Tesis: "Transitions to work"

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Hillerich-Sigg, Annette. "Essays on School-to-Work Transitions". Doctoral thesis, Humboldt-Universität zu Berlin, 2021. http://dx.doi.org/10.18452/22388.

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Diese Dissertation befasst sich mit staatlichen Maßnahmen zur Verbesserung des Übergangs Schule-Beruf von Schülerinnen und Schüler der Real- und Hauptschulen in Deutschland. Kapitel 2 gibt einen Überblick über die ökonomische Berufsbildungsforschung. Wir stellen fest, dass noch Forschungslücken bezüglich junger Schulabgänger und langfristigen Arbeitsmarktergebnissen bestehen. Es werden ausgewählte Ergebnisse einer Fallstudie zu kurzfristigen Effekten einer Berufsorientierungsmaßnahme vorgestellt. Angesichts der noch bestehenden Erkenntnislücken skizzieren wir ein Konzept für ein regional geclustertes Übergangspanel. Kapitel 3 analysiert auf Basis eigener Befragungsdaten die Teilnahme an Berufsorientierungsmaßnahmen an weiterführenden Schulen und ihre Wirkung auf die Berufsplanung. Die Teilnahme hängt vom Schulzweig, sowie vom Schul- und Klassenkontext ab, während persönliche Merkmale kaum relevant sind. Die Wirkung von Berufsberatung hängt vom Anbieter der Beratung ab. Kapitel 4 untersucht die mittelfristige Wirkung einer Berufsorientierungsmaßnahme auf Arbeitsmarktergebnisse von Hauptschülerinnen und -schülern. Wir beobachten eine Verzögerung beim Eintritt und Abschluss der Berufsausbildung. Trotz der Verzögerung bestehen keine Unterschiede bei der Abbruchwahrscheinlichkeit und der Art der Berufsausbildung. Aber wir finden kleine, negative Effekte auf Beschäftigung und kumulative Verdienste innerhalb von sechs Jahren nach der Schule. Teilnehmende verbringen auch mehr Zeit in Arbeitslosigkeit. Kapitel 5 analysiert die alternativen Übergangswege nach der Hauptschule in ihrem Effekt auf die Art der Berufsausbildung. Ich zeige, dass ein verzögerter Übergang in Ausbildung kein Nachteil sein muss. Allerdings stehen die ökonomischen Vorteile einer geringeren Zufriedenheit mit der Berufsausbildung gegenüber. Die Teilnahme an Berufsvorbereitenden Maßnahmen führt nicht zu einer anderen Art der Ausbildung als der direkte Übergang, aber zu einer geringeren Zufriedenheit.
This doctoral thesis addresses policy measures implemented to improve school-to-work transitions of secondary school students in Germany, focused on students of the lower and middle track. Chapter 2 provides a survey of the economic research on vocational education. We find that research gaps still exists regarding young school-leavers and long-term labor market outcomes. We present selected results of a case study evaluating short-term effects of additional career assistance. Considering the research gaps we describe the concept for a regionally clustered transition panel. Chapter 3 analyzes based on own survey data the take-up of career guidance activities in secondary school and their effect on career planning. Take-up of career guidance depends upon the school track attended, and the school and the class setting, while personal characteristics are barely relevant. The effects of counseling depend upon the type of counseling provider. Chapter 4 assesses the effect of additional career assistance (ACA) on medium-term labor market outcomes of lower secondary school students. We find evidence for a delay in the transition into and completion of vocational training. Despite the delay, there is no difference in drop-out probability or the type of vocational training. But we find small negative effects on employment and cumulative earnings within six years after school. ACA participants also spend more time in unemployment. Chapter 5 analyzes alternative transition paths after German lower track secondary school in their effect on the type of vocational training. I show that a delayed transition into vocational training is not a disadvantage. However, economic benefits from continuing schooling come at the cost of being less satisfied with the vocational training. Participation in pre-vocational training does not lead to a different type of vocational training position than after a direct transition, but to lower levels of satisfaction.

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Hillerich-Sigg, Annette [Verfasser]. "Essays on School-to-Work Transitions / Annette Hillerich-Sigg". Berlin : Humboldt-Universität zu Berlin, 2021. http://d-nb.info/1228333556/34.

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3

Daykin, Norma. "Unhealthy transitions : young women, health and work in the 1980s". Thesis, University of Bristol, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329876.

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4

Granato, Silvia. "Gender inequalities and scarring effects in school to work transitions". Thesis, Queen Mary, University of London, 2018. http://qmro.qmul.ac.uk/xmlui/handle/123456789/43950.

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This thesis investigates issues related to gender inequalities and scarring effects in school to work transitions. The first chapter analyses the gender earnings gap among Italian college graduates at the beginning of their careers. Thanks to the richness of the dataset used I am able to control for a large set of variables related to individuals' educational and family background, as well as personality traits. The main finding is that the content of the college degree course is the most signicant variable in explaining the earnings gender differentials of young workers. In particular I show that female sorting in college majors characterised by a low maths content explains between 13 and 16% of the earnings gender gap. Motivated by this result, in Chapter 2 I investigate the determinants of gender gaps in STEM (science, technology, engineering and mathematics) graduation rates, with an emphasis on family, cultural and school influences. I show that half of the gap is attributed to the gender difference in maths and science content of the high school curriculum. The results indicate that in Italy the issue of the gender gap in STEM graduation has its roots in a gendered choice that originates many years before. The final chapter analyses the extent to which the mismatch of demand and supply of skills that young workers face when they enter the labour market upon completing education affects their careers. Regression results show that there is a long lasting negative effect of these initial conditions on labour market outcomes. The evidence is suggestive of a `trickle down unemployment' phenomenon, namely that high-skill workers try to escape strong competition from their high-skill peers by taking jobs for which a lower level of education is required, moving down the occupational ladder.

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Hügle, Dominik [Verfasser]. "School-to-Work Transitions and Labor Market Outcomes / Dominik Hügle". Berlin : Freie Universität Berlin, 2021. http://nbn-resolving.de/urn:nbn:de:kobv:188-refubium-31769-1.

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Quigley, Denise D. "Native and immigrant school-to-work transitions refocusing policy concerns /". Santa Monica, CA : Rand, 1996. http://catalog.hathitrust.org/api/volumes/oclc/36094144.html.

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Harrill, Edward Keith. "Outreach evangelism to people in one of life's major transitions". Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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8

DeGiovanni, Katya S. "Transitions amidst transition : the journey of Maltese students from compulsory education to further education and/or work". Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12613/.

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Further Education (FE) is almost a new venture on the Maltese Islands particularly for UK NVQ Levels 1 and 2. In 2001 the Malta College of Arts, Science and Technology (MCAST)introduced the Foundation Certificate: A Further Education (FE) access course without entry requirements. Drawing mainly on the study by Ball, Maguire and Macrae (2000), Bourdieu’s habitus and structure (1977; 1990; 1993) as well as Evans’ bounded agency (2002; 2007) and Evans and Heinz’s (1993: 1994) transition types, this thesis explores the transitory experience of eight female students from Compulsory to Further Education. Between 2007 and 2010 these students narrated their experiences prior to entry at MCAST, as students on the MCAST campus, during their work placements as well as on their workplace. Findings indicate that FE and work were chosen by elimination of the academic path even though it seems that school did not prepare the participants for these routes. The MCASTBTEC formative assessment system was deemed harder to get used to but fairer than the exam-based system. At MCAST students felt free to make their own choices and were treated as adults. Work placement experience for students seems to influence course choice. Full-time workers ex-students) indicated that they were given a lot of training, and that work was an alternative learning environment. This was important to retain their job and to further their studies. This thesis identifies three transition trajectories as well as a model for understanding the self in transition to FE within the Maltese context by identifying theories which are adaptable to this particular scenario. It also provides key learnings for policy makers and practitioners within the Maltese educational context. These include the exposure of students to MCAST, in-service training for subject and guidance teachers at service in secondary schools and guidelines for standardized induction as well as monitoring programmes aimed at increasing student retention. These strategies would ease the transition period making both MCAST and secondary schools more inclusive learning environments.

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Chan, Ann. "The cell group church overcoming the transitions /". Theological Research Exchange Network (TREN) Access this title online, 1994. http://www.tren.com.

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Hallqvist, Anders. "Work Transitions as Biographical Learning : Exploring the Dynamics of Job Loss". Doctoral thesis, Linköpings universitet, Pedagogik och sociologi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-76638.

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In recent years, researchers have pointed out that individuals understand their lives to a great extent through narratives and narration. In the field of adult education this idea has been taken up for instance in the concept of biographical learning. This thesis discusses the concept of biographical learning in relation to a research project on job loss in mid-life, as it is experienced and handled by whitecollar workers in a Swedish context. While much of the previous research on job loss and unemployment has focused on causes and effects, coping strategies and job search behaviour, this study suggests that an enforced work transition can be thought of as a biographical learning process. It also suggests that a greater diversity in the learning concept can be attained by reconsidering the concept in the framework of a pragmatist’s view of action. Analysing narrative interviews with white-collar workers (n=23), the study finds diversity in biographical learning with respect to the relative weights and characters of creative action and reflexive identity work. Individual’s variety of engagement in a work transition has also been understood by theoretically describing the process as structured by particular choice junctures. The study finds that a job loss during particular circumstances furthers reconsiderations, novel career decisions and ‘horizontal’ career moves. Being a central part of biographical learning, reflexivity is used in moments of evaluation, when people tell stories about the transition. It should be discussed in the plural, as the variety of evaluations implies a variety of reflexive efforts. Furthermore, it emphasizes that a work transition is a relational project, pointing out the significance of strong ties and formal ties to people who consider ‘horizontal’ career moves during a work transition. Altogether, this suggests that practical, existential, rhetorical as well as relational issues are involved in work transitions and biographical learning. Keywords: biographical learning, work transition, job loss, adult learning, adult education, outplacement counselling.
På senare år har betydelsen av berättelser och berättande framhållits av samhällsvetare från olika discipliner. Inom pedagogisk och utbildningssociologisk forskning har exempelvis begreppet biografisk lärande tagits i bruk för att visa hur människor tolkar, förstår och skapar mening i sina biografier genom självbiografiskt berättande. Denna avhandling diskuterar begreppet biografiskt lärande i relation till ett forskningsprojekt om omställningsprocesser efter uppsägning bland privat- och statsanställda tjänstemän. Medan tidigare forskning om uppsägning och arbetslöshet framför allt har intresserat sig för orsaker, effekter, copingprocesser och hur människor går till väga för att söka arbete, föreslås i denna avhandling att omställningsprocesser kan teoretisk förstås i termer av biografiskt lärande. I avhandlingen placeras begreppet i en handlingsteoretisk ram och utrymme skapas som gör det möjligt att tala om olika former av biografiskt lärande. Genom analys av narrativa intervjuer med personer som blivit uppsagda (n=23) föreslås att denna variation bland annat handlar om i vilken utsträckning och på vilket sätt människor engagerar sig i reflexivitet och kreativt handlande. Analysen visar också att variationen kan förstås med hänvisning till att människor under en omställning ställs inför vissa valsituationer och i samband därmed gör olika val. Studien visar att en uppsägning, under vissa betingelser, medverkar till kritisk reflektion och ”horisontella” karriärsteg. Avhandlingen diskuterar även begreppet reflexivitet som alltså är centralt för biografiskt lärande. I studien föreslås att reflexivitet bland annat utövas genom berättande, i det specifika moment då evaluering av det som berättelsen handlar om äger rum. Eftersom evaluering genomförs på olika sätt, bör man tala om reflexivitet i pluralis. Slutligen framhålls att omställning är en relationell process och att formella så väl som nära relationer har stor betydelse när människor överväger ”horisontella” karriärsteg. Nyckelord: biografiskt lärande, omställning, uppsägning, vuxnas lärande, vuxenutbildning, karriärvägledning.

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Chisholm, Lynne A. "Beyond occupational choice : a study of gendered transitions". Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10007358/.

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The transition from education to the labour market is a constant theme for sociological investigation, but the study of occupational choice itself has occupied a peripheral place in the theory and research literature for the past two decades. Of particular concern here, neither extant theories of occupational choice nor the contemporary youth studies literature offer satisfactory accounts of the patterns of girls' aspirations and the social processes in which these are embedded. It is argued here that occupational choice processes are a critical switch in the social reproduction of gender relations. Specifically situated subjects construct a transitions biography from a range of legitimated and concretely available alternatives. The possibilities are specified through the terms of gender discourse which, in describing the confluence of circumstances and understandings, represents the social space in which girls are positioned and position themselves across time. A model of the modalities of gender relations is developed and explored through a study of primarily working class girls aged 11-14 and 14-16 between 1983-1986 who were attending three inner London comprehensives. The data were collected by cross-sectional survey (N = 169) and interview (N=61) and by longitudinal interview (N=37). These girls see occupational structure in highly gendered and partial terms, corresponding to the specific social worlds they inhabit. Over time, perspectives and aspirations focus increasingly on female-typed jobs. Within this, their expectations reflect what is judged realistically available. Such processes of gendered closure are modified by educational achievement and by schooling milieu in relation with family and cultural context. Subject specialisation fixes the course of these processes, since options are generally chosen with current aspiration/ expectation in mind. In sum, gendered transitions across the secondary schooling years are shaped not only institutionally but also socially and culturally by girls' personal attempts to resolve the contradictory puzzle of production/reproduction relations under modern patri3 archy and in the light of the resources at their disposal. Most trajectories inevitably prefigure accommodative arrangements and do not threaten social reproduction processes, but this does not imply non-critical and automatic consent. The potential for critical consciousness is fostered by various cross-pressures in the specific configurations of girls' lives, but the partial insights they open up are held in check both ideologically and through social-educational selection/ allocation.

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Gouveia, Teresa Frances Pole-Baker. "Students' views of higher education in their transitions to work in Portugal". Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10006514/.

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Higher education has grown to mass proportions in the past two decades in Portugal, with the political expectation that it will contribute to the knowledge economy and social change. However, the predominantly low skilled productive system has led to increasing graduate unemployment and underemployment. The central question in this research is what higher education signifies for students and graduates in this context. Higher education has the potential to change students' relationship with knowledge, developing critical thinking, autonomy and character (Barnett 1990). However, this potential for change depends on how individuals engage in it, according to their values and perspectives (Bloomer 2001). Moreover, knowledge is constructed contextually (Lave and Wenger 1991), and its relevance is not always clear when graduates start work. This longitudinal research therefore consisted of in-depth interviews with graduates to ascertain the meanings and values they attribute to higher education and how this changes in the transition to work. In this study, participants' view of higher education was narrow, focussing on how it affected their labour market opportunities, rather than as a place for personal development, gaining generic skills and critical engagement. This affected how they acted on their educational opportunities and the criteria by which they measured the validity of higher education after their transition to work. Moreover, labour market limitations meant that graduates who did not find work in areas directly related to their degree devalued their education. This study concluded that individual paths from education to work are affected by social networks, resources and significant others, but there are no deterministic effects of social class, gender or field of study. A key finding was that in contrast to Bloomer's concept of learning careers (1997), graduates' embedded knowledge was insufficient for their new work contexts; instead they needed to reconstruct their knowledge according to their socio-cultural resources, and membership of multiple communities. This has significance internationally for research into transitions to work. In general, broader perspectives of higher education by students and employers, greater support for the transition and greater labour market opportunities, would be beneficial for both graduates' self-realization and how mass higher education can affect the knowledge economy.

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Tô, Maxime. "From school to work : essays on educational decisions and labor market transitions". Thesis, Paris, Institut d'études politiques, 2013. http://www.theses.fr/2013IEPP0056.

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Cette thèse est composée de quatre chapitres qui peuvent être lus de manière indépendante. Chacun des chapitres s'intéresse à un moment particulier des trajectoires des jeunes français au sein du système éducatif jusqu'à leur insertion sur le marché du travail et à leur transition vers l'emploi. Tout au long de ces trajectoires, les individus s'orientent dans le système scolaire et font des choix professionnels. Ce travail s'intéresse à la compréhension de ces choix et à l'impact que ceux-ci peuvent avoir sur le devenir des individus. Bien que chacun de ces travaux soit autonome, ils s'attachent tous à expliquer les inégalités à l'école et sur le marché du travail des jeunes en France et à caractériser la manière dont celles-ci sont liées. La thèse contribue à la recherche en sciences économiques par le fait qu'elle pose des questions originales sur les décisions individuelles qu'effectuent les jeunes lors de leurs parcours et répond à ces questions par des méthodes empiriques adaptées au problème et aux données disponibles
This dissertation is composed of four independent chapters. Each of the chapters focuses on one particular moment of individual trajectories of young French people at school and on the labor market. Through these trajectories, individual make schooling and employment decisions. This work aims at explaining these decisions and understanding their consequences on later outcomes. Although these chapters are independent, they all aim at explaining inequality at school and on the labor market for young French people and to charcterize the link between education and labor market outcomes. The thesis contributes to the research in economics given that it raise original questions on individual decisions and answers to these questions using a large scope of empirical methods and dataset

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Symons, Christine Elizabeth. "How mature age workers experience transitions back into paid work post-retirement". Thesis, Curtin University, 2021. http://hdl.handle.net/20.500.11937/86485.

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The aim of this study was to understand how post-retirement transitions back into paid work were experienced by mature age workers. Narrative research methodology was used to explore how 18 mature age workers, in the Australian context, experienced their transitions. The main findings of this study were that all participant narratives revealed three metaphorical quilting points: Having Purpose, Having Agency, and Being Visible.

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丁瑜 y Yu Ding. "Transitions and new possibilities of sex work: Xiaojies' perception of work and way of life in the PearlRiver Delta". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B42182256.

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Krieger, Karion. "Transitions in aging exploring the experience of the old, old /". Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

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Ding, Yu. "Transitions and new possibilities of sex work Xiaojies' perception of work and way of life in the Pearl River Delta /". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B42182256.

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McIver, Malcolm C. "The ministry of the church and life's transitions". Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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Agaliotis, Maria. "Chronic Knee Pain And Worker Productivity". Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/13675.

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AIM: The aim of this thesis was to examine worker productivity among people with chronic knee pain due to osteoarthritis within the Australian context. METHOD: The three main measures of reduced worker productivity were: absenteeism, presenteeism and work transitions. Contextual factors were included to determine whether these factors modify worker productivity. This research utilised a large prospective cohort, followed by a cross-sectional survey and focus groups. RESULTS A small proportion of study participants in paid employment reported being absent from work due to knee problems. Around 80% reported presenteeism due to their knee problems over a 12-month follow-up period. Almost a quarter (24%) of the participants reported one or more work transitions due to knee problems within the last six months. The only significant risk factors for absenteeism were reporting a low mental health-related quality of life. Significant risk factors for presenteeism included reporting marked activity limitations or knee pain, working in semi-manual or manual occupations, reporting problems with one or more other joints, while reporting job instability decrease the risk. Knee pain, co-morbidity and low co-worker support were associated with work transitions, while having an occupation requiring sitting for more than 30% in a typical working day reduced the likelihood. Insights gained from the focus groups included: the extent of physical limitations due to chronic knee pain, the lack of workplace ergonomic policies, the types of work transitions utilized to accommodate knee pain, the complexity of disease disclosure and social support at work and the effect of the unpredictability of future arthritis progression. CONCLUSION Overall this research provides important insights and initiatives to develop a healthy ageing workforce by reducing the burden and risk factors associated with reduced worker productivity among people with chronic knee pain.

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Rudd, Peter W. "Structure and agency in youth transitions : student perspectives on vocational further education". Thesis, University of Surrey, 1996. http://epubs.surrey.ac.uk/805/.

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Plugor, Reka. "Planned and happenstance transitions of students from education to work in England and Romania". Thesis, University of Leicester, 2015. http://hdl.handle.net/2381/31839.

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The fact that students engage in more than just their studies while at university has been acknowledged in previous education research, but it has not been included in the theoretical debates on education-to-work-transitions. In this thesis I argue that the lack of debates between educational researchers and youth transitions researchers and the narrow focus of existing studies on certain educational aspects cannot do justice to the complex experiences and perceptions of young people today, who, I believe, experience multiple status positions while at university. In this thesis I try to address this gap by focusing on the process of student transitions from education to work from a comparative and biographical perspective. I conducted 42 topical life history interviews with final year students in England and Romania about their reasons for opting to study at university, the processes of deciding what and where to study, the impressions and attitudes towards their studies, the activities they were engaged in, and their future (career) plans just before graduation. I conducted this exercise with an explicit aim to answer my main research question: What are the characteristics of student pathways through HE? To answer this question I relied on the main concepts from youth transitions and education-to-work transitions research – structure and agency – but I included in the analysis considerations about significant others and happenstance events, as well as perspectives about time and space. Overall, from a theoretical perspective, my research responded to calls for more holistic perspectives on youth and education-to-work transitions, while from a methodological perspective, I offered a thick description of narrative research conducted from multi-lingual and multi-ethnic perspectives on the lived experiences of students in two country and institutional contexts.

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Van, Aswegen Laureen. "Power, Privilege and Identity at the Margins : Identity Work Transitions of Lower Echelon Managers". Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/75480.

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This study explores the hitherto unexamined role of national, cultural, societal and historical dynamics of power and privilege in the identity work of the lowest level of managers in organisations. This study revealed that so-called ‘post-apartheid’ South African organisations remain sites for perpetuating social injustice through physical vestiges of segregation as well as complex societal-organisational interdiscursive practices that serve to maintain an unequal distribution of power, social oppression and exclusion. Within this context, first level managers expressed their managerialism variously through contested and coercive agentic strategies of power and resistance, while finding themselves implicated and relationally complicit in invidious discursive practices, veiled as post-apartheid speak. Their social location at the ‘power margin’ between management and working classes educed a constant contested process of identity substitution, as they redefined themselves in the face of the loss and gain of socio-political power and privilege. This research contributes to and extends theory on identity work, intersectionality theory and whiteness in management and organisation studies to beyond the boundaries of the organisation, showing that the first level managers’ antipodal constructions of self were responses to the impact of organisational, societal and national political transformations on their variously politicised managerial selves. A particular strength of this study is that it integrates constructivist grounded theory with narrative inquiry and critical discourse analysis in a way that privileges the experiences of the participants through their stories about being first level managers in post-apartheid South Africa, while revealing a richly textured theoretical construction of identity work at the margins in the context of significant societal and political change. Ultimately, it is hoped that this study will contribute towards improving working lives in organisations by drawing attention to the everyday struggles of those managers at the lowest level of the management hierarchy in organisations, those at the margins of managerial power, for whom expression of their managerialism and acceptance of their authority as managers is a tenuous process, constantly contested within an organisational context where political power and societal privilege remain dominant mechanisms for influencing organisational behaviour. In so doing this research helps South African organisations to better understand the complex challenges of achieving transformation in the workplace.
Thesis (PhD)--University of Pretoria, 2020.
Human Resource Management
PhD
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23

Ross, Sharon M. "Youth transitions : re-entry into second chance education". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/1891.

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The issue of school non-completion continues to be a matter of concern for policy makers and educators in Australia today. Despite the efforts of governments and school systems to make education more responsive to the needs and interests of young people, recent findings testify to a persistent number of early school leavers who were not fully engaged in learning or work. Though numerically small, they are considered to be a socially significant group who face potential risks of long-term unemployment and poverty because of their lack of educational attainment. There is evidence to suggest that young people who are unable to fit in with the traditional school environment and are alienated from schooling for various reasons are able to effectively re-engage with learning through second chance education in Technical and Further Education (TAFE) colleges. This is based mainly on research undertaken in New South Wales, Victoria and South Australia. This portfolio explored the educational experiences of a small group of school non-completers, aged 15 years to 19 years, in Western Australia, with a specific focus on two crucial stages of their transition; their premature exit from school and their re-engagement through second chance programmes in the TAFE environment. The portfolio developed a set of recommendations that spells out in a coherent way, what might be done, to make the transition out of school and the re-entry into TAFE an informed and empowering experience for young people. In order to achieve this, the portfolio first examined the wider literature on the socio- economic, cultural and technological changes at the global level that constitute the terrain through which young people navigate their transitions. This provided the basis for a closer scrutiny of global impacts on local settings and their influence on young people's decisions about leaving and returning to education. More specifically, the vast body of literature on early school leaving and the small but significant studies on re-entry through second chance education were examined in order to provide a deep understanding of the context in which second chance education operates. The conceptual framework that underpinned the portfolio drew on the notions of resistance and voiced research to critique existing explanations of early school leaving. Through the concept of agency, the potential of young people to actively shape their educational transitions amidst enabling and constraining structural forces was also explored. The inquiry section of the portfolio consisted of a series of inter-related, small -scale investigations aimed to identify the potential factors impacting on students' decisions to leave and the efficacy of TAFE in facilitating the re-engagement of early school leavers. A set of principles and guidelines are provided to advance and sustain policy and practice for second chance education. Practical strategies for teaching and learning are provided, along with inclusive practices and support mechanisms for students and staff conducive to the development of a more effective approach to improving the quality of young people's educational transitional experiences.

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Devadason, Ranji. "Living to work or working to live? : young adult life transitions in two European cities". Thesis, University of Bristol, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424842.

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Miliband, David Wright. "Transitions from school to work : comparing policies and choosing options for vocational education and training". Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/26812.

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26

Salinas, Edwards Michael Antonio. "Men at work : an ethnography of drug markets and youth transitions in times of austerity". Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/men-at-work-an-ethnography-of-drug-markets-and-youth-transitions-in-times-of-austerity(62a34da2-7e2d-4911-afae-0b336993da8e).html.

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Based on six-years ethnographic research, this thesis provides an in-depth account of a contemporary British drug market. The study follows a group of twenty-five friends, termed The Lads, during their transition from late-adolescence (16-22) through to early adulthood (22-28). This was a critical stage in their life course; it was a time when many had begun advancing into the world of work and business entrepreneurship, in search of their chosen career. Yet it was during this time that two key developments occurred: bulk volumes of illicit drugs became available to The Lads through credit and the UK experienced several years of economic recession and stagnation. The economic constraints The Lads encountered during this time prompted many to become involved in the trafficking of illegal drugs. Though their entry into the markets was not necessarily motivated out of absolute need or poverty, the experience of low-paying salaries, the loss of work and income, and the inability to secure legitimate investment capital, all made drug dealing an alluring source of untaxed revenue, available as and when needed. This study assesses the practices of this cohort of closed-market drug dealers, who capitalised on their expansive social networks as a means of trafficking a variety of illegal substances at the time of these two developments. During the course of the research their involvement came to span several stages of the supply chain, including: mid-level wholesale brokerage, import/export, wholesale, and retail (i.e. to the end-users). The study addresses various structural elements of their trade, including drug purchasing and selling, the assessment and mitigation of risks in relation to law enforcement, and the use of informal credit (i.e. ‘fronting’) as one of the principle facilitating factors of The Lads’ various trade networks. A variety of data collection methods were employed over many years to garner a depth of understanding and appreciation difficult to achieve in the study of active offenders. The data comprises of life narratives, observations, interview data and economic data. The findings offer some new insight into: the kinds of people who deal drugs; what characteristics they share; how they function as traders; what motivates them to either enter or exit the trade, and what social structures influence their offending careers?These young men were not the archetypal drug dealer: they were neither predatory nor territorial. They were ambitious and hard working. Drug dealing was simply a shortcut to the lifestyle they aspired to; it was a source of capital; a means of funding their studies; a ‘means to an end’. To these young men, drug dealing was just another form of work: a bad job that paid a good salary.

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27

Baird, George James. "Identity Work for "Boomer" Professionals: Career Transition in the Restructured Economy". Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/sociology_diss/46.

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I conducted a qualitative study, interviewing thirty-three workers from the baby-boomer generation, with an objective of examining the intersection of aging and economic restructuring for boomer professionals. Participants’ careers had been impacted by the restructured economy at a point after they reached the age of forty. I applied an identity theory framework that emphasized meanings associated with growing older in the workforce, changes in the economy, self-meanings, and behavior in the restructured workplace. My focus also included process and questions of structure and agency. I used grounded theory methods to provide theory that explains the experience of transitioning from an existing work role as a downsized worker seeking a new job, entering selfemployment, or pursuing a reinvention of one’s career. I examine the transition process, the effects of structure, the formation and maintenance of identity in the transition role, and the factors that impact transition outcomes. I propose a theoretical argument that provides a comprehensive framework for the transition process. I establish transition as a relatively new and legitimate role for today’s worker, identify hegemonic structure as being particularly influential in the development of transition role identities, conceptualize personal resources—specifically self-esteem, selfefficacy, and authenticity—as key aspects of maintaining identity during transition, and investigate worker attributes that relate to transition outcomes. I assess career outcomes in terms of how successfully the transition role is negotiated and identify characteristics that comprise successful and unsuccessful transitions. I then discuss the implications of unabated economic restructuring for boomer professionals and, more broadly, for the future of the U.S. economy.

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28

Baird, George James. "Identify Work for "Boomer" Professionals: Career Transition in the Restructured Economy". Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/sociology_diss/46.

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I conducted a qualitative study, interviewing thirty-three workers from the baby-boomer generation, with an objective of examining the intersection of aging and economic restructuring for boomer professionals. Participants’ careers had been impacted by the restructured economy at a point after they reached the age of forty. I applied an identity theory framework that emphasized meanings associated with growing older in the workforce, changes in the economy, self-meanings, and behavior in the restructured workplace. My focus also included process and questions of structure and agency. I used grounded theory methods to provide theory that explains the experience of transitioning from an existing work role as a downsized worker seeking a new job, entering selfemployment, or pursuing a reinvention of one’s career. I examine the transition process, the effects of structure, the formation and maintenance of identity in the transition role, and the factors that impact transition outcomes. I propose a theoretical argument that provides a comprehensive framework for the transition process. I establish transition as a relatively new and legitimate role for today’s worker, identify hegemonic structure as being particularly influential in the development of transition role identities, conceptualize personal resources—specifically self-esteem, selfefficacy, and authenticity—as key aspects of maintaining identity during transition, and investigate worker attributes that relate to transition outcomes. I assess career outcomes in terms of how successfully the transition role is negotiated and identify characteristics that comprise successful and unsuccessful transitions. I then discuss the implications of unabated economic restructuring for boomer professionals and, more broadly, for the future of the U.S. economy.

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29

Chenga, Charity Sarah. "Transitions from school to work : Local black and migrant youths in a south african mining community". Thesis, University of Kent, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508565.

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30

ARAYA, Mesele Welemariam. "Youth Labour Market in Africa: Characterizing the School–to–Work Transitions with a Cross-Country Analysis". Doctoral thesis, Università degli studi di Bergamo, 2016. http://hdl.handle.net/10446/61990.

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31

Gewirtz, Christopher Aaron. "Twelve Tales of Engineering in the "Real World:" Narratives of Newcomers' Agency in Transitions to Engineering Work". Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104897.

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Reports that call for change in engineering education date back to the Mann report (1918), but more recent reports like "The Engineer of 2020" (NAE, 2004), and "Lean Engineering Education," (Flumerfelt et al., 2015) describe the need for engineers who are creative leaders, who have sustainability and ethics skills. Two narrative threads emerge from these reports: that engineering education does not adequately prepare engineers with the skills needed for industry, and that preparation for industry is imperative in order to address problems in society. However, these threads conflict with research from engineering education, science and technology studies, and higher education. There may not be a gap between school and work (Modestino, Shoag and Balance, 2016), and if there is one, it might be a socio-cultural gap that is unreasonable for universities to accept the full responsibility of narrowing. More problematic is that establishing "preparation-for-work" as the purpose for education threatens the goal of preparing students for life outside of work and does not necessarily prepare them to act towards benefit for society. The goal of this study was to critique these narratives using narratives of newcomer engineers' lived experiences. I had two research questions: 1) Who are new engineers asked to be at work? 2) Who do new engineers choose to be in response? I answered these by constructing and analyzing narratives of 12 newcomer engineers, based on interviews collected as part of the Capstone to Work study (Paretti et al., 2021). Using the figured worlds framework of identity development (Holland et al., 1998), I investigated the structures of work, which constrained who newcomers could become, and newcomers' agency, which they used to improvise identities within those constraints. The structures of engineering work that I examined required newcomers to acclimate to ongoing practices at their companies, which did not conform to newcomers' expectations of creative engineering work. Newcomers were objectified: their value and identity was often defined in terms of how much money they made for their company. They were alienated: their engineering problems were rarely defined in terms of their societal impact. The faced sexism: they were denied respectable identities based on gender. In response, some newcomers sought the identity of "asset" for their companies. Other newcomers sought new jobs that would give them opportunities for creativity, growth or societal benefit. And some newcomers worked to create opportunities at their jobs to be who they wanted: leaders, engineers working for environmental benefit, whole persons outside and inside of work. The results of this study suggest limitations of preparation narratives: They do not account for objectification, alienation, and sexism that newcomers face. Engineers also may unfortunately be prepared with stereotypes that do not match the realities of engineering work. This study suggests that we need to educate engineers in a way that recognizes them as human and prepares them for these realities. It also shows us that socio-technical change requires change at the structural level and cannot be limited to changes in education.
Doctor of Philosophy
Reports like "The Engineer of 2020", and "Lean Engineering Education," describe the need for engineers who are creative leaders, and who have sustainability and ethics skills. Engineering education researchers and practitioners use these preparation narratives to justify their funding to grant-awarding institutions, to develop research agendas, and to align their education efforts with these national calls. Two threads emerge from typical preparation narratives: that engineering education does not adequately prepare engineers with the skills needed for industry, and that preparation for industry is necessary for engineering to address societal problems. These, however, conflict with research from engineering education, science and technology studies, and higher education. If there is a gap between school and work, it might be a socio-cultural gap that is unreasonable for universities to accept the full responsibility of narrowing. More problematic is that establishing "preparation-for-work" as the primary purpose of education threatens the goal of preparing students for life outside of work and does not necessarily prepare them to act towards benefit for society. This study critiques these narratives by referring to newcomer engineers' lived experiences and identity development. I had two research questions: 1) Who are new engineers asked to be at work? 2) Who do new engineers choose to be in response? I answered these by constructing and analyzing narratives of 12 newcomer engineers, based on interviews collected as part of the Capstone to Work study. Using the figured worlds framework of identity development, I investigated the structures of work, which constrained who newcomers could become, and newcomers' agency in becoming different kinds of engineers within those constraints. Newcomers were generally required to acclimate to ongoing practices at their companies, which did not conform to their expectations of creative engineering work. Newcomers were objectified: their value and identity was often defined in terms of how much money they made for their company. They were alienated: their engineering problems were rarely defined in terms of their societal impact. The faced sexism: they were denied respectable identities based on gender. In response, some newcomers sought the identity of "asset" for their companies. Other newcomers sought new jobs that would give them opportunities for creativity, growth or societal benefit. And some newcomers worked to create opportunities at their jobs to be who they wanted. The results of this study suggest limitations of preparation narratives: they do not account for objectification, alienation, and sexism that newcomers face. Engineers also may unfortunately be prepared with stereotypes that do not match the realities of engineering work. Engineers should be educated in a way that recognizes them as human and prepares them for the realities of work. The study also confirms that efforts for socio-technical change cannot be limited to educational changes, because of structural constraints.

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32

Geerdes, Sara-Izabella [Verfasser]. "School-To-Work Transitions of Second Generation Migrants in West Germany and the Netherlands / Sara-Izabella Geerdes". Bremen : IRC-Library, Information Resource Center der Jacobs University Bremen, 2010. http://d-nb.info/1034988751/34.

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33

McFarlane, Helen. "Political discourses of idealised masculinity : the risk management of male prisoners through work, education and family transitions". Thesis, University of Plymouth, 2011. http://hdl.handle.net/10026.1/554.

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This thesis focuses upon the new rehabilitation of male prisoners within the context of idealised masculinity. Through the discourse analysis of written policy documents, this work addresses two fundamental questions: How is idealised masculinity constituted within political discourse and how does idealised masculinity influence the formulation of prison rehabilitation programmes? Idealised masculinity is defined as the heterosexual breadwinning role attributed to men as workers and providers for the family. It is this that is articulated within political discourses as a technique of government by which to reduce re-offending amongst the male prisoner population. Within the Foucauldian analysis of governmentality and Neo-Marxist theorising around Post-Fordism, idealised masculinity represent a form of governance that the state employs to inform its programme of managing the risks posed by offenders. This is evident through two particular pathways to reduce re-offending. Namely Pathway Two Education, Training and Employment and Pathway Six Children and Families. The argument presented is that current forms of punishment and imprisonment are characterised and defined within gender specific practices underpinned by the constitution of masculinity. The purpose of which is to reconstruct male prisoner’s attitudes and behaviour from that of deviant to non-deviant behaviour, from anti-social to pro-social values and through their moral and responsible reconstruction towards active, self-governing subjects. Thus the importance of maintaining family ties and the re-skilling and training of male prisoners to be able to compete within the labour market and obtain legitimate employment underpins political discourses surrounding penal concerns of the new rehabilitation. However governing at a distance and the state being unable or unwilling to place the children and family of offender’s on a formal footing and to effectively intervene to stimulate job creation activities within the labour market could mean that male prisoners are merely set up to fail.

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34

Strathdee, Robert Craig. "Social networks and the New Zealand National Qualifications Framework : the state's role in school-to-work transitions". Thesis, University of Canterbury. School of Educational Studies and Human Development, 2000. http://hdl.handle.net/10092/1790.

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This thesis is located within recent debates and controversies concerning the relationship between schooling and the labour market. It assesses the contribution made by the State through the National Qualifications Framework in helping poorly qualified, male school-leavers make efficient school-to-work transitions. To explore this issue the study draws on data generated in semi-structured interviews conducted with: 23 male, senior secondary school students and their parents; a selection of educators in secondary schools and private training establishments; and senior officials from Skill New Zealand. By comparing and contrasting the school-to-work transitions of the students with those of their fathers, it is shown that social networks formerly provided poorly qualified, male school students with a way to make efficient school-to-work transitions. However, economic changes of the last two decades have reduced demand in the labour market for semi-skilled and unskilled, male workers, and led to a growing number of poorly qualified, male students remaining in education as "discouraged workers". The emergence of the "discouraged worker effect", as it is referred to in the literature, suggests that the value of social networks has decreased. This decrease is problematic for the State because it has raised debate about the legitimacy of the State education system. It also suggests that traditional ways of organising schooling and structuring school-to-work transitions are no longer effective. In this context it is argued that the National Qualifications Framework is an intervention designed by the State to replace those functions previously performed by social networks. This thesis shows that the attempt to replicate these functions has increased levels of state intervention and that social networks have become commodified.

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35

Tomlinson, Jennifer Clare. "How are women's decisions about transitions in and out of part-time work affected by their work/life balance and changing policy and employment contexts?" Thesis, University of Leeds, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396580.

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36

Johansson, Emmie y Carolinn Arneng. "Övergången mellan skola och arbete : En studie om den förlängda övergången för personer som av eget val haft flera olika sysselsättningsstatus samt vad de upplever som ett attraktivt arbete". Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-88099.

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Under de senaste åren har det blivit tydligt att de ungas övergång från skola till arbete, “school-to-work transition”, har förändrats. Det innebär att övergången idag är längre och mer komplex jämfört med tidigare. Samtidigt som en del har svårt att träda in på arbetsmarknaden finns det andra som har möjlighet att få anställningstrygghet men som själva väljer en längre övergång bestående av flera olika sysselsättningsstatus och arbeten. I denna studie har vi valt att fokusera på målgruppen som själva valt en längre övergång för att få en inblick i hur de upplever den förändrade övergången mellan skola och arbete. Syftet med studien är att beskriva hur övergången mellan skola och arbete skildras av personer som av eget val haft flera olika sysselsättningsstatus samt undersöka vad de upplever som ett attraktivt arbete. Vi har utifrån en kvalitativ metod intervjuat tio kvinnor 30–35 år för att ta del av deras berättelser. Studien har sökt svar på hur intervjupersonerna upplever sina erfarenheter och värderar sina val, vilka faktorer som har påverkat valen samt vad som är viktigt för att ett arbete ska upplevas som attraktivt. Det har resulterat i en fördjupning av valmöjligheter, upplevelser av övergången och attityder till arbete. Studiens resultat visar att målgruppens övergång till stor del har präglats av olika sysselsättningar, brytpunkter och val som påverkats av både inre och yttre faktorer. Respondenterna upplever att de själva har kunnat påverka sina val även om andra faktorer såsom; personer i omgivningen, utbildning- och arbetsmarknad, ekonomi, sjukdom, intressen och personliga egenskaper samt tidigare arbetslivs- och studieerfarenheter också har haft en påverkan.  Respondenterna har till stor del haft positiva upplevelser av övergången men även tuffare perioder med osäkerhet och tvivel har präglat deras övergång.  Trots att respondenterna upplevt intensiva perioder där de hoppat runt mellan flera olika sysselsättningsstatus kan de ändå blicka tillbaka och se en “röd tråd”. Viktiga faktorer för att trivas på en arbetsplats är kollegor, arbetsuppgifter och flexibilitet. Även bra chefer, ett gott ledarskap, god kommunikation och att visa uppskattning är av stor betydelse. Få av respondenterna upplever att de har nått sina yrkesmål trots att majoriteten av respondenterna idag arbetar med det yrke som de utbildat sig till.

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37

Evans, Helen Kathryn. "'Making a tiny impact?' : listening to workers talk about their role in the transitions to adulthood of young people housed by the state". Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/68222/.

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This is a small scale, qualitative research study, based on focus group and interview data from eight participants across two workplaces. The participants are workers involved in supporting those young people who are unable to live with their families during their transition to adulthood: they are drawn from two services within the same local authority, leaving care and a specialist adolescent support service which provides housing and support for homeless 16 and 17 year olds. A review of the literature in this field identifies a gap in the research, with few studies focussed on the voices of workers engaged in this specific area of work. I have used three analytical frameworks (thematic, narrative and voice-centred relational) to explore the data from different perspectives. Positioning the data in this three-dimensional framework has enabled me to produce an in-depth analysis, considering more than simply the content of participants' responses. My findings are presented as a reflexive account, exploring how the respondents talk about their work. The data suggests that the talk falls into two broad areas: workers positioning themselves within a framework of organisation(s) and workers positioning themselves in relation to individual young people. A picture emerges from the data of two quite different workplaces. The relative structure and clarity of the leaving care personal adviser's job role appears to unite this group of workers around a more coherent script for talking about the work they do. In contrast, the workers from the specialist adolescent service openly acknowledge that there are differences of approach within their organisation, and appear to lack a shared way of articulating their role. The way in which the workers position themselves within the organisation also differs between the two groups: the leaving care workers talk passionately about the division between ‘us' (workers) and ‘them' (management). The specialist adolescent workers barely mention their managers, and there is little talk of a group identity (an ‘us'). These workers talk about the relationship they develop with individual young people as an intervention in itself. This relationship is conceptualised in various ways, with the clearest construct being parent-child. There appears to be a difference between the two organisations in the way in which this parent role is enacted: leaving care workers talk of an organisational corporate parenting responsibility, whilst workers from the specialist adolescent service talk more freely of thinking and acting as a good parent. In relation to their direct 1:1 work, the majority of participants describe using conversation to facilitate the development of problem solving skills, encouraging reflective thinking through the process of co-creating narrative. These emotional and cognitive skills are talked about as more valuable than specific practical independent living skills. The data suggests that emotional labour is acknowledged and managed very differently in these two workplaces. The leaving care group found it difficult to talk about the emotional aspects of their role, and this plays out in different ways in the interviews. Some participants describe struggling to manage the emotional impact of their work, otherwise struggle to articulate the emotional content of the work. As a group, they retreat from talk of emotional involvement with young people, distancing themselves by stating that it is beyond what is possible within their role. In contrast, the workers from the specialist adolescent service talk more comfortably about their emotional responses to the work: they appear to feel safer using themselves in their work, and seem better able to contain this emotional labour within the overall professional boundaries of their role. Workers talk of ‘making a tiny impact' - acknowledging the potential for their support to make a positive difference in young people's lives, whilst also highlighting the limitations of their role.

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38

Garavito, Cecilia. "Housework in Peru: Working Transitions, Education and Economic Cycle". Economía, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/118233.

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The aim of this work is to analyze the transitions from paid housework toward other occupations, unemployment and inactivity, and the determinants of these transitions. We use the panel data from the ENAHO for the periods 1998-2002, 2002-2006, and 2007-2011. After a detailed descriptive analysis of partial and complete panels, we find that around one third of the paid house-workers stay in this occupation while a similar percentage moves to independent work or low productivity salaried work. After estimating the transitions from paid housework to other occupations, and to inactivity, we find that a higher level of education is always related to a transition toward another occupation, although in the case of paid house-workers it is usually toward independent labor. Finally, transitions from paid housework to other occupations or inactivity depend on the economic cycle, although the marginal effects are lower for them than for women in general.
El objetivo de este trabajo es analizar las transiciones desde el trabajo del hogar remunerado hacia otras ocupaciones, el desempleo y la inactividad, así como los determinantes de estas transiciones.Para ello empleamos los datos panel de la ENAHO para los periodos 1998-2002, 2002-2006 y 2007-2011. Luego de un análisis detallado de las transiciones parciales y totales de cada panel, encontramos que alrededor de un tercio de las trabajadoras del hogar se quedan en la misma ocupación y que un porcentaje similar pasa a al trabajo independiente o a ocupaciones asalariadas de baja productividad. Al estimar los determinantes de las transiciones desde el trabajo del hogar remunerado hacia otras ocupaciones y hacia la inactividad, encontramos que un mayor nivel de educación está asociado a una salida hacia otra ocupación, si bien en el caso de las trabajadoras del hogar usualmente es hacia el trabajo independiente. Finalmente, las transiciones desde el trabajodel hogar remunerado hacia otros empleos o hacia la inactividad dependen del ciclo económico, si bien los efectos marginales son menores que en el caso de las mujeres en general.

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39

Ilhan, Bengi Yanik. "Youth In The Labor Market And The Transition From School To Work In Turkey". Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614179/index.pdf.

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In this thesis, we examine labor market outcomes for the youth (ages 15-29) using microdata from several rounds of the Turkish Household Labor Force Survey (HLFS). We begin by examining demographic trends. We then rely on synthetic cohorts. The fact that the HLFS sample frame targets the civilian non-institutional population brings about difficulties in interpreting labor market indicators. We show that a more reasonable picture of schooling and work choices emerges when a simple correction for &lsquo
missing males&rsquo
who are doing their CMS and examine the effect of Compulsory Military Service (CMS) on the transition from school to work by using discrete hazard models. We also investigate the time it takes to find the first permanent job to shed light on the recent evolution of the transition from school to work.Using Cox Proportional Hazard Model, we examine the effects of structural reforms and macro-economic conditions, and the permanence of these effects. We are able to study the differences in the hazard of obtaining the first permanent job by education levels non-parametrically. Finally, we investigate the changes in the cumulative baseline hazards over time and test for the presence of gender differences in the hazard rates by using time varying covariates. With the help of these covariates, we are able to compute the time needed for the closure of the gender gap.

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40

Lidström, Lena. "En resa med osäkra mål : Unga vuxnas övergångar från skola till arbete i ett biografiskt perspektiv". Doctoral thesis, Umeå universitet, Institutionen för barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-25574.

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School-to-work (STW) transitions have become more protracted over recent decades, with increased risks of unemployment and social exclusion for young people. Moreover, young people are expected to plan their own career and enhance their employability, although gender and social and cultural background still significantly influence employment prospects. Policies have been developed in an attempt to facilitate young people’s pathways into work. However, STW-transitions are one of the weakest points in Swedish welfare system; in addition the quality of career guidance has been questioned. This dissertation aims to describe and analyse young adults STW-transitions from a biographical perspective. It is based around life story interviews with 52 unemployed young adults’, 25-29 years old, including men and women with varying educational backgrounds, living in three different Swedish local contexts. Four research questions are examined: How do the young adults’ describe their STW-transitions in retrospect? What characterized their horizons of actions at the time of the interview? What is the impact of public career guidance? How did ethnicity, gender and locality affect answers to the above questions - and how may such differences be interpreted? The analysis of the young adults’ narratives was based on the careership theory developed by Hodkinson and Sparkes. In retrospect the young adults described their STW-transitions as an attempt to find and achieve personal goals. They emphasized turning points, i.e. when education or a job begins or ends, but also highlighted experiences when studying or working that make them realize what they wanted or what they would not accept. Four transition patterns, partly connected to gender and locality, were identified among the respondents: yo-yoing between workplaces, education and unemployment; mainly working; mainly in education; or mainly excluded from work and education. These patterns involved varying experiences, current situations and future expectations. At the time of the interview the young adults’ horizon of action involved interrelated aspects of life, but getting a stable job and settling down was pivotal to most of them. The strategies of the interviewees for navigating between dreams and reality diverged. However, they shared an ambition “to put one’s talents to good use” and feared not being able to do so. Experiences of career guidance were generally reported to have been sporadic and meaningless. However, in some cases, interventions are influential for example, when choosing an upper secondary school or during times of unemployment. The young adults’ employed various strategies when interventions adversely affected their goals; of these “to managing by one’s self” was the most common. In addition, guidance varied according to ethnicity and local structures. It is concluded that STW-transitions are challenging journeys, mainly undertaken without professional support, which the young adults perceived as uncertain.
Individen, vägarna, valen. Karriärval och vägledning i socialt, mångkulturellt och könsperspektiv

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41

Eberhagen, Niclas. "Understanding the Designing of Knowledge Work Support Tools as a Situated Practice". Doctoral thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-15083.

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The aim of the thesis is twofold. First, a need is exposed for adopting a situated design perspective in designing computer-based tools that support knowledge work. Second, an examination is made of what this perspective may reveal concerning the nature of processes and relations within the design situation. This is done to understand better what it means for users and developers, as well as other stakeholders, to approach and capture the tacit knowing within the work context. The argument for adopting a situated design perspective is based on experience drawn from development projects, as well as literature reviews. In these projects, the design situations encountered are best characterized as explorative and iteratively interpreted. Here, approaching and understanding the work context, together with the users, has at best been a pursuit of the vision of the future system guided by local circumstances, and where the users had difficulties in expressing and understanding what it is they want and how they want it. This implies that formal engineering methods, where the development work is reduced to an engineering endeavor based on a rationalistic perspective, are not sufficient. The situated design perspective is presented in this thesis as a conceptual model of the design practice, highlighting its constituent worlds, processes, and relations. The model depicts designing as an explorative and sense-making process, navigating between what is wanted or envisioned and what may be negotiated and discovered. It emphasizes the importance of the artifact being designed as a means to capture, communicate, and discover what is possible in the work context. The model makes clear that the design process is highly situated, and that it cannot take place outside the work context because of interdependent relationships. It is designing within the living work context, not design for an objectified one. Thus, it cannot be planned as a pure engineering endeavor, but needs to be viewed as a situated practice.

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42

Jönsson, Gisela. "After the change : How work role changes affect job satisfaction, turnover intention and general health". Thesis, Stockholms universitet, Psykologiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-81325.

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This study examined the role of people’s changing work roles and choice of work position for job satisfaction, turnover intention and general health after organizational change. Participants were 131 government agency managers undergoing a change of the management structure whereupon manager positions were cut down and everyone had to re-apply for the positions they wanted. Questionnaire data was collected before the organizational change and afterwards, when 43 of the participants were no longer managers. Four groups were formed from a combination of getting first choice of position or not and transferring down or not. A repeated measures ANOVA showed that the combination of not getting first choice of position and downward transfer resulted in significantly larger decrease in job satisfaction, larger increase in turnover intention and bigger decrease in general health than all other combinations. Practical implications for human resources management are discussed.

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43

Wåhlin, Anna. "Övergången mellan årskurs 3 och 4 : framgångsfaktorer för elever i språklig sårbarhet". Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-20605.

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Syftet med detta arbete är att bidra med kunskap kring framgångsfaktorer samt utvecklingsområden gällande övergången mellan årskurs 3 och 4 för elever i språklig sårbarhet. Bakgrunden till studien är min egen erfarenhet kring den utmaning som elever i någon form av språklig sårbarhet hamnar i under denna övergång. Studien genomfördes genom en nätbaserad kvalitativ och kvantitativ enkätundersökning riktad till verksamma speciallärare/specialpedagoger i årkurs 3 och 4. I studien valdes kommunala grundskolor F-6 i södra Sverige slumpmässigt ut.De teoretiska perspektiven som denna studie vilar på är det sociokulturella perspektivet, det relationella perspektivet samt ramfaktorteorin. Resultatet i min studie visar att det finns ett flertal framgångsfaktorer vid övergången mellan årskurs 3 och 4. Det som bland annat framkommer är att specialläraren/specialpedagogen och mentorn/klassläraren deltar vid övergången vilket bidrar till att eleverna ges en kontinuitet i till exempel fungerande arbetssätt, bemötande och extra anpassningar. Studien visar även att det finns en tydlig ansvarsfördelning samt vilken information som ska föras över i övergången, vilket bidrar till att den språkliga sårbarheten för eleverna minskar. Resultatet visar även på en god övergångskompetens i övergången beroende på kommunikation och samverkan mellan de som deltar i övergången. Studien ämnade även att undersöka elevers delaktighet vid övergången. Resultatet visade att elevers delaktighet är mycket begränsad. En specialpedagogisk implikation blir därför att öka elevernas möjligheter till delaktighet då denna är viktig för att främja deras kunskapande och måluppfyllelse.
The aim of this study is to contribute with knowledge about success factors and areas of development concerning the transition between year 3 and 4 for pupils in language vulnerability.The background of the study is my own experience of the challenges that pupils in any form of language vulnerability are being exposed to during this transition. The study was carried out through an internet based qualitative and quantitative survey aimed for practising special education teachers in year 3 and 4. In the study public schools from preschool class to year 6 in the south of Sweden were chosen randomly.The theoretical perspectives in the study are based on the sociocultural perspective, the relational perspective and the framefactor theory. The result in my study shows that there are a number of success factors during the transition between year 3 and 4. What is shown is for example that the special education teacher and the class teacher take part in the transitions which contributes to giving the pupils a continuity in form of for example successful ways of working, treatment and extra adaptation. The study shows that there is an explicit allocation of responsibility and which information is supposed to be conducted during the transition which makes the language vulnerability lessen för the pupils. The result also shows a good transition competence during the transition due to communication and interaction between those who take part in the transition. The study also aimed to investigate the participation of pupils during the transition. The result shows that the participation of pupils is very limited. An implication for special education is therefore to increase the possibility for pupil participation since this is important in order to support their knowledgeability and attainment.

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Sifaki, Eleni. "Gendered societal transitions : the shifting role of women in the table grape production network from Archanes, Greece to Europe". Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/gendered-societal-transitions-the-shifting-role-of-women-in-the-table-grape-production-network-from-archanes-greece-to-europe(2a9c2e49-cf1c-4454-9f29-73e044c66bf8).html.

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There have been major changes taking place in export horticulture over time that have been compounded by the recent economic crisis. Women and men have been affected differently by these changes. Women have played a major role as waged and unwaged labour but have also been significantly affected by these shifts. Although we know about the effects of the supermarket-led global production network (GPN) expansion on gender relations existing literature does not explore theoretically and empirically the gender implications of changing production networks. The thesis addresses this research gap by investigating the shifting role of women in the table (fresh) grape GPN from the town of Archanes in Crete, Greece to the European market and the implications for women’s labour agency across three periods. Thus, it addresses the research question: How has the relationship between women’s waged and unwaged work in the table grape GPN shifted across periods and what are the implications for gender and GPN analysis? It investigates changes across: 1) the period of the producer-led export market; 2) the period of the buyer-led GPN expansion; and 3) the period of crisis. A qualitative case study approach is used, utilising primarily interviews, focus groups and participant observation. This research builds on the GPN, feminist political economy and intra-household bargaining literatures to further develop a Gendered Global Production Networks (Gendered GPN) approach. An evolving Gendered GPN approach combines the GPN approach with a concept of gendered societal embeddedness which captures the interaction between commercial drivers and gendered societal relations. The thesis draws from the intra-household bargaining literature to incorporate a household level analysis of labour bargaining and fall-back positions to ‘unpack’ the concept of women’s labour agency. The thesis finds that while in the period of the producer-led export market women were unskilled labour, the expansion of supermarkets in period 2 offered skills and economic opportunities, enabling them to bargain in crisis even as unwaged labour in table grapes. Hence labour agency becomes more important in shaping women’s position in production networks than in the producer-led export market. Ultimately the GPN was still able to get high quality at low costs through female labour. Therefore commercial pressures influence gendered societal relations but also gendered societal relations influence commercial transitions. The findings show complex and non-linear forms of change characterised by tensions between commercial and gendered societal relations in a process of transition underpinned by shifts in women’s work and agency. I capture this with the concept of ‘gendered societal transitions’. This helps to further develop a Gendered GPN approach to advance knowledge of non-linear gendered transformations as GPNs evolve.

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45

Walthery, Pierre. "Geographies of motherhood : sub-national differences in the involvement in paid work of mothers of young children : the cases of Germany and the UK". Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/geographies-of-motherhood-subnational-differences-in-the-involvement-in-paid-work-of-mothers-of-young-children-the-cases-of-germany-and-the-uk(430e3049-3b9f-4dea-90ee-36fe138f03a5).html.

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In this thesis I analyse sub-national differences in the employment trajectories of mothers of young children in Germany (Bundeslaender) and the UK (Government Office Regions and Metropolitan counties). The thesis combines longitudinal and spatial approaches to paid work, and focuses on mothers of children under 6 - arguably the group at the core of the social (re)production of gender differences in employment. One of its aims is to nuance the existing literature explaining the differences in women's involvement in paid work in terms of national welfare and/or breadwinner regimes - by looking at the nature and extent of regional variations in the patterns of involvement that make these countries typical of such regimes. Its specific goals consist in testing the Latent Growth Curve (LCM) framework as a method for modelling variations in participation in paid work over time, then in exploring three possible explanations for the regional differences observed. The respective role of regional differences in the family formation and social position of the maternal labour force, of the availability of suitable jobs in particular segregated jobs, and finally of economic histories in relation to women's orientations to work is assessed. The results confirmed that LCM represents an innovative tool to understand variations of involvement in paid work over time, and revealed significant regional differences, beyond the 'North South' and 'East-West' divides documented respectively in the UK and Germany. In both countries, results pointed at a combined effect of the three explanatory factors analysed. Whilst composition and labour demands effects went some way towards explaining some of the variations observed, at the same time additional regional variations were discovered once composition factors were taken into account. Finally the pattern of association between the remaining unexplained regional variation and aggregate attitudes of women towards paid work suggests an influence of long term trends in participation on present levels of involvement.

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Baxter, Jennifer Anne y Jennifer Baxter@aifs gov au. "The Employment of Partnered Mothers in Australia, 1981 to 2001". The Australian National University. Research School of Social Sciences, 2005. http://thesis.anu.edu.au./public/adt-ANU20070716.112159.

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The employment rate of young partnered women and partnered mothers increased considerably over the 1980s, while there was less change in the 1990s. This thesis explores these changes, with a focus on partnered mothers with young children. The objectives are to describe what the changes in female employment were, and to analyse why they might have occurred. ¶ The analyses were primarily quantitative, although they were put into context with extensive reviews of Australian and, where relevant, international literature. The primary source of data was Australian Bureau of Statistics (ABS) Census data. Other data used included those from the ABS Child Care Surveys, Negotiating the Life Course Survey and the National Social Science Survey. ¶ Many changes in maternal employment were identified. The most notable change was the increase in the number and proportion of partnered mothers working part- time hours. Job characteristics also changed, with these women in full-time or part- time jobs more likely to be working in higher skilled professional and para- professional jobs in 2001, compared to 1981. For partnered mothers with a child aged less than one, the proportion working increased, but there was also evidence that more women were making use of maternity leave. ¶ Coinciding with these changes were a number of compositional changes, as women of succeeding birth cohorts were more educated, and more likely to delay marriage and childbearing. Attitudinal change was also evident, as people became more accepting of working wives. Attitudes to working mothers with young children changed less, with a strong preference for mothers to be at home when their children were young. Also over this period, there were many changes in infrastructure, policy and the labour market generally that had impacts on female employment opportunities and conditions. These changes are explored in detail, and their relationship to employment change examined. ¶ Because there were so many changes in these factors occurring over this period, the exact causes of employment change were difficult to identify. Also, an analysis of employment change is complicated because the causality of certain effects does not run in only one direction there are more complex links between education, childbearing and employment that should be accounted for in explaining changes over time. Similarly, changes in supply of labour are difficult to disentangle from changes in demand for labour. ¶ Compositional changes were certainly important in explaining the growth in the proportion working, especially for younger women. These women were not only more highly educated in 2001, they were less likely to have children. For working mothers, the effect of increased education levels could be seen in the greater numbers working in higher status occupations. ¶ The analyses of infrastructure and policy change, particularly that of changes in income support and child care provision which were covered in some detail, did suggest that certain aspects of these broader changes were associated with changes in employment, at least for some sections of the population. Income support changes may have enabled more mothers, particularly those in low-income households, to stay at home with young children. This might be part of the reason for the slower growth in female employment in the 1990s, as payments to single-income families increased. ¶ The increased availability of formal child care was likely to have enabled more mothers to work, although the use of informal care, and parental-care only also grew over the 1980s and 1990s. The cost of care continues to be prohibitive for some families. ¶ Increases in part-time work continued even when the overall rate of employment slowed down. Changes in industrial relations, through award restructuring and the introduction of enterprise bargaining, were associated with an increased availability of part-time jobs. This sustained use of part-time work was congruent with the employment preferences of working mothers with young children. Also, the evidence presented shows that part-time work has grown in higher status as well as lower status jobs. ¶ Overall, while it was not possible to identify the exact causes of employment change, the compositional (education and childbearing changes in particular), attitudinal and broader infrastructure/policy changes were no doubt related.

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47

Engmark, Emmeli y Frida Eriksson. "Att ordna övergångsprocesser utifrån det enskilda barnet : -En kvalitativ studie om förskollärares beskrivningar av övergångar från förskola till förskoleklass". Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-85031.

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This study describes transitions from preschool to preschool class. The purpose of this study is to contribute with knowledge of preschool teachers perspectives on their work of adapting transition processes to individual children´s needs and conditions. The focus of the study is preschool teachers descriptions/statements of their work. To answer the research questions qualitative interviews were done with five preschool teachers, from five different preschools. The study´s theoretical starting points are attachment theory and co-produced leadership. The results and conclusions show that the preshool teachers´work of adapting transition processes is conducted in different ways. This study contributes with the knowledge that it is complex to adapt transition processes for children individually and how the work is conducted can affect equivalence.
Den här studien beskriver arbetet med övergångar från förskola till förskoleklass. Syftet med studien är att bidra med kunskap om förskollärares perspektiv på sitt arbete med att anpassa övergångsprocesser till enskilda barns behov och förutsättningar. Fokus ligger empiriskt på deras beskrivningar/utsagor av sitt arbete. För att besvara syftet gjordes kvalitativa intervjuer med fem förskollärare, från fem olika förskolor. Studiens teoretiska utgångspunkter är anknytningsteorin och samproducerat ledarskap. Resultat och slutsatser visar att förskollärarnas arbete med att anpassa övergångsprocesser bedrivs på olika sätt. Den här studien bidrar med kunskap om att det är komplext att individanpassa övergångsprocesser för barn och att sättet som arbetet genomförs på kan påverka likvärdigheten.

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48

Freeman, Denny. "Transitions in higher education reducing the anxieties which designated students of Carl Albert State College will face as they transfer to four-year colleges /". Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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49

Hervelin, Jérémy H. "School-to-Work Transitions and Related Public Policies : Evidence from Field Experiments in France Apprenticeship and Youth Unemployment Is There a Second Chance for High-School Dropouts? Evidence from a Large-Scale Correspondence Study Agencies: Evidence from a Text Messaging Experiment". Thesis, Institut polytechnique de Paris, 2020. http://www.theses.fr/2020IPPAG010.

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Cette thèse se concentre sur les transitions école-emploi et les politiques du marché du travail qui y sont liées, en particulier pour les jeunes en difficulté. Basée sur des expériences de terrain menées en France en 2018 et 2019, elle comprend trois chapitres qui ajoutent de nouvelles preuves empiriques à la littérature économique.Le premier chapitre apporte de nouveaux éléments sur la forte insertion professionnelle des apprentis. Il montre que le succès de l'apprentissage ne repose pas, dans le contexte français, sur un meilleur accès à l'emploi de ceux qui ne restent pas dans leur entreprise de formation. L'expansion de l'apprentissage a donc des effets très limités sur le chômage des jeunes si elle ne s'accompagne pas d'une augmentation de la rétention en entreprise de formation.Le deuxième chapitre contribue à mieux comprendre les préférences des employeurs concernant des profils de jeunes décrocheurs scolaires. Il montre que les décrocheurs qui sont restés inactifs pendant plus de deux ans ont beaucoup moins de chances d'être rappelés pour un emploi que les diplômés du secondaire. L'emploi subventionné et la formation professionnelle augmentent les chances des décrocheurs, mais leurs chances restent encore faibles. Seule la combinaison de ces deux politiques permet aux jeunes décrocheurs de rattraper ceux qui n'ont pas abandonné l'école, réduisant les signaux négatifs associés au décrochage scolaire et à la durée d'inactivité.Le troisième chapitre présente une expérience de terrain visant à analyser l'efficacité de SMS envoyés pour diriger des jeunes ni en emploi, ni en formation, vers des structures publiques d'aide. Tous les SMS ont été individualisés et comprenaient des informations spécifiques sur ces structures. Les résultats indiquent que les textes n'ont pas eu d'effet significatif sur la probabilité de s'adresser à ces structures. Ces résultats montrent que l'envoi de SMS à cette population n'est pas une stratégie efficace pour la diriger plus facilement vers une solution d'aide publique.L'argument principal de cette thèse est donc de combler les écarts entre les écoles et les entreprises, afin qu'une proportion significative de jeunes puisse éviter une situation de non-emploi comme première expérience sur le marché du travail
This thesis focuses on school-to-work transitions and related labor market policies designed to smooth these transitions, especially for young people in difficulty. Based on field experiments carried out in France in 2018 and 2019, it comprises three chapters that add new empirical evidence to the economic literature.The first chapter brings new evidence on the higher employment rate of apprentices than vocational students after graduation. It shows that the success of apprenticeship does not rely, in the French context, on better job access to those who do not remain in their training firms. The expansion of apprenticeship thus has very limited effects on youth unemployment if this is not accompanied by an increase in the retention of apprentices in their training firm.The second chapter contributes to the understanding of employers’ preferences regarding young school dropout applicants. It shows that school dropouts who have remained inactive over two years have a significantly smaller chance of being called back for a job compared to non-dropout high school graduates. Subsidized employment and vocational training boost dropouts’ chances, but their chances remain still lower. Only the combination of the two policies lets young dropouts to catch up with their non-dropout peers. Manipulation of the profiles indicates that both dropping out of school and inactivity duration entails negative signals for the employers.The third chapter presents a field experiment designed to analyze the effectiveness of text messaging by public assistance agencies seeking to enroll young people who are not in employment, education, or training (NEET). All texts were individualized and included specific information about the agencies. Results indicate that the texts had no significant effect on the probability of going to those agencies. These findings show that sending texts to this population is not an effective strategy for enrolling it more easily.The main argument of the thesis thus advocates closing gaps between schools and firms, so that a significant proportion of young people may avoid a non-employment situation as their first experience in the labor market

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50

Flynn, Matthew Christian. "Industry-school partnerships: An ecological case study to understand operational dynamics". Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/83636/4/Matthew_Flynn_Thesis.pdf.

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This thesis is an ecological systems case study of an industry-school partnership. It examines a minerals and energy sector partnership with Queensland schools and explains the operational dynamics. In doing so, an original contribution to theory and practice was presented, together with implications for the impact of industry on education.

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Tesis sobre el tema "Transitions to work"

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