Journal articles: '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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Silva, Joaquim, and Ana Carvalho. "The Work Values of Portuguese Generation Z in the Higher Education-to-Work Transition Phase." Social Sciences 10, no. 8 (August 5, 2021): 297. http://dx.doi.org/10.3390/socsci10080297.

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The cohort of young people born with or after the Internet has been dubbed Generation Z (Gen Z, or post-millennials). They are now entering the higher education-to-work transition phase, although this is yet to be studied. Previous studies have found that work values and work preferences vary across generations and national cultures, justifying regular and localised examination. However, very little is known to date about the work values of Portuguese Gen Zs. In this study, we describe the work values of Portuguese university students in the higher education-to-work transition phase and examine their influence on salient work-related preferences. We surveyed over 3000 students attending university degrees from eight main Portuguese universities. We find that Portuguese Gen Zs value social values above all, followed by intrinsic and then extrinsic work values, potentially configuring a unique profile. Work values partially explain work preferences such as employer size and salary expectations. Gender differences mark our results, with women expressing higher work values in all three dimensions and lower entry salary expectations. These results can be useful for employers seeking to attract the best university graduates, facilitate their integration and promote their development.

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McIlveen, Peter, Martin Cameron, Deborah McLachlan, and Jenny Gunn. "The Study-To-Work Transition of University Students With a Disability." Australian Journal of Rehabilitation Counselling 10, no. 1 (January 2004): 46–55. http://dx.doi.org/10.1017/s132389220000034x.

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Acareer development approach to disability and vocational rehabilitation indicates the need to empower clients' capacity to enter the workforce through ‘career enhancement’. This paper outlines a forum for university students with a disability that was informed by the notion of career enhancement and was conducted with the purpose of linking students with one another, and with employers, employment agencies, state and Australian government agencies, and key staff of the university's careers service. Feedback from students indicated the value of the event in terms of outcome and process.

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Oţoiu, Adrian, and Emilia Țiţan. "How do Romanian Youths Fare in Their Journey from School to Work?" Proceedings of the International Conference on Applied Statistics 1, no. 1 (October 1, 2019): 384–97. http://dx.doi.org/10.2478/icas-2019-0033.

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Abstract The paper attempts to present a comprehensive picture of the main characteristics of Romanian university-educated youths in their journey to employment. The persisting demographic decline and significant labor shortages point out to the importance of having an effective transition from school to work (as reflected in several Europe 2020 policy targets) so that youth and young adult cohorts are able to contribute to the Romanian economy to the full extent of their abilities. Analysis of the latest data available reveals that Romanian university graduates’ path to employment often involves a complete switch from study to work. Despite a lack of previous work experience, they enjoy high employment rates, relatively long job tenure that starts on, or shortly after, graduation, and have jobs that match their education. They also tend to be proactive in their job search and over 90% are not willing to change residence in order to start employment. Inactivity patterns that consider both work and education, and early leavers from education show significant fluctuations during the economic cycle. Results indicate the strong and weak areas with respect to labor market integration of youths and young adults, and can provide a starting point for policies to optimize their successful integration. It also points out to potential research areas to address key aspects of transitions from school to work that may clarify unsolved issues and guide effective policy interventions.

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Wells, Peter J., and Silvia Florea. "Navigating the Transition from Higher Education to the Labour Market: A Wake-Up Call for University Students." Management of Sustainable Development 7, no. 2 (December 1, 2015): 35–37. http://dx.doi.org/10.1515/msd-2015-0028.

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Abstract Many studies describing the transition from school to work focus on national patterns of labour market entry and in so doing, they often simplify the complex transition processes and job finding requirements involved. Our paper sets out to look at some transition obstacles and paths from higher education to the labour market from the graduates’ point of view as expressed during a recent event held at LBUS. We hold that in Romania the first job upon education is hampered by graduates across all disciplines having no or little work-based experience, thus marking national transition patterns/pathways as less compatible with those in other European countries.

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Buhl, Heike M. "Well-Being and the Child–Parent Relationship at the Transition From University to Work Life." Journal of Adolescent Research 22, no. 5 (September 2007): 550–71. http://dx.doi.org/10.1177/0743558407305415.

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Haase, Claudia M., Jutta Heckhausen, and Rainer K. Silbereisen. "The interplay of occupational motivation and well-being during the transition from university to work." Developmental Psychology 48, no. 6 (2012): 1739–51. http://dx.doi.org/10.1037/a0026641.

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Clark, Martyn, Miriam Zukas, and Neil Lent. "Becoming an IT Person: Field, Habitus and Capital in the Transition from University to Work." Vocations and Learning 4, no. 2 (March 29, 2011): 133–50. http://dx.doi.org/10.1007/s12186-011-9054-9.

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Wolstenholme, Janet Z.-K., and Fred Evers. "29. Using Skills Portfolios in Fourth-Year University Transition to Work Courses." Collected Essays on Learning and Teaching 2 (June 13, 2011): 170. http://dx.doi.org/10.22329/celt.v2i0.3223.

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‘Transition from school to work’ courses are an excellent way to help fourth-year university students as they complete their studies and prepare for the world of work. In this paper we present The Bases of Competence (Evers, Rush, & Berdrow, 1998), a model of the advanced skills used by university graduates in the workplace. The model consists of four groupings of skills (base competencies): Managing Self, Communicating, Managing People and Tasks, and Mobilizing Innovation and Change. Each base competency consists of four or five more specific advanced skills (e.g., Mobilizing Innovation and Change consists of ability to conceptualize, creativity, risk-taking, and visioning). The base competencies and the skills within each base serve as the core of the skills that make up the skills portfolios students complete in the transition courses conducted at the University of Guelph and the University of Guelph-Humber. Students reflect on and report behaviours related to each skill based on their education, life, and work experiences. The portfolio also includes a résumé, cover letter, and other elements related to career development and work search. The portfolio comprises fifty percent of the course; the remainder is taken up with a project and presentation aimed at capping the student’s undergraduate experience with eyes to the future and enhancing under-utilized oral communication skills.

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Lham, Kencho, John Polesel, Gosia Klatt, and Anne Suryani. "The Transition from School in Bhutan." Education and Society 37, no. 2 (November 1, 2019): 45–66. http://dx.doi.org/10.7459/es/37.2.04.

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In Bhutan half of the population is under the age of 25 (United Nations 2017) and strengthening the pathways of all young people, regardless of their background, is one of the priorities in the Bhutan Education Blueprint 2014-2024. This study examines the transitions from school of a sample of 895 young school completers from Western Bhutan in 2013. It considers the impact of gender, socio-economic status (SES), school type and subject stream on their destinations. The study revealed that males, public school students and higher SES students were more likely to enter university and government vocational training institutes, while girls, private school completers and lower SES students were more likely to enter private vocational training institutions, repeat Year 12, work or enter the labour market. The study provides invaluable findings about the post-school choices of young Bhutanese and their post-school pathways, as well as providing suggestions for policy reform and further research designed to improve the transitions of young people in Bhutan.

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Magnano, Paola, Ernesto Lodi, Andrea Zammitti, and Patrizia Patrizi. "Courage, Career Adaptability, and Readiness as Resources to Improve Well-Being during the University-to-Work Transition in Italy." International Journal of Environmental Research and Public Health 18, no. 6 (March 12, 2021): 2919. http://dx.doi.org/10.3390/ijerph18062919.

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College students approaching a university degree can experience a critical period in their career development path that could affect their well-being. The main aim of this study was to examine the role of courage, career adaptability, and professional readiness as protective factors toward life satisfaction and flourishing during the university-to-work transition. These psychosocial resources could be useful to cope with the recent transformations of the labor market. The study involved 352 Italian university students (M = 100; F = 252), aged from 21 to 29 years (M = 23.57; SD = 2.37), attending the last year of their degree course. The results of the mediation analysis showed that courage plays a mediating role between career transition readiness and career adaptability, on one hand, with well-being indicators as outcomes. The results are discussed, providing some suggestions on practical implications for career interventions to support college students during the university-to-work transition.

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Ymeraj, Arlinda. "Social Work as The Safety Net of the Albanian Society in Transition." PRIZREN SOCIAL SCIENCE JOURNAL 2, no. 3 (November 13, 2018): 32. http://dx.doi.org/10.32936/pssj.v2i3.63.

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Social work has little tradition as an academic discipline or as a profession in Albania despite the high need for well-trained social workers. Social work in Albania had practically not existed in the past, neither before the WWII nor during socialist regime. It was the deep political and economic changes of the post socialist phase and the support of government and non-government stakeholders, like the Ministry of Labour, Social Affairs, Emigration and Ex- Persecuted People as well as the Grand Valley University, Michigan, which paved the way for the establishment from scratch of the Faculty of Social Work at the University of Tirana in 1992. Two other schools of Social Work were also established in two public universities, one at the University of Shkodra (2005) and another at the Elbasan University (2004). The Albania’s adherence to the Bologna Declaration brought a new reform, initiated in 2005, in which the Departments of Social Work were actively involved and played a critical role to adjust the curricula according to the EU standards. However, social work is neither a straight forward academic discipline nor a clear-cut profession. Social work is both, above all it is the safety net of society. The concept of social work derives from the needs of society, which in the end turns towards social mobilization, participation and inclusion. The global definition of social work, set out by the International Federation of Social Workers (IFSW) and approved by its general assembly in 2014, defines Social Work as follows: “Social work is a practice-based profession and an academic discipline that promotes social change and development, social cohesion, and the empowerment and liberation of people. Principles of social justice, human rights, collective responsibility and respect for diversities are central to social work. Underpinned by theories of social work, social sciences, humanities and indigenous knowledge, social work engages people and structures to address life challenges and enhance wellbeing”. (http://www.communitycare.co.uk/what-is-the-role-of-social-workers). Besides the overall social structure of the society and the legacy from the past, Social Work can’t be developed outside the context of education system in one side and social protection and care system on the other. Hence, this paper brings in some information, which by describing the status of Social Work Education in Albania, tries to further explore its multi-faceted dependency on system of policies and social legacy from the past, alike. Keywords: Social Work, Social-Exclusion, Social inclusion

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Cunningham, Natashia, Kris J. Knorr, Pippa E. Lock, and Susan L. Vajoczki. "12. Breaking Down the Boundary Between High School and University Chemistry." Collected Essays on Learning and Teaching 6 (June 17, 2013): 65. http://dx.doi.org/10.22329/celt.v6i0.3784.

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This study examined some of the factors that influence students’ transition from Ontario high school chemistry to university introductory chemistry. The study was a mixed-methods, multi-phase research study carried out by an undergraduate honours thesis student who had experienced some of these transition issues. Students’ transition into chemistry was reported to be more difficult than their overall transition into university, including their academic transition; they thus appeared to experience a “transition within a transition.” Students identified testing, curricular experience, and the amount of independent work as the principal areas of misalignment between their high school and university chemistry experiences. In exploring the use of support resources, students reported that there were sufficient resource opportunities but typically did not avail themselves of one-on-one interactions. Analysis of the data has led to recommendations for the instructional team for Introductory Chemistry at McMaster University.

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Rowson, Tatiana S., and Christopher Phillipson. "‘I never really left the university:’ Continuity amongst male academics in the transition from work to retirement." Journal of Aging Studies 53 (June 2020): 100853. http://dx.doi.org/10.1016/j.jaging.2020.100853.

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Higdon, Rachel Delta, and Kate Chapman. "A dramatic existence: Undergraduate preparations for a creative life in the performance industries." Industry and Higher Education 34, no. 4 (April 27, 2020): 272–83. http://dx.doi.org/10.1177/0950422220912979.

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This article focuses specifically on drama and theatre higher education (HE) programmes and preparation for potential graduate work. The article investigates working in the creative industries and in the performing arts (particularly within acting) and how HE students in the United Kingdom prepare for this life. The growth of the creative industries and successful applied drama in the public and private sectors has also brought business interest in how drama and theatre processes can benefit other workplaces, outside of the creative arts. The article addresses current policy, initiatives and partnerships to broaden inclusion and access to creative work. The research explores drama undergraduate degrees and the university’s role in supporting a successful transition from HE to graduate work. Students perceive the university world as safe and the graduate world as precarious and unsafe. The research findings have resonance with other undergraduate degrees, outside of the arts and the role the university plays in student transitions from the university to the graduate environment.

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Wongpimoln, Boonyada, Ladda Pholputta, Chaowarit Ngernthaisong, and Chawapon Sarnkhaowkhom. "Transitional Experiences from Clinical Nurse Experts to Novice Nurse Lecturers in the University for Local Development in Thailand: A Phenomenological Study." Nurse Media Journal of Nursing 11, no. 2 (July 28, 2021): 197–209. http://dx.doi.org/10.14710/nmjn.v11i2.37366.

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Background: Nurse lecturers play a vital role in producing professional and competent nurses through teaching and practicing in universities. It is challenging for clinical nurse experts to adapt to being nurse lecturers in the university for local development. Exploring this transitional experience is essential to learn how nurses adapt themselves to their new roles.Purpose: This study aimed to describe the transitional experiences from clinical nurse experts to novice nurse lecturers in the context of the university for local development.Methods: The Heideggerian hermeneutic phenomenology was used as a research methodology. The purposive sampling was utilized to select eight novice nurse lecturers as participants. Data were ethically collected using in-depth interviews, observations, field records, and voice recordings. The collected data were then transcribed verbatim, and a thematic analysis based on van Manen’s method was applied for data analysis.Results: The findings showed five major themes and four sub-themes, including: (1) Reasons for becoming a nurse lecturer in the university for local development, consisting of having a successful career and desiring to serve the community in their hometown; (2) Learning to work by relying on themselves; (3) Learning and teaching through an offered service for local development; (4) Seeking support, consisting of focusing on students as moral support and asking for recommendations from colleagues; and (5) Confidently moving forward.Conclusion: Understanding transitional experience from clinical nurse experts to novice nurse lecturers in the university for local development is very challenging, especially in managing difficulties in the role transition. It is expected that nursing schools provide an effective orientation and mentorship programs to help nurse lecturers promote their role transition efficiently.

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Milliken, Hannah, Bonnie Dean, and Michelle J. Eady. "The value of embedding work-integrated learning and other transitionary supports into the first year curriculum: Perspectives of first year subject coordinators." Journal of Teaching and Learning for Graduate Employability 12, no. 2 (March 22, 2021): 51–64. http://dx.doi.org/10.21153/jtlge2021vol12no2art979.

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The first year of university, also known as the first year experience (FYE), is a crucial time for students as they learn a range of new practices that enable them to study and pursue a discipline or profession of interest. The function of this transitionary time however in relation to providing both a successful transition into university as well as an orientation to the profession is under-developed. Work-integrated learning is a leading pedagogy in tertiary institutions to build student’s career-readiness by applying theory within work experiences. However, despite the growth of WIL across discipline contexts, little is known about the prevalence and impact of WIL practices within the first year of tertiary study. The purpose of this study was to explore the perspectives of those who design and facilitate first year subjects on the value of embedding WIL and other transitionary supports into the first year curriculum. A qualitative case study was employed, with interviews from ten first-year subject coordinators within a single degree and institution. The findings reveal three crucial areas of transition in the first year: Transition into learning, Transition into being a student, and Transition into becoming a professional. Recommendations centre on benefits of a whole-of-course approach to transition and WIL for developing students with the necessary knowledge and skills to succeed both at university and into the workplace.

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Di Fabio, Annamaria, Andrea Svicher, Letizia Palazzeschi, and Alessio Gori. "Revitalising career counseling for sustainable decent work and decent lives: From personality traits to life project reflexivity for well-being." Cypriot Journal of Educational Sciences 17, SI.1 (May 15, 2022): 1468–76. http://dx.doi.org/10.18844/cjes.v17isi.1.6675.

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The context of contemporary work scenarios features constant change and innovation in the field of information and communication technologies, which result in frequent work transitions and job insecurity. Such circumstances are highly threatening to the well-being of workers. Moreover, the instability and precariousness of the labour market are aggravated by the current crisis of the COVID-19 pandemic. Individuals are facing increased critical life and professional challenges and are being asked to take personal responsibility for the direction of their personal and work lives. In this complex context, career counseling needs to be revitalised in strength-based prevention perspectives. Life Project Reflexivity (LPR) addresses future professional and life plans and represents a critical construct for career counseling. The present study among Italian university students in transition to the labour market analysed the relationships between LPR and well-being while controlling for the ‘Big Five’ personality traits. The Big Five Questionnaire, the Life Project Reflexivity Scale and measures of both hedonic and eudaimonic well-being were administered to 278 university students of the University of Florence. LPR and its dimensions of authenticity, no acquiescence and clarity/projectuality explained the incremental variance beyond personality traits with respect to both hedonic and eudaimonic well-being, with specific reference to meaning in life. Among the three dimensions of LPR, authenticity was the most promising in this study. These results offered new perspectives for career counseling by supporting a strength-based prevention process for constructing sustainable decent work and life. Keywords: career counseling; decent lives; decent work; life project reflexivity; well-being.

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Matias, Aline Bicalho, Márcia Thereza Couto Falcão, Suely Grosseman, Ana Claudia Camargo Gonçalves Germani, and Andréa Tenório Correia da Silva. "The COVID-19 pandemic and teachers’ work: perceptions of teachers from a public university in the state of São Paulo, Brazil." Ciência & Saúde Coletiva 28, no. 2 (February 2023): 537–46. http://dx.doi.org/10.1590/1413-81232023282.11972022en.

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Abstract The COVID-19 pandemic required the restructuring of educational models, including the rapid transition from face-to-face to remote education. The aim of this qualitative research was to understand the effect of the COVID-19 pandemic on undergraduate professors’ work and health at a public university in the state of São Paulo. Semi-structured interviews were conducted with 17 undergraduate faculty of humanities, biological and exact sciences form August to September 2020. The interviews were recorded and transcribed. From the content analysis, four thematic categories emerged: (1) changes in the work routine and their impacts, including adjustment to remote work and the difficulties in establishing boundaries between work and their personal life; (2) changes in the dynamics between faculty and students and the possibility of rethinking teaching practice; (3) the relationship between faculty and the university with emphasis on the decision-making process, support for the transition to remote teaching, and concerns about the quality of teaching; and (4) anguish and fears related to the pandemic that added to the set of work-related stressors. Our findings showed that actions towards the communicational dynamics, as well as actions towards faculties’ mental health should be implemented.

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Schoon, Ingrid. "Navigating an Uncertain Labor Market in the UK: The Role of Structure and Agency in the Transition from School to Work." ANNALS of the American Academy of Political and Social Science 688, no. 1 (March 2020): 77–92. http://dx.doi.org/10.1177/0002716220905569.

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This article reviews the evidence on young people in the UK making the transition from school to work in a changing socioeconomic climate. The review draws largely on evidence from national representative panels and follows the lives of different age cohorts. I show that there has been a trend toward increasingly uncertain and precarious employment opportunities for young people since the 1970s, as well as persisting inequalities in educational and occupational attainment. The joint role of social structure and human agency in shaping youth transitions is discussed. I argue that current UK policies have forgotten about half of the population of young people who do not go to university, by not providing viable pathways and leaving more and more young people excluded from good jobs and employment prospects. Recommendations are made for policies aimed at supporting the vulnerable and at provision of career options for those not engaged in higher education.

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Gafurov, Ilshat Rafkatovich, Marat Rashitovich Safiullin, Elvir Munirovich Akhmetshin, Almaz Rafisovich Gapsalamov, and Vladimir Lvovich Vasilev. "Change of the Higher Education Paradigm in the Context of Digital Transformation: from Resource Management to Access Control." International Journal of Higher Education 9, no. 3 (March 9, 2020): 71. http://dx.doi.org/10.5430/ijhe.v9n3p71.

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Digitalization and transition to a new technological structure bring humanity to another level of development. The changing technological structures, industry and society progress, enhance the importance of improving the university development model. The existing management system and infrastructure in universities are often outdated and unable to ensure their competitive and adequate functioning. Hence, the need to improve the processes of using the university infrastructure through digital technology. The composition and range of the resources should also be reviewed and supplemented with new components.The purpose of this work is to reveal the principles and requirements for improving the university infrastructure using digital technology.The methodology is based on modeling the university management system, with the concept of infrastructure logic as a core, meant to include new elements in the university management infrastructure: university stakeholders, cultural values, investments and translation.The management model transformation implies a transition from structural to infrastructural approach, from infrastructure management to managing the infrastructure logic. The digital network platform incorporating the information on all the infrastructure facilities, their status, will provide effective user access management to each university resource.The recommendations formulated to improve the university infrastructure using digital technology will make higher education more effective.

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Parker, James DA, Donald H. Saklofske, and Kateryna V. Keefer. "Giftedness and academic success in college and university." Gifted Education International 33, no. 2 (October 10, 2016): 183–94. http://dx.doi.org/10.1177/0261429416668872.

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Much of the work on predicting academic success in postsecondary education has focused on the impact of various cognitive abilities, although in recent years there has been increased attention to the role played by emotional and social competency (also called emotional intelligence (EI)). Previous work on the link between EI and giftedness is reviewed, particularly factors connected to the successful transition to postsecondary education. Data are presented from a sample of 171 exceptionally high-achieving secondary students (high school grade-point average of 90% or better) who completed a measure of trait EI at the start of postsecondary studies and who had their academic progress tracked over the next 6 years. High-achieving secondary students who completed an undergraduate degree scored significantly higher on a number of EI dimensions compared to the secondary students who dropped out. Results are discussed in the context of the importance of EI in the successful transition from secondary to postsecondary education.

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Dudyrev, Fedor, Olga Romanova, and Pavel Travkin. "Student employment and school-to-work transition: the Russian case." Education + Training 62, no. 4 (April 14, 2020): 441–57. http://dx.doi.org/10.1108/et-07-2019-0158.

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PurposeThe paradigm of school-to-work transition is changing, with an increasing number of students combining work and study. Furthermore, there exists some mixed evidence for the impact of student employment on future earnings and employment likelihood. The purpose of the present paper is to examine additional evidence that would shed light on the pros and cons of student work as a function of its type (i.e. whether or not it matches the student's field of study). We also discuss practical implications for specialists who facilitate the transition of graduates to the job market.Design/methodology/approachThis is a quantitative study based on the National Statistical Survey of Graduate Employment (SGE) conducted by the Russian Federal State Statistic Service (Rosstat) in 2016. Statistical methods of data analysis were used (logistic regression, Mincer equations). The analysis is based on two dependent variables as follows: data on graduates' employment and their monthly earnings.FindingsWe show that student work is a predictor of higher employment chances for both university and vocational college graduates. Moreover, the highest employment chances are associated with student work that is well-matched to the field of study. As for earnings, the greatest returns are again associated with work related to education. Jobs unrelated to education significantly correlate with earnings only for university graduates.Research limitations/implicationsAn important limitation of the present research is that it estimates the effects of student employment over a rather short-term period by using data on employment just after graduation and only starting salaries. These findings evoke the need for further study of graduate competencies and the process of their acquisition.Practical implicationsOur findings suggest some directions for education development. The results can be used to analyze governmental and other stakeholders' initiatives in the field of vocational and higher education.Social implicationsThe research results can be used by a wide range of stakeholders interested in the employment of graduates as a source of data for designing measures for improving graduates' employability.Originality/valueOur study obtained data on the impact of student work on later employment. Tertiary graduates get returns from all work experience, while VET graduates earn more only if their student employment was consistent with their field of study.

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Chalmers, Sophie. "Dipping your toes into research: experiencing the transition from pure clinical work to combining clinical and research roles." British Journal of Community Nursing 27, Sup4 (April 1, 2022): S9—S12. http://dx.doi.org/10.12968/bjcn.2022.27.sup4.s9.

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Sophie Chalmers is a clinical academic and registered allied health professional working in collaboration with an NHS Trust and Higher Education Institution to enhance research capacity building across alied health professional teams in Bolton NHS Foundation Trust, with support from the University of Central Lancashire. Sophie describes her experience of transitioning from a full-time clinician to dipping her toes into research through a 2-year research secondment.

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Cree, Viviene, Jenny Hounsell, Hazel Christie, Velda McCune, and Lyn Tett. "From Further Education to Higher Education: Social Work Students' Experiences of Transition to an Ancient, Research‐Led University." Social Work Education 28, no. 8 (October 23, 2009): 887–901. http://dx.doi.org/10.1080/02615470902736741.

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Chiavacci, D. "Transition from University to Work under Transformation: The Changing Role of Institutional and Alumni Networks in Contemporary Japan." Social Science Japan Journal 8, no. 1 (February 18, 2005): 19–41. http://dx.doi.org/10.1093/ssjj/jyi017.

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Chukwunemerem, Orjika Paschal. "Lessons from Self-Directed Learning Activities and Helping University Students Think Critically." Journal of Education and Learning 12, no. 2 (February 16, 2023): 79. http://dx.doi.org/10.5539/jel.v12n2p79.

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This work presents the benefits of self-directed learning activities as tools for enhancing critical thinking of university students. Self-directed learning is best introduced to students during the transition period from high school to the university (Van et al., 2015), and then reinforced throughout the university years. Interestingly, self-directed learning does not end within the university walls-it does exist beyond those walls. Hence, there is the need to nurture it during the university years so it can blossom afterwards. Early introduction or reinforcement of self-directed learning to university students is crucial because it can help students get accustomed to being self-directed in their learning at the university and beyond, thereby developing their critical thinking skills. The benefit of self-directed learning activities includes critical thinking skills, cooperative learning skills, freedom in learning, ICT, research skills, and other useful skills.

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Kovacheva, Siyka. "The role of family social capital in young people’s transition from school to work in Bulgaria." Sociologija 46, no. 3 (2004): 211–26. http://dx.doi.org/10.2298/soc0403211k.

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Large-scale surveys rate Bulgaria and the whole of South-East Europe as societies poor in both formal and informal social capital. At the same time studies show that families in the region remain closely knit and norms of reciprocity, empathy and support among members of extended families are valued highly. To throw light upon this contradiction the paper presents results from a qualitative research into family support for youth transitions from school to work in Bulgaria conducted in 2002-2003. It uses of data from in-depth interviews with 46 young people one year after graduation from school or university and 34 of their parents. The paper analyses in more detail three case studies representing different patterns of family support. The role of the family remains important under post-communism when it acts as a network for its members and with the access to other social networks external to the family.

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Kibwami, Nathan, Phillipe Mugiraneza, Alex Ndibwami, and Didier Sheja. "Assessing the Level of Work Preparedness of Final-Year BSc Quantity Surveying Students at University of Rwanda." Journal of Educational and Social Research 10, no. 5 (September 23, 2020): 253. http://dx.doi.org/10.36941/jesr-2020-0103.

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The overarching vision of Higher Learning Institutions that are concerned with construction education, is to nurture graduates that will be prepared to not only deal with the current needs of the Construction Industry, but also be able to immerse themselves confidently in a future full of complexity. However, the transition from University to work is often a daunting experience for graduates, and employers often complain that graduates are usually ill prepared for work. It is therefore important to understand the students’ perspective regarding level of work preparedness so that solutions can be sought, both from Universities and Industry, to make the transition from University to the world of work a truly empowering experience. This study investigated the level of preparedness to start work for final-year students (2019/20) pursuing a Bachelor of Science degree in Quantity Surveying (QSg) at University of Rwanda. An online questionnaire was designed and administered to 59 students to solicit their perceptions. Most students (42%) asserted that they were very prepared to start working as Quantity Surveyors, with some (12%) extremely prepared. Industrial Training stood out as the largest contributor in preparing students to start work, whereas University laboratory resources did not contribute much. Students exhibited most knowledge in core QSg competences, such as Estimating Costs of construction works. Although students were most confident in topics on Measurement of Finishes, students that had a Technical and Vocational Education and Training background exhibited greater confidence. The findings of this study provide important feedback for similar construction programs to evaluate and revise their curricula to better prepare QSg students for professional success in the Construction Industry.

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Nemickienė, Živilė, and Emilija Nemickaite. "First-year student’s work and rest balance as an enabler to transition to adult learning." Technium Social Sciences Journal 4 (February 5, 2020): 20–29. http://dx.doi.org/10.47577/tssj.v4i1.114.

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The present research analyses one out of multiple challenges the first-year students face during their transition to academic life, namely, the first-year students’ work and rest balance. The balance, if managed wisely, might become a strong enabler to a successful transition to university life. The study analyses a series of factors, such as the balance of work and rest of the first-year students, skills of time management and the psychological state during the first months at university. The study employs a comparative analysis to evaluate the average hours of work and rest per week of a first-year student comparing with the planned time. The data of students’ work and rest balance was collected from the diary they were asked to record for two months. A focus group was comprised of twenty-five respondents of finance, twelve students of language and three of health science study programs at Lithuanian universities.

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Raeva, B. J., and V. T. Muratalieva. "ORGANIZATION AND MEANS FOR ASSESSING THE INDEPENDENT WORK OF STUDENTS IN JALAL-ABAD STATE UNIVERSITY." Juvenis Scientia, no. 4 (2019): 37–39. http://dx.doi.org/10.32415/jscientia.2019.04.08.

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The article discusses the organization of independent activities of students at Jalal-Abad State University. Specifically, five tasks are indicated by the faculty during the organization of independent work. The types of control for checking the quality of the organization of independent work of students are considered: corrective, ascertaining, self-checking, current, intermediate. The technology of automated module-rating education organized in Jalal-Abad State University is described - AVN, which allows to make the transition from a five-point grading system to a 100-point grading and a range of points for translation into grades.

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Sanagavarapu, Prathyusha, and Bob Perry. "Concerns and Expectations of Bangladeshi Parents as their Children Start School." Australasian Journal of Early Childhood 30, no. 3 (September 2005): 45–51. http://dx.doi.org/10.1177/183693910503000308.

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This study aimed to examine views, concerns and expectations of immigrant Bangladeshi parents and children in Sydney concerning transition to kindergarten (the first year of school). This study builds on the previous work of the Starting School Research Project at the University of Western Sydney by: • deriving data from families and children for whom English is not the first language; and • exploring the transitional experiences of culturally and linguistically diverse (CALD) children from prior-to-school to school settings. Ten parents and four children were interviewed on the topic of transition to school. In particular, parents were asked to indicate their concerns and expectations that would assist schools in meeting the needs of Bangladeshi children and would make transition to school a positive experience for all concerned. The results revealed issues specific to families and children of non-English-speaking background regarding transition to school.

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van Dijk, Ruud, and Arnold A. Offner. "FORUM: Perspectives on From Roosevelt to Truman." Journal of Cold War Studies 10, no. 4 (October 2008): 133–41. http://dx.doi.org/10.1162/jcws.2008.10.4.133.

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The publication of Wilson D. Miscamble's latest book, From Roosevelt to Truman: Potsdam, Hiroshima, and the Cold War (New York: Cambridge University Press, 2007), has sparked divergent reactions. Many leading historians have offered high praise for the book, describing it as “the definitive work on the complicated transition from [Franklin] Roosevelt to [Harry] Truman.” Other scholars, however, have faulted Miscamble for being too harsh on Roosevelt and too sympathetic toward Truman. This forum, with commentaries by two prominent scholars, offers contrasting perspectives on the book.

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Kepir Sávoly, Dursun Didem, and Meliha Tuzgol Dost. "Effectiveness of a school-to-work transition skills program in a collectivist culture." Australian Journal of Career Development 29, no. 2 (June 22, 2020): 127–36. http://dx.doi.org/10.1177/1038416220919882.

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This study examined the effectiveness of a school-to-work transition skills program on the career adaptability and career optimism of senior year university students in Turkey. For this purpose, a career intervention program was adapted from one developed in the USA. Results indicated that participants in the intervention group (N = 16) had higher career adaptability and career optimism after the program, and their scores were higher than the control group (N = 16). The effectiveness of the program was confirmed by a follow-up test three months later. This study also discusses the theoretical and practical implications of career interventions in relation to the relevant literature.

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Pfeiffer, Kirsten. "Mathematics support centres from a sociocultural point of view." MSOR Connections 17, no. 3 (August 19, 2019): 57–62. http://dx.doi.org/10.21100/msor.v17i3.980.

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Mathematics support centres provide opportunities for students to work in groups or explore mathematics with some guidance, which is often difficult to achieve in large lectures or tutorials. In this article I discuss the role of mathematics support centres from a socio-cultural point of view. In this view learning takes place as participation in a community of practice. Providing access to such a community is seen as crucial for the transition from school to university, however it is particularly challenging to provide authentic opportunities for mathematical practice in a university environment. I argue that mathematics support centres have potential to provide such opportunities for students and are therefore significant for the progress of newcomers in the practice.

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Donaldson, E. L., and E. A. Dixon. "Retaining women students in science involves more than course selection." Canadian Journal of Higher Education 25, no. 2 (August 31, 1995): 29–51. http://dx.doi.org/10.47678/cjhe.v25i2.183214.

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Difficulties in retaining women students in undergraduate science courses are well known, but reasons for the attrition are less well understood. Data from a survey of first-year chemistry students suggests that gender differences with regard to pre-entry attributes and the transition to the university, the on- campus experience, perceived competencies in academic skills and science literacy, and undergraduate transitions to work may contribute to decisions to leave science, but not necessarily to leave the university. In one university, short-term intervention strategies such as curricula changes, the addition of female faculty role models, the introduction of promotional activities, and the formation of peer support groups are increasing retention. Follow-up data from Phase Two of this study should provide other indicators, but differences in course selection between young women and men enrolled in university appear to be influenced by their values, thus contributing to differing career choices.

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Watt, Bonnie. "Skilled trades to university student: luck or courage?" Education + Training 58, no. 6 (July 11, 2016): 643–54. http://dx.doi.org/10.1108/et-01-2016-0016.

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Purpose – The purpose of this paper is to examine participants’ experiences as they transitioned from the skilled trade labor workforce to the school teaching profession. Their goal was to work in the secondary school system as certificated teachers. Design/methodology/approach – The study examined interview data from a 2014 to 2015 evaluation study of participants in the Career and Technology Studies Bridge to Teacher Certification Program in Alberta. Interview comments of 20 participants were analyzed. Findings – Participants earning a bachelor of education degree countered their skilled trade habitus with adjustment to the university habitus, with support provided though the program and strong networks among the students. Individuals demonstrated resiliency, persistence, and optimism. The findings may have significance more broadly for a re-examination of university policies and spaces for non-traditional students. Originality/value – The paper provides an insight into how a well-designed program provides opportunities for individuals to transition from the skilled trade workforce to university. Further, the paper contributes to the scholarly literature in the area of second-career teachers’ habitus, fields, and capitals.

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Manoogian, Margaret M. "ADDRESSING THE SUCCESSFUL TRANSITION OF COMMUNITY COLLEGE GERONTOLOGY STUDENTS TO UNIVERSITY SETTINGS." Innovation in Aging 3, Supplement_1 (November 2019): S240—S241. http://dx.doi.org/10.1093/geroni/igz038.900.

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Abstract Developed in 2012, our gerontology program has tracked enrollment, learning outcomes, student competency development, and career paths post-graduation. Enrolled students tend to be older, transferring from community colleges, reentering college due to work and family commitments, and retooling career paths. Our efforts have focused on career integration across all courses culminating in a two-term practicum program. Additionally, through discussions with community college faculty and students, alumni, and community partners, we have adapted our curriculum to address student needs for work, family care, and academic engagement through flexible course delivery, syllabus construction, applied project development, and direct contact with professionals in and outside the classroom. Developing strategies to ensure transfer student success is critical, as well as offering strong career preparation for older students entering the workforce. Comprehensive placement data and an overview of the needs and challenges for university programs to partner with community college programs will be highlighted.

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O'Donnell, Marcus, Margaret Wallace, Anne Melano, Romy Lawson, and Eeva Leinonen. "Putting transition at the centre of whole-of-curriculum transformation." Student Success 6, no. 2 (August 18, 2015): 73–79. http://dx.doi.org/10.5204/ssj.v6i2.295.

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This paper describes the development of a model for institution-wide curriculum transformation at the University of Wollongong (UOW). Transition – a curriculum-integrated approach that enables a smooth, supported shift into and through higher education and a successful transition from the university to the world of work and lifelong learning – is one of three key principles at the heart of the UOW Curriculum Model. This paper focuses on transition as a whole-of-curriculum design principle and the way this principle informs the other elements of the UOW Curriculum Model. It aims to extend the concept of “transition pedagogy” developed by Kift and colleagues and to show how it has been used to inform our larger project of curriculum renewal.

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Arancibia Martínez, Leticia, and Gloria Cáceres Julio. "Emancipatory societal projects for Latin America: a critical commitment for the reconceptualisation of Social Work at Universidad Católica de Valparaíso School of Social Work." Critical and Radical Social Work 9, no. 1 (March 1, 2021): 79–96. http://dx.doi.org/10.1332/204986020x16067425662383.

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This article analyses the reconceptualisation movement of social work in Chile from mid-1960 to 1973 that impacted on universities, which, in turn, participated in theoretical and political discussions through Latin America during that time. The article has been prepared from the perspective of the project of the School of Social Work at the Catholic University of Valparaíso as an experience that merged the theoretical discussions around radical questioning and professional change. It covers the period from the ‘developmental policies’ in the geopolitical context of the Cold War, when occidental powers competed to extend their influence over Third World countries, to the transition process to socialism during the Popular Unity Government in Chile.

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Yuen Fook, Chan, and Selvam Balaraman. "TRANSITION FROM UNIVERSITY TO INDUSTRY: CHALLENGES FACED BY NEW ENGINEERS IN THE AUTOMOTIVE INDUSTRY." Management and Accounting Review (MAR) 17, no. 2 (August 29, 2018): 51. http://dx.doi.org/10.24191/mar.v17i2.788.

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The Malaysian automotive manufacturing industry is growing exponentially, but it faces shortage of the right skilled automotive manufacturing professionals to propel the industry to an unprecedented height. This research hypothesised that there are several challenges faced by new engineers in executing daily task due to knowledge gap. New engineers are not guided and trained sufficiently to undertake daily task to be more productive. Therefore, this research aims to identify the knowledge gap and challenges faced by new engineers in the automotive company in Malaysia. The scope of this research is confined to the theories of Human Capital, which relate to the capabilities and skills of an employee to improve job performance. A qualitative case study method has been employed for the analysis and comparison of data from public and private universities and automotive manufacturing industry in Malaysia. The identified target groups were human resource manager, manufacturing managers, new engineers and lecturers. This study concludes that training in industry has failed at certain aspects to produce new employees that meet current competency requirements, lead to the deterioration of employee work performance. In conclusion, this research validates the existence of a knowledge gap and acknowledges the need to overcome challenges faced by new engineers during their transition from academia to industry. Keywords: Industrial Experience, Knowledge Gap, Challenges, New Engineers, Skills, Training.

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

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