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Journal articles on the topic 'Work experience'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2023

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1

Jarvis, Lisa. "Making work experience work." In Practice 32, no. 9 (October 2010): 456–57. http://dx.doi.org/10.1136/inp.c4835.

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Cejer, Beverley. "Work experience?" Paediatric Nursing 14, no. 3 (April 2002): 11. http://dx.doi.org/10.7748/paed.14.3.11.s12.

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3

Greenhalgh, T. "Work experience." BMJ 315, no. 7103 (August 2, 1997): 317. http://dx.doi.org/10.1136/bmj.315.7103.317.

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4

Buckley, Mark. "Work Experience." Australian Journal of Career Development 5, no. 1 (April 1996): 12–14. http://dx.doi.org/10.1177/103841629600500103.

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This study, which examined whether the aims of the work experience program were being met in an all girls school, draws on research findings from Australia and overseas. Students' responses indicated that work experience increased their self-awareness, increased their knowledge of the world of work and knowledge of occupations they pursued and facilitated better VCE planning and career decisions. The study also highlighted the need for students to be given more responsibility for their learning and the opportunity to complete more practical tasks while at school.
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Sheehan, Mike. "Work experience." Nursing Standard 4, no. 17 (January 17, 1990): 43. http://dx.doi.org/10.7748/ns.4.17.43.s51.

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6

Lee, Hyunjung, Hyoung Eun Chang, and Jiyeon Ha. "Nurses’ Clinical Work Experience during Pregnancy." Healthcare 9, no. 1 (December 24, 2020): 16. http://dx.doi.org/10.3390/healthcare9010016.

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The working environment of nurses contains numerous hazards that can be particularly harmful to pregnant women. In addition, pregnancy-induced changes can themselves cause discomfort. Therefore, it is necessary to analyze pregnant nurses’ experiences of clinical work. This qualitative study analyzed data collected through in-depth interviews. From January to June in 2020, 12 shift-work nurses who had experienced pregnancy within three years were interviewed. The main question was “Could you describe your clinical work experience during pregnancy?” Qualitative data from field notes and transcriptions of the interviews were analyzed using Colaizzi’s method. Six categories were extracted that described the nurses’ clinical work experience during pregnancy, as follows: “enduring alone,” “organizational characteristics of nursing,” “risky work environment,” “strengths that sustain work during pregnancy,” “growth as a nurse,” and “methods to protect pregnant nurses.” Pregnant nurses experienced various difficulties due to physical and mental changes during pregnancy, and the clinical working environment did not provide them with adequate support. The findings of this study will be helpful for developing and implementing practical maternity protection policies and work guidelines.
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Lowe, David J. "Supervised Work Experience." Architectural Engineering and Design Management 2, no. 1-2 (January 2006): 49–60. http://dx.doi.org/10.1080/17452007.2006.9684604.

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8

Nedela, R. "The work experience." Manufacturing Engineer 69, no. 7 (1990): 7. http://dx.doi.org/10.1049/me:19900142.

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9

Bassett, Christopher C. "Managing work experience." Nurse Education Today 13, no. 5 (October 1993): 394. http://dx.doi.org/10.1016/0260-6917(93)90085-g.

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10

Forsyth, Jacky, and Lisa Cowap. "In-house, university-based work experience vs off-campus work experience." Higher Education, Skills and Work-Based Learning 7, no. 3 (August 14, 2017): 229–39. http://dx.doi.org/10.1108/heswbl-11-2015-0054.

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Purpose The purpose of this paper is to investigate students’ perceptions of the value, impact, benefits and disadvantages of in-house, university-based work experience vs off-campus work experience. Design/methodology/approach Three focus groups, one consisting of students who had undertaken work experience off-campus at an employers’ workplace (n=6), one consisting of students who had undertaken work experience in-house with a university-based employer (n=6), and a third mixed group (n=6, consisting of students who had undertaken both types), were formed. Focus group data were supplemented by interviews (n=3). Data were transcribed and analysed thematically. Findings Based on student perceptions, both types of work experience were thought to: enhance future employment; provide career insight; enable skill/experience acquisition and application; and be useful for building relationships. Work experience that occurred in-house was, in addition, perceived to be cost effective; enabling students to be more closely supervised and supported; good for relationship building between and within students/staff; beneficial for increasing student attainment; and enabling students to see the link between theory and practice more clearly. In-house work experience was, however, deemed to be restricted in terms of variety, and links with and perceptions of external stakeholders. Research limitations/implications The study is limited in that it is based on the perceptions of students undertaking unique types of integrated work experience within one faculty at one university. Practical implications When deciding on whether in-house or off-campus work experiences are offered, consideration should be given to level of support, supervision, observation, and travel and time costs. Originality/value Original views of students regarding in-house work experience have been gathered, which can be used to inform in-course workplace practices.
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11

Doo, Eun-Young, Hyung-Eun Seo, and Miyoung Kim. "New Nurses’ Work Adaptation Experience." Journal of Korean Academy of Fundamentals of Nursing 29, no. 1 (February 28, 2022): 1–11. http://dx.doi.org/10.7739/jkafn.2022.29.1.1.

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Purpose: This study aimed to explore the work adaptation experiences of new nurses who underwent stress while transitioning into the workforce.Methods: In-depth semi-structured group and individual interviews were conducted with 18 nurses working at a general hospital from December 2018 to February 2019. Colaizzi’s phenomenological approach was followed for the data analysis.Results: Four clusters of themes were drawn from meaningful data regarding the nurses’ adaptation experience: “Weakened mind and body”, “Reaching one’s mental and physical limits”, “Fighting back against work stress”, and “Assuming the role of a nurse”. The new nurses were the most stressed during the three to six months following independence from the preceptor, and after seven months on the job, they experienced some resolution by adapting to human relationships with their colleagues.Conclusions: This study suggests a broad and longer perspective to which new nurses need to adapt, both at work and in human relationships, to overcome their difficulties.
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12

Schmid, Stefan, and Sebastian Baldermann. "CEOs’ International Work Experience and Compensation." Management International Review 61, no. 3 (June 2021): 313–64. http://dx.doi.org/10.1007/s11575-021-00444-z.

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AbstractIn this paper, we study the effect a CEO’s international work experience has on his or her compensation. By combining human capital theory with a resource dependence and a resource-based perspective, we argue that international work experience translates into higher pay. We also suggest that international work experience comprises several dimensions that affect CEO compensation: duration, timing and breadth of stays abroad. With data from Europe’s largest stock market firms, we provide evidence that the longer the international work experiences and the more numerous they are, the higher a CEO’s compensation. While, based on our theoretical arguments, we expect to find that later international work experiences pay off for CEOs, our empirical analysis shows that earlier international work experiences are particularly valuable in terms of compensation. In addition, our data support the argument that maturity allows a CEO to take advantage of the skills, knowledge and competencies obtained via international experience—and to receive a higher payoff. With our study, we improve the understanding of how different facets of a CEO’s background shape executive remuneration.
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13

Ritzer, George, and Craig R. Littler. "The Experience of Work." Contemporary Sociology 16, no. 3 (May 1987): 330. http://dx.doi.org/10.2307/2070278.

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14

Paul, Jean-Jacques, Brian Frost-Smith, and A. G. Watts. "Work Experience and Schools." European Journal of Education 20, no. 1 (1985): 90. http://dx.doi.org/10.2307/1503013.

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15

Guile, David, and Toni Griffiths. "Learning Through Work Experience." Journal of Education and Work 14, no. 1 (February 2001): 113–31. http://dx.doi.org/10.1080/13639080020028738.

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16

Sutherland, John. "The experience of work." Employee Relations 25, no. 2 (April 2003): 149–67. http://dx.doi.org/10.1108/01425450310456451.

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17

Prien, Erich P. "The Experience of Work." Contemporary Psychology: A Journal of Reviews 30, no. 11 (November 1985): 909–10. http://dx.doi.org/10.1037/023354.

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18

Fogarty, Timothy J. "Public Accounting Work Experience." Managerial Auditing Journal 9, no. 7 (November 1994): 12–20. http://dx.doi.org/10.1108/02686909410067552.

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19

Mascarelli, Amanda. "Work experience: Stepping stones." Nature 490, no. 7421 (October 24, 2012): 571–73. http://dx.doi.org/10.1038/nj7421-571a.

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20

Martín, Antonio Duro. "Work-Related Negative Experience." European Psychologist 15, no. 2 (January 1, 2010): 109–20. http://dx.doi.org/10.1027/1016-9040/a000009.

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This cross-sectional study examines the relationship between poor employee well-being (PEWB) and work-related mental ill-health and substance consumption (MIH). It is proposed as a unification model that links both work-related negative consequences on the basis of the experiences of threat, loss, and frustration at work. PEWB contains the following elements: emotional discomfort, bodily uneasiness, organizational distance, task impairment, and dragging workday; and MIH includes work-related anxiety, depression, irritability, cigarette smoking, alcohol and drug consumption, and physical illness. Six hundred ninety-seven participants, working in a wide range of jobs and occupations, completed the survey. Results indicated that PEWB and MIH are significantly associated, after controlling for demographic and personal factors. Sense sharing between PEWB-MIH and PEWB element combination explained the relationships between both constructs. These findings could be helpful for organizations interested in preserving and improving worker mental health.
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21

Welsby, P. B. "Work experience in hospital." BMJ 308, no. 6922 (January 15, 1994): 207. http://dx.doi.org/10.1136/bmj.308.6922.207a.

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22

Watts, A. G., Ian Jamieson, and Andy Miller. "School Work Tasks as Simulated Work Experience." British Journal of Education & Work 1, no. 1 (January 1987): 45–60. http://dx.doi.org/10.1080/0269000870010104.

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23

Hughes, Mark. "Book Review: Making the Most of Work Experience Placements: Managing Work Experience." Industry and Higher Education 7, no. 2 (June 1993): 124–25. http://dx.doi.org/10.1177/095042229300700211.

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24

Anakwe, Uzoamaka P., and Jeffrey H. Greenhaus. "Prior work experience and socialization experiences of college graduates." International Journal of Manpower 21, no. 2 (March 2000): 95–111. http://dx.doi.org/10.1108/01437720010331035.

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25

Chang, Hao-Yuan, Daniel Friesner, I.-Chen Lee, Tsung-Lan Chu, Hui-Ling Chen, Wan-Er Wu, and Ching-I. Teng. "Openness to experience, work experience and patient safety." Journal of Nursing Management 24, no. 8 (July 31, 2016): 1098–108. http://dx.doi.org/10.1111/jonm.12414.

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26

Clancy, Maeve, and Carol Linehan. "Modelling the subjective experience of fun at work." Employee Relations: The International Journal 41, no. 3 (April 1, 2019): 520–37. http://dx.doi.org/10.1108/er-10-2017-0251.

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PurposeThe purpose of this paper is to explain some divergent findings on experiences of fun at work. It explains conflicting findings by moving from a focus on classifying the activity (as, e.g. task/managed/organic) to foregrounding the dynamics of the experience, adding to the growing conceptualisation of fun at work as a multi-dimensional construct.Design/methodology/approachThis research draws on empirical data obtained through case study and interviews with 13 participants from two organisations. These interviews were subjected to intense thematic analysis.FindingsIt was found that an individual’s underlying beliefs about the organisation; the perceived drivers of the fun practice; and the level of control exerted over a fun practice significantly shape the experience. The paper draws on the concept of the psychological contract to frame the relationship between these three key interacting elements.Practical implicationsThis paper provides a greater understanding of the dynamics of fun experiences, enabling management to better recognise and contextualise the impact of fun practices.Originality/valueGiven conflicting findings on both the experience and outcomes of fun at work, this study elucidates the dynamics underpinning the experience of fun at work. It is novel to consider experiences of fun through the lens of psychological contracts, which offers fresh insight into the understanding of individual experiences of fun.
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27

Li, Fangjun, Aimei Li, and Yu Zhu. "Employee work experience, locomotion, and voice behavior." Social Behavior and Personality: an international journal 44, no. 11 (December 7, 2016): 1851–62. http://dx.doi.org/10.2224/sbp.2016.44.11.1851.

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Experienced employees are a crucial asset and intelligent resource for organizations. In this study, we examined the effect of employee work experience on employee voice behavior. We also proposed employee locomotion as a factor that would affect voice behavior jointly with their work experience and we further proposed that work experience would interact with locomotion to influence voice behavior. Data from subordinates (n = 170) and their immediate supervisors (n = 46) were collected from employees working for companies in East China. Results of hierarchical linear modeling revealed that (a) high locomotion was positively related to promotive voice but not to prohibitive voice; and (b) high locomotion strengthened the association between both work experience and prohibitive voice and work experience and promotive voice. The theoretical and practical implications of these findings are discussed.
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28

Elrod, G. Franklin, Benita H. Cahalane, and Joanne Combe. "A Rural Work Experience Model that Works: Lessons from the Real World." Rural Special Education Quarterly 16, no. 3 (September 1997): 11–18. http://dx.doi.org/10.1177/875687059701600303.

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Transition education for students with disabilities means different things to different educators based upon the communities in which they reside. Thus, teachers often bring pre-conceived notions to the school setting about what constitutes an effective school-to-work program. The Skills Training Program described in this article takes site-based work experiences to the rural communities in which students live and builds a bridge between school and the job site. Special educators from rural and remote school districts in eastern Oregon surveyed local employers and designed a model to implement a work experience program for students with disabilities in an area with limited employment resources. This article describes the organizational process of this tri-county work experience model and reports on the outcome of enhancing associated work skills.
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29

Gracia, Louise. "Accounting Students' Expectations and Transition Experiences of Supervised Work Experience." Accounting Education 19, no. 1-2 (April 2010): 51–64. http://dx.doi.org/10.1080/09639280902886033.

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30

Lizier, Amanda Louise. "Investigating work and learning through complex adaptive organisations." Journal of Workplace Learning 29, no. 7/8 (September 11, 2017): 554–65. http://dx.doi.org/10.1108/jwl-05-2016-0033.

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Purpose The purpose of this paper is to outline an empirical study of how professionals experience work and learning in complex adaptive organisations. The study uses a complex adaptive systems approach, which forms the basis of a specifically developed conceptual framework for explaining professionals’ experiences of work and learning. Design/methodology/approach Semi-structured interviews were conducted with 14 professionals from a variety of organisations, industry sectors and occupations in Sydney, Australia. The transcripts were subjected to an adapted phenomenographic analysis, and an analysis using the complex adaptive organisations conceptual framework (CAOCF). Findings The findings indicated that professionals experienced learning mainly through work, where work was experienced as fluid and influenced by varying degrees of emergence, agency, complex social networks and adaptation. Further, the greater the degree of work fluidity, the greater the impetus towards learning through work, empirically indicating that the experience of learning in contemporary organisations is entwined with work. Originality/value This study used the concept of complex adaptive organisations as a conceptual framework, coupled with an adapted phenomenographic methodology, to investigate individual professionals’ experiences of work and learning. The adoption of the concept of complex adaptive organisations provided a rigorous way to adopt a complexity approach. In particular, the concept of emergence provides insights into how organisational complexity influences work and, subsequently, learning and adaptation.
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31

Hong, JiYoung, and JinHee Kim. "Novice Counselors’ Work Adjustment Experience." KOREAN JOURNAL OF COUNSELING AND PSYCHOTHERAPY 30, no. 3 (August 31, 2018): 689–714. http://dx.doi.org/10.23844/kjcp.2018.08.30.3.689.

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32

Jones, Bryn, Chris Smith, John Child, and Michael Rowlinson. "Reshaping Work: The Cadbury Experience." British Journal of Sociology 43, no. 2 (June 1992): 307. http://dx.doi.org/10.2307/591478.

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33

Flaherty, Michael G. "Time Work: Customizing Temporal Experience." Social Psychology Quarterly 66, no. 1 (March 2003): 17. http://dx.doi.org/10.2307/3090138.

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34

Guile, David, and Toni Griffiths. "New approaches to work experience." Journal of the National Institute for Career Education and Counselling 4, no. 1 (October 1, 2001): 3–10. http://dx.doi.org/10.20856/jnicec.0401.

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35

Iskrev, Dimitar. "WORK EXPERIENCE-BASED CAREER EDUCATION." Knowledge International Journal 34, no. 2 (October 4, 2019): 425–30. http://dx.doi.org/10.35120/kij3402425i.

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The most effective career education is based not on the passive reception of static knowledge, but on the dynamic interaction between thought and experience. The nature and quality of the education derived from experience are heavily dependent on the ways in which they are integrated into students’ formation. Miller (1991) suggests education’s model that presents five-stage cycle comprising preparation, briefing, activity, debriefing and follow-up. Work experience-based career education can reduce the deficits of students’ formation by expending its range of experience in a planned way. Direct experience involves the student in active interaction with the educational environment: the student penetrates the sensory complexities of the environment; the environment penetrates the internal psychological processes of the individual.
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36

Itani, Alice. "Work Experience: Participation or Creation?" Psychology 05, no. 05 (2014): 421–30. http://dx.doi.org/10.4236/psych.2014.55052.

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37

Pritchett, James. "My experience of work placement." Biochemical Society Transactions 30, no. 1 (February 1, 2002): A26. http://dx.doi.org/10.1042/bst030a026a.

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38

Shepherd, Ifan D. H. "Work Experience: Who needs it?" Journal of Geography in Higher Education 22, no. 1 (March 1998): 135–45. http://dx.doi.org/10.1080/03098269886155.

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39

Bingaman, Sharon. "Inpatient Experience Inspires Professional Work." ASHA Leader 16, no. 4 (April 2011): 47. http://dx.doi.org/10.1044/leader.fplp.16042011.47.

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40

Harris, Denise. "Cooperative Work Experience Education Program." Community College Journal of Research and Practice 29, no. 8 (September 2005): 629–30. http://dx.doi.org/10.1080/10668920591005495.

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41

Hamilton-Smith, Elery. "Work, leisure and optimal experience." Leisure Studies 11, no. 3 (September 1992): 243–56. http://dx.doi.org/10.1080/02614369200390121.

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42

Rowe, Patricia M. "The nature of work experience." Canadian Psychology/Psychologie canadienne 29, no. 1 (January 1988): 109–15. http://dx.doi.org/10.1037/h0079759.

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43

Petherbridge, Jeanette. "Work Experience: making an impression." Educational Review 49, no. 1 (February 1997): 21–27. http://dx.doi.org/10.1080/0013191970490103.

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44

Yang, MJ, MS Yang, and I. Kawachi. "Work experience and drinking behavior." Public Health 115, no. 4 (July 2001): 265–71. http://dx.doi.org/10.1038/sj.ph.1900761.

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45

Mendoza, N. S., S. M. Resko, S. M. De Luca, A. N. Mendenhall, and T. J. Early. "Social Work and Postdoctoral Experience." Social Work Research 37, no. 1 (February 7, 2013): 76–80. http://dx.doi.org/10.1093/swr/svt006.

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46

Bettmann, Joanna E. "Auspicious Experience in Social Work." Smith College Studies in Social Work 76, no. 4 (November 17, 2006): 21–33. http://dx.doi.org/10.1300/j497v76n04_05.

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47

Baert, Stijn, Andrea Albanese, Sofie du Gardein, Jolien Ovaere, and Jarno Stappers. "Does work experience mitigate discrimination?" Economics Letters 155 (June 2017): 35–38. http://dx.doi.org/10.1016/j.econlet.2017.03.011.

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48

Vrymoed, John. "Language of work model experience." Performance Improvement 50, no. 9 (October 2011): 14. http://dx.doi.org/10.1002/pfi.20247.

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49

Muirhead, Matthew, and Vicky Wills. "Virtual work experience in acoustics." INTER-NOISE and NOISE-CON Congress and Conference Proceedings 265, no. 2 (February 1, 2023): 5072–76. http://dx.doi.org/10.3397/in_2022_0733.

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The Institute of Acoustics is in the process of organising a virtual work experience for up to 1000 GCSE and A-Level students. Unlike traditional workplace work experience, the virtual environment will provide an overview of the acoustics industry, an opportunity to engage with a large number of students from anywhere in the UK and a window to show young people the huge range of careers in acoustics. Through this initiative it is hoped that we will be able to inspire a pipeline of future acousticians. The work experience has been designed to run over two weeks, for 1 hour a day, and will include engaging content like videos, games, activities and live webinars. The modules will cover careers in consultancy, research, local authority, medical science, music and technology, and will cover the range of career pathways into our industry. This paper outlines the collaborative approach taken in creating and curating the virtual work experience programme. It gives an insight into structuring an inclusive and exciting experience for students and discusses the lessons learned from attempting to successfully showcase such an inherently diverse subject.
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50

Dorasamy, Nirmala. "Reflections on Work Integrated Learning." International Review of Qualitative Research 5, no. 1 (May 2012): 105–8. http://dx.doi.org/10.1525/irqr.2012.5.1.105.

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This article uses a nontraditional form to provide insight into the experiences of students and mentors during work integrated learning, through poetry pieces. Mentors play a pivotal role during the period of experiential learning, during which student exposure to the world of work has to be nurtured, thereby ensuring that the experience is mutually beneficial to both the student and the mentor. The author is one of the mentors for students engaged in work integrated learning for three months in their final year of study toward a national diploma in public management. Students and mentors reflect on their experiences through feedback reports, which constitute an important part of reviewing the work integrated learning experience. With these resources, the author explores the experiences of students and mentors through poetry. Such a qualitative approach provides valuable insight into their experiences, which underscores the impact of work integrated learning on student preparation for the world of work. Further, the poetry pieces are employed to highlight the roles and responsibilities of students and mentors in the work integrated learning relationship.
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