk. "University Procurement Officers’ Use of Technology When Seeking Information." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3474.

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The transition from printed to electronic sources of information has resulted in a profound change to the way procurement officers seek information. Furthermore, in the past decade there have been additional technological revolutions that are expected to further affect the procurement process. In this paper, we conduct a survey among forty nine university procurement officers in Israel to examine to what extent procurement officers have adapted to smartphones and tablets by testing how frequently officers use notebooks, smartphones, and tablets for work-related and leisure purposes. We find that while officers prefer electronic sources of information over printed sources of information, officers have not yet adapted to the later technological advances (i.e., smartphones and tablets). Notebooks are more frequently used than either smartphones or tablets for work-related and leisure purposes. One explanation behind this result is that officers are not skilled in using smartphone and tablets applications. This implies that training officers in the use of these devices may improve their performance.
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Vertejko, O. V., and A. R. Borisevich. "STRUCTURAL CATEGORY «OLYMPIC EDUCATION» IN THE DIGITAL PORTFOLIO «ORGANIZATION OF EXCURSION WORK»." In SAKHAROV READINGS 2021: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute, 2021. http://dx.doi.org/10.46646/sakh-2021-1-111-114.

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The development of the information society enables the scientific community to formulate and develop new areas of activity to improve the organization of work, including the educational process for sustainable development. The transition to distance learning makes it possible to get information from different sources, to maximize the saturation of the educational summary of lectures with multimedia presentations and hyperlinks to important events. The developed structural heading is aimed at achieving the goal: it is aimed at creating and maintaining a patriotic, civil image of the Republic of Belarus on the basis of glorifying our Olympians, high-level athletes, athletes studying at the Faculty of Physical Education of the Belarusian State Pedagogical University named after Maxim Tank, as well as focusing on the small Homeland of each athlete, taking into account both the cultural and historical heritage of our state.
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Ecclestone, Meghan J., Sally A. Sax, and Alana P. Skwarok. "From Big Ideas to Real Talk: A Front-line Perspective on New Collections Roles in Times of Organizational Restructuring." In Charleston Library Conference. Purdue Univeristy, 2020. http://dx.doi.org/10.5703/1288284317175.

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Academic libraries across North America are restructuring to meet user needs in an e-preferred environment, resulting in major changes to traditional collection development roles and workflows. Responsibility for collection work is increasingly assigned to functional librarians dedicated to collection development activities across a broad range of subject areas, often serving an entire faculty or college. This paper discusses the history, process, and outcomes of the transition to functional collection development roles at two mid-sized universities. Both Carleton University and the University of Guelph support a wide range of undergraduate and graduate research needs from a single central library, but have implemented a different type of organizational design and are at different stages in the restructuring process. One year into their new functional roles, Carleton’s librarians are preparing to assess the state of change around collection development in their organization, and identify next steps for the restructuring process. By contrast, the University of Guelph has worked with a functional team model for ten years, and is undertaking a 10-year review to assess whether the original goals of the reorganization were met. How does collections work compare under a functional team model, compared to a traditional liaison model? Both perspectives offer strategies for consultation and change management that may be helpful to other institutions restructuring their collection development activities.
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Karimi, Amir. "A Freshman Engineering Education Experience." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-43664.

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This paper describes a freshman engineering educational experience at The University of Texas at San Antonio (UTSA). It highlights the first year engineering curriculum and an academic support system that is designed for student success during the freshman year. Traditional course work in calculus, chemistry, calculus based physics, introductions to engineering, engineering graphics, and writing courses are a part of the freshman engineering curriculum. The university offers a number of academic support programs to help freshman students a smooth transition from high school to college life. A Freshmen Seminar course, which is designed to enhance students’ educational experiences during the freshman year, is an important element of the university’s academic support system. This paper briefly describes the content of an introductory course in engineering and the Freshman Seminar. It also describes some of the programs within the university that are implemented to improve student success during the freshman year.
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Brunetto, Domenico, Clelia Marchionna, and Elisabetta Repossi. "Supporting deep understanding with emerging technologies in a STEM university math class." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11109.

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In this work we present an innovative learning environment format, based on student-centred activities, that may support undergraduate students to deep understanding mathematics in the first year of engineering university. In particular, we refer to the difficulties students meet in the transition from the high school mathematics to the one they meet at university, which requires a significant shift to conceptual understanding, especially in Calculus courses. The goal of this presentation is to investigate the case of multivariable functions, a topic at the foundation of many mathematical models and its application. We show the results of the first pilot study which involves 160 undergraduate students. More precisely, we report how a flipped-learning approach based on online activities and working group allows students to deep understand the main properties concerning multivariable functions.
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Reports on the topic "Transition from university to work"

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Bano, Masooda. Beating the ‘Anti-Work’ Culture: Lessons from a Successful Attemptto Improve Performance in State Schools in Pakistan. Research on Improving Systems of Education (RISE)r, August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/105.

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What local-level factors, or horizontal pressures, can improve learning outcomes in government schools in developing countries, when the political elites and education bureaucracy are not exerting enough vertical pressure on principals and teachers to ensure improvement in learning outcomes? Existing research suggests the role of principals, investment in teacher training or improving financial incentives, and increased community participation as possible ways to enhance performance of teachers and principals. Assessing a 25-year state-school improvement programme run by CARE, a prominent education foundation in Pakistan, which has demonstrated visible success in improving student enrolment and performance in national matriculation exams and transition to college and university education, this paper shows that while principals can play a critical role in improving school performance, the real challenge is to suppress the ‘anti-work’ culture that prevails in state schools in countries where appointments of teachers as well as principals remain a source of political patronage. The paper shows that in such contexts NGOs, if given the contractual authority to monitor performance, can act as effective third-party enforcers to help shift the balance in favour of ‘pro-work’ teachers. However, for systematic long-term improvement in school performance, this support needs to come via the district-level education authorities—and this, as we shall see, is often also missing in such contexts. The findings from this study thus support growing evidence on the challenges confronting efforts to strengthen the short route of accountability in countries where the long route of accountability is weak. In such a political-economy context, even committed principals are unlikely to be able to shift school culture in favour of a ‘pro-work’ ethic unless there are wide-ranging reforms in the wider political and bureaucratic culture.
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Bano, Masooda. Beating the ‘Anti-Work’ Culture: Lessons from a Successful Attemptto Improve Performance in State Schools in Pakistan. Research on Improving Systems of Education (RISE)r, August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/105.

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What local-level factors, or horizontal pressures, can improve learning outcomes in government schools in developing countries, when the political elites and education bureaucracy are not exerting enough vertical pressure on principals and teachers to ensure improvement in learning outcomes? Existing research suggests the role of principals, investment in teacher training or improving financial incentives, and increased community participation as possible ways to enhance performance of teachers and principals. Assessing a 25-year state-school improvement programme run by CARE, a prominent education foundation in Pakistan, which has demonstrated visible success in improving student enrolment and performance in national matriculation exams and transition to college and university education, this paper shows that while principals can play a critical role in improving school performance, the real challenge is to suppress the ‘anti-work’ culture that prevails in state schools in countries where appointments of teachers as well as principals remain a source of political patronage. The paper shows that in such contexts NGOs, if given the contractual authority to monitor performance, can act as effective third-party enforcers to help shift the balance in favour of ‘pro-work’ teachers. However, for systematic long-term improvement in school performance, this support needs to come via the district-level education authorities—and this, as we shall see, is often also missing in such contexts. The findings from this study thus support growing evidence on the challenges confronting efforts to strengthen the short route of accountability in countries where the long route of accountability is weak. In such a political-economy context, even committed principals are unlikely to be able to shift school culture in favour of a ‘pro-work’ ethic unless there are wide-ranging reforms in the wider political and bureaucratic culture.
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Cawley, John, and Sheldon Danziger. Obesity as a Barrier to the Transition from Welfare to Work. Cambridge, MA: National Bureau of Economic Research, May 2004. http://dx.doi.org/10.3386/w10508.

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Bagues, Manuel, and Mauro Sylos Labini. Do On-Line Labor Market Intermediaries Matter? The Impact of AlmaLaurea on the University-to-Work Transition. Cambridge, MA: National Bureau of Economic Research, November 2007. http://dx.doi.org/10.3386/w13621.

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Bühler, Christoph, and Dirk Konietzka. The transition from school to work in Russia during and after socialism: change or continuity? Rostock: Max Planck Institute for Demographic Research, April 2008. http://dx.doi.org/10.4054/mpidr-wp-2008-018.

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Lahav, Ori, Albert Heber, and David Broday. Elimination of emissions of ammonia and hydrogen sulfide from confined animal and feeding operations (CAFO) using an adsorption/liquid-redox process with biological regeneration. United States Department of Agriculture, March 2008. http://dx.doi.org/10.32747/2008.7695589.bard.

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The project was originally aimed at investigating and developing new efficient methods for cost effective removal of ammonia (NH₃) and hydrogen sulfide (H₂S) from Concentrated Animal Feeding Operations (CAFO), in particular broiler and laying houses (NH₃) and hog houses (H₂S). In both cases, the principal idea was to design and operate a dedicated air collection system that would be used for the treatment of the gases, and that would work independently from the general ventilation system. The advantages envisaged: (1) if collected at a point close to the source of generation, pollutants would arrive at the treatment system at higher concentrations; (2) the air in the vicinity of the animals would be cleaner, a fact that would promote animal growth rates; and (3) collection efficiency would be improved and adverse environmental impact reduced. For practical reasons, the project was divided in two: one effort concentrated on NH₃₍g₎ removal from chicken houses and another on H₂S₍g₎ removal from hog houses. NH₃₍g₎ removal: a novel approach was developed to reduce ammonia emissions from CAFOs in general, and poultry houses in particular. Air sucked by the dedicated air capturing system from close to the litter was shown to have NH₃₍g₎ concentrations an order of magnitude higher than at the vents of the ventilation system. The NH₃₍g₎ rich waste air was conveyed to an acidic (0<pH<~5) bubble column reactor where NH₃ was converted to NH₄⁺. The reactor operated in batch mode, starting at pH 0 and was switched to a new acidic absorption solution just before NH₃₍g₎ breakthrough occurred, at pH ~5. Experiments with a wide range of NH₃₍g₎ concentrations showed that the absorption efficiency was practically 100% throughout the process as long as the face velocity was below 4 cm/s. The potential advantages of the method include high absorption efficiency, lower NH₃₍g₎ concentrations in the vicinity of the birds, generation of a valuable product and the separation between the ventilation and ammonia treatment systems. A small scale pilot operation conducted for 5 weeks in a broiler house showed the approach to be technically feasible. H₂S₍g₎ removal: The main goal of this part was to develop a specific treatment process for minimizing H₂S₍g₎ emissions from hog houses. The proposed process consists of three units: In the 1ˢᵗ H₂S₍g₎ is absorbed into an acidic (pH<2) ferric iron solution and oxidized by Fe(III) to S⁰ in a bubble column reactor. In parallel, Fe(III) is reduced to Fe(II). In the 2ⁿᵈ unit Fe(II) is bio-oxidized back to Fe(III) by Acidithiobacillus ferrooxidans (AF).In the 3ʳᵈ unit S⁰ is separated from solution in a gravity settler. The work focused on three sub-processes: the kinetics of H₂S absorption into a ferric solution at low pH, the kinetics of Fe²⁺ oxidation by AF and the factors that affect ferric iron precipitation (a main obstacle for a continuous operation of the process) under the operational conditions. H₂S removal efficiency was found higher at a higher Fe(III) concentration and also higher for higher H₂S₍g₎ concentrations and lower flow rates of the treated air. The rate limiting step of the H₂S reactive absorption was found to be the chemical reaction rather than the transition from gas to liquid phase. H₂S₍g₎ removal efficiency of >95% was recorded with Fe(III) concentration of 9 g/L using typical AFO air compositions. The 2ⁿᵈ part of the work focused on kinetics of Fe(II) oxidation by AF. A new lab technique was developed for determining the kinetic equation and kinetic parameters (KS, Kₚ and mₘₐₓ) for the bacteria. The 3ʳᵈ part focused on iron oxide precipitation under the operational conditions. It was found that at lower pH (1.5) jarosite accumulation is slower and that the performance of the AF at this pH was sufficient for successive operation of the proposed process at the H₂S fluxes predicted from AFOs. A laboratory-scale test was carried out at Purdue University on the use of the integrated system for simultaneous hydrogen sulfide removal from a H₂S bubble column filled with ferric sulfate solution and biological regeneration of ferric ions in a packed column immobilized with enriched AFbacteria. Results demonstrated the technical feasibility of the integrated system for H₂S removal and simultaneous biological regeneration of Fe(III) for potential continuous treatment of H₂S released from CAFO. NH₃ and H₂S gradient measurements at egg layer and swine barns were conducted in winter and summer at Purdue. Results showed high potential to concentrate NH₃ and H₂S in hog buildings, and NH₃ in layer houses. H₂S emissions from layer houses were too low for a significant gradient. An NH₃ capturing system was designed and tested in a 100-chicken broiler room. Five bell-type collecting devices were installed over the litter to collect NH₃ emissions. While the air extraction system moved only 10% of the total room ventilation airflow rate, the fraction of total ammonia removed was 18%, because of the higher concentration air taken from near the litter. The system demonstrated the potential to reduce emissions from broiler facilities and to concentrate the NH₃ effluent for use in an emission control system. In summary, the project laid a solid foundation for the implementation of both processes, and also resulted in a significant scientific contribution related to AF kinetic studies and ferrous analytical measurements.
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Hille, Carsten, Daria Morcinczyk-Meier, Sarah Schneider, and Dana Mietzner. From InnoMix to University–Industry Collaboration: Fostering Exchange at Eye Level. Technische Hochschule Wildau, 2021. http://dx.doi.org/10.15771/innohub_1.

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In this paper, we address a specific tool—InnoMix—that is implemented to overcome the lack of university–industry interaction in a selected region facing structural change with its corresponding impact on the economy and society. InnoMix is facilitated and implemented by university-based transfer scouts who act as mediators and translators between the players of the regional innovation system. These transfer scouts are part of the Innovation Hub 13, in which the region’s partners and stakeholders, infrastructures and competencies are systematically networked with each other to set new impulses for knowledge and technology transfer. These new impulses are brought into the region through new transfer approaches ranging from people and tools to infrastructure. InnoMix can be considered to be a highly interactive tool to overcome the weak, direct interaction between researchers and potential corporate partners in the region to foster strong collaboration between academia and industry. InnoMix especially aims to strengthen interdisciplinary exchange to shed light on cross-disciplinary perspectives. For that reason, transfer scouts focusing on transfer activities related to the life sciences, digitalisation and lightweight construction are involved in the implementation of InnoMix. Based on 11 InnoMix running since 2019, we provide insights into the planning and preparation phase of InnoMix and the selection of relevant topics and requirements for matching participants. Furthermore, we clearly indicate which formats of InnoMix work best and in which way university–industry interactions could be curated after InnoMix is implemented.
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Willis, Larkin, and Monica R. Martinez. Authentic Student Work in College Admissions: Lessons From the Ross School of Business. Learning Policy Institute, January 2023. http://dx.doi.org/10.54300/756.774.

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To develop holistic review processes, admission professionals are changing the ways they structure applications for undergraduate admissions. This study examines how the Stephen M. Ross School of Business (Ross School) at the University of Michigan requests, collects, and reviews portfolios of student work along with traditional application materials. The first section presents the rationale for the new holistic review process, the second shares insights it provides the Ross School, and the third details how admission professionals at the Ross School built it. The case illuminates the use of student-generated portfolios as one possible model for other higher education systems seeking to evolve their holistic admission processes.
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Cherniavskyi, Ruslan, Yaroslav Krainyk, and Anzhela Boiko. Modeling university environment: means and applications for university education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3742.

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In the paper, we establish an investigation on the development of university 3D-model and its possible applications for educational and research fields. We assume that 3D-model of university can help in various scenarios and should be used to adopt modern immersing technologies into to university processes. Different means are employed for the development of the model. Bottom-up approach for using these means and their connection with each other are shown in the work. Then, details of the 3D-model design process are provided with peculiarities related to the university building location and corpuses positions. Finally, assembled models of university are shown in 3ds Max and Unity environments. In the final part of the paper, we suggest scenarios of model usage for educational and research fields. Universities can gain various benefits from integrating their research efforts to employ new technology and identify new development opportunities for both science and education in university. In case of the developed 3D-model, it is planned to use it in the projects connected with client-server applications, Internet-of-Things, Smart Grid, etc. In the educational process it will be a part of case-studies for learning 3D-modeling, development in Unity environment, training for emergency situations.
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Ostaszewska, Aneta, Magdalena Szafranek, Marta Jadwiga Pietrusińska, and Karolina Ligna-Paczocha. Women at universities and the Covid-19 pandemic. Comparative research on women’s work. Wydział Stosowanych Nauk Społecznych i Resocjalizacji, October 2022. http://dx.doi.org/10.55226/uw.nawa2021.2022.1.

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Women at universities and the Covid-19 pandemic. Comparative research on women’s work The presented publication is a summary of the project “Women at universities and the Covid-19 pandemic. Comparative research on women’s work”. The project was carried out at the University of Warsaw in partnership with the University of Milan from September 2021 to August 2022. The research study is based on purposive sampling. It fits into a rather bleak and pessimistic picture of the modern university as an institution “in crisis”. The pandemic exacerbated the state of instability by revealing the tensions between the pursuit of progress and constraints, if only financial, and the strong habit to the traditional model of work. The university is not only a place to study, but also to work. And this aspect, more specifically, women’s work, was the focus of our research. We talked about women’s work at the university not only with female academics, but also with administrative, technical and IT support staff. We wanted to find out more about the experience of working under pandemic conditions and the challenges of post-pandemic reality. We believe that the women’s needs recognized in the course of the study and the proposed solutions (recommendations) can provide practical inspiration for change at universities that aim to improve gender equality and build more equal workplaces.
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