Thèses : « Transition from university to work »

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

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

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Haase, Claudia M. « Agency and adaptive development in the transition from university to work : a longitudinal study / ». kostenfrei, 2007. http://d-nb.info/988399989/34.

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

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

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

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

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

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

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This qualitative study represents an examination of the perceptions of 18 recent business college graduates of their transition experiences from college to the workplace. The participant’s ages ranged from 23 to 28 years including 4 males and 14 females of diverse racial and ethic groups. One-on-one, semi-structured, open-ended interviews were the primary method for data collection. Using excerpts from the participants’ interviews, the data were examined and analyzed using content analysis (Patton, 2002) and educational criticism (Eisner, 1998). The data were organized into three main topics: the importance of organizational socialization, the complexity of mentoring in the workplace, and the continuation of young adult development. The findings include the newly hired graduates’ feelings regarding the support received from educators and employers in their transition into the workplace, what should be done to assist them in the transition process, and their continued optimism about their futures with their employers and their desire to succeed.

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Mitchell, Moana Erika. « "All we got to see were factories." : scoping Maori transitions from secondary school : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Arts in Education / ». ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1244.

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

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

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Maduka, Grace U. « Transition from school to work ». Thesis, University of Manchester, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304846.

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

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

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Worth, Sean. « Youth employability in the transition from school to work ». Thesis, University of Bath, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413907.

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Slaughter, Katherine Alice. « Mapping the transition : content and pedagogy from school through university ». Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7618.

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A study has been carried out at the University of Edinburgh in order to examine how physics students’ abilities and attitudes towards study change during their time at university. This is a large topic with numerous possible avenues of research, as a result the field has been narrowed for this thesis in order to focus on three main subject areas; how students adapt during the transition from school to university, how students attitudes towards studying physics change during an undergraduate degree and, finally, student data handling skills in the undergraduate laboratory with links to whether student perceptions of their data handling skills are consistent with their ability. It has been found that students may face difficulties going from school to university study. Students potentially face gaps in their prior learning due to differences in school leaving qualification syllabi, which is compounded by instructors having expectations of student ability that are higher than student actual ability. It has been seen that students become less positive in their attitudes towards study over the course of their first year of instruction, potentially due to a drop in confidence. In the subject area of attitudes towards study, longitudinal studies have been carried out in order to examine the expert-like thinking of students. Results gathered are suggestive of a selection effect with the most expert-like thinkers possessing levels of expert thinking similar to those of physics instructors, even when initially entering the degree program. Investigation of student laboratory work has shown that there is a large gap between student estimations of their own ability and the reality of such skills. This has been demonstrated by contrasting the results of surveys examining student perceptions towards practical work with data gathered from a data handling diagnostic test that has been designed and implemented as part of this thesis.

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Kirton, Derek. « The transition from school to work in the Durham Coalfield ». Thesis, Durham University, 1987. http://etheses.dur.ac.uk/6786/.

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This study examines via questionnaire and interview data, various aspects of the transition from school to work experienced by young people in the Durham Coalfield during the 1980s. The aspects covered are those of education and careers guidance, unemployment, occupational choice, experience of work and its financial rewards, trade unionism, changes in family and leisure patterns, migration and certain political issues relating to youth unemployment. Analysis of data from prospective school leavers and young workers relating to these areas form the bulk of the study, but the context(s) foranalysis are also of crucial importance. Data are analysed within two related contexts. The first is that of the history of the Coalfield - its economy and culture, class structure, sexual divisions and internal spatial variations. Particular attention is given to the decline of an economy based on coal and steel, and the rise of a 'branch plant' economy where factory employment suffers from considerable instability. The recent collapse of the youth 1 abour market and its progressive replacement by state sponsored schemes provide the immediate context for the study. A second concern is to relate study of the transition to three major debates with industrial sociology, namely those relating toorientations to work, to labour market divisions and the issue of a 'dual labour market', and to the arrival of a 'post-industrial' society. Throughout, a critique is offered of empiricist and reductionist accounts of the transition and an attempt is made to provide a more adequate analysis based on concerns with structure, consciousness andaction as catalogued in the testimony of prospective school leavers and young workers. It is also argued that the exchange of labour-power provides a crucial element in the framework for understanding the transition.

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Riedel, Monika, Helmut Hofer et Birgit Wögerbauer. « Determinants for the transition from work into retirement in Europe ». Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1186/s40174-014-0027-5.

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We use the labor force ad hoc module "transition from work into retirement" to analyze the link between individual as well as pension system characteristics and planned retirement age within the European Union. We find that timing of retirement is correlated between partners who are, already at the stage of retirement planning. In richer countries of the EU15, standard retirement age seems to have a larger effect on planned retirement age than in poorer EU15 states or in new EU member states. The effect of pension wealth is largest in the new EU member states and smallest in rich EU15 countries. Furthermore, industry and occupation effects differ by country type. (authors' abstract)

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Balyejjusa, Moses. « Transition of asylum seekers from shelters to independent living ». Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40836.

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There is an ongoing argument that the settlement services provided to asylum seekers in Canada are inadequate. However, the contribution of these services in general and that of shelter services has not been researched. This study sought to examine the contribution of emergency and temporary shelter services to the independent living of asylum seekers in Montreal. Using a qualitative approach, data was generated from 10 participants (service providers and former service users) of Montreal shelter. The major contribution of the Montreal shelter services was the development of social networks which former residents used to access employment and housing. Although the services contributed to the independent living of former residents such as accessing permanent housing, employment etc other external factors impeded their successful settlement in Montreal. The most important factor was employment related discrimination in the job market based on language ability, foreign academic qualifications and work experience.
Les services d’intégration inadéquats offerts aux réfugiés demandant le droit d’exil suscitent un perpétuel débat. Toutefois, peu de recherches ont été effectuées sur la contribution de ces services en général et sur les services d’hébergement.Cette étude vise à examiner la façon dont contribuent les services d’urgence et temporaires offerts par les centres d’hébergement à l’autonomie des demandeurs d’asiles à Montréal. Une approche qualitative a été utilisée pour recueillir les données provenant de dix participants qui étaient soit des fournisseurs de services, soit des anciens usagers des maisons d’hébergement de Montréal. La principale contribution des services d’hébergement de Montréal a été le développement du réseau social qui facilite, pour les bénéficiaires des services, l’accès à l’emploi et à l’hébergement. Même si les services ont contribué à l’autonomie d’anciens résidents en les aidant à se trouver un hébergement permanent, un travail, etc., des facteurs externes ont contré la réussite de l’intégration à Montréal. Pendant la recherche d’emploi, le facteur le plus marquant a été la discrimination liée au niveau de langue, à la reconnaissance de la scolarité étrangère et à l’expérience de travail.

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Lundsteen, Natalie C. « Learning between university and the world of work ». Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:f2686c18-4133-4561-9835-ae0e3f6ab8d9.

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Internships are an increasingly popular activity for university students wishing to learn about the world of work, and the term can encompass many types of opportunities for learning about industries, occupations, or simply the experience of a professional workplace. The present study examines students following full-time degree courses across a range of subjects, in internships that are not integrated into course requirements. Internships of this kind are often located within the ‘employability agenda’ for higher education, developing students’ transferable skills to enable them to make smooth transitions to knowledge work outside the university. University careers advisors therefore encourage these internships as a form of experiential learning, and the notion of student employability is implicitly accepted by policymakers and universities. Yet, little is known about how or what students learn in internships. This study, which took place over three summers, examines how six students from one university made sense of their ten-week summer internships in an investment bank. The students were interviewed prior to their internships, three times during the banking internship, and again on return to the university. Using conceptual tools from sociocultural theory, the study starts from an understanding of movement between university and workplace as a matter of transition, rather than transfer and application, of knowledge and skills from university to the workplace. Adopting the idea of the ‘figured world’ (Holland et al., 1998) permits examination of how the students engaged with the cultural world of the workplace setting, interpreting and engaging with the practices there, and experiencing identity struggles that were of significance to them. The findings reveal the lack of support for the students’ engagement both before and during their placements, and have implications for the careers advising given to students undertaking internships. The study therefore concludes with a presentation of the principles that underpin student experience of internships. Universities can assist this by providing more resources for guidance to students undertaking internships, by assisting them with developing an awareness of the motives that are inherent in the workplace, as well as their own motives and those of employers providing internships.

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Furlong, A. J. « The effects of youth unemployment on the transition from school ». Thesis, University of Leicester, 1987. http://hdl.handle.net/2381/7938.

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Much of the literature on the transition of young people from school was undertaken at a time when employment opportunities for young people were quantitively and qualititavely different from the 1980's. This thesis uses data collected in a longitudinal study in order to examine the youth transition in the 1980's. The young people whose experiences are studied, follow various post-sixteen routes. Not all the young people in this study have direct personal experience of unemployment, yet high levels of youth unemployment in a local labour market are shown to have far reaching consequences. On an empirical level, this thesis makes a number of contributions to sociological and social-psychological knowledge of the transitional period. It examines the relationship between schooling and the local labour market, paying particular attention to the development of occupational aspirations. It looks at the development of work attitudes and shows how young people may develop "image maintenance" strategies in order to maintain their aspirations in the face of adversity. On a theoretical level, the thesis enhances sociological understanding by using an experiencial dimension to bridge the gap between the structural approaches which are often neglectful of the effects of human action and interpretive approaches which are sometimes guilty of neglecting the very real constraints on action. In doing so, it goes some way towards bringing together theoretical traditions which have long been seen as irreconcilable.

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Reardon, Phyllis E. « The school to work transition of the early school leaver ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0033/MQ47472.pdf.

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Jahan, Nowrozy Kamar Aree Prohmmo. « Early transition to motherhood : evidence from Kanchanaburi demographic surveillance system, Thailand / ». Abstract, 2007. http://mulinet3.li.mahidol.ac.th/thesis/2550/cd406/4737936.pdf.

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Kwan, Chi Kit. « Individualization and school-to-work transition : a study of university graduates in Hong Kong ». HKBU Institutional Repository, 2012. https://repository.hkbu.edu.hk/etd_ra/1426.

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Boustead, Therese Mary. « A comparison of skills in the transition from secondary to university mathematics ». Thesis, University of Canterbury. School of Sciences and Physical Education, 1994. http://hdl.handle.net/10092/3752.

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In this study two groups of first year university mathematics students were qualitatively assessed for differences in task specific knowledge, understanding and problem solving skills. Individual interviews were conducted with 12 first year university students who obtained between 40% and 49% in a secondary school mathematics examination and nine first year university students who obtained between 85% and 89% in the same examination. These interviews took place after completion of two separate written tasks, one in calculus and the other in matrix methods. Results indicated that students in the group with the lower marks were more sensitive to institutional transition factors and exhibited isolated knowledge reinforced by a surface (or reproductive) approach to learning. The students with the higher marks used intuitive knowledge in problem solving and possessed a highly integrated knowledge base reinforced by a deep-achieving approach to learning. Differences in characteristics were consistent between the two groups for both tasks.

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Kouvela, Eirini. « A socio-cultural analysis of the transition from school to university mathematics ». Thesis, Loughborough University, 2017. https://dspace.lboro.ac.uk/2134/32508.

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This research project investigates first year mathematics students' transition from school to university mathematics. I focussed my attention on the messages that students receive from their lecturers during the teaching and learning of mathematics at this level. By decomposing each transmitted message into the underlying structures of power and control that it carries I investigated in what ways these affect students' adjustment to the new context. In order to examine students' interactions with the messages I took into account their previous experiences while working with mathematics. The results of the study reveal a direct influence of the degree of power and control of the transmitted messages on students' adjustment. This influence is highly dependent on students' interpretations of the messages which are mediated through their identities as mathematics learners. With this work I approached the secondary-tertiary transition as a multifaceted process which accounts for the development of students' identities as mathematics learners while they interact with the transmitted messages and try to position themselves in the new context.

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Tam, Ki-ping, et 譚基平. « An exploratory study of transition from school to work of juvenile probationers ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B3124905X.

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Villavicencio, Ríos Alfredo. « The right to work : transition from free dismissal to guaranteed constitutional right ». Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/116195.

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After presenting the evolution of labor stability law in Peru, public and private scopes of the right to work are described allowing the Constitutional Court redefine dismissal regime (working stability of exit), in general, and specifying temporary recruitment regime (working stability of entry). Redefinition of dismissal legal framework is analyzed from constitutional and judicial case law stressing solved and pending issues.
Tras presentar la evolución del derecho de estabilidad laboral en el Perú, se precisan los alcances públicos y privados del derecho al trabajo, que permitieron al Tribunal Constitucional redefinir el régimen del despido (estabilidad laboral de salida), en general, y comenzar a precisar el régimen de contratación temporal (estabilidad laboral de entrada). Se analiza la redefinición del marco jurídico del despido a partir de la jurisprudencia constitucional y judicial, poniendo en relieve los temas resueltos y los pendientes.

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Mlatsheni, Cecil. « Youth unemployment and the transition from school to work in Cape Town ». Doctoral thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/9302.

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Includes bibliographical references.
This thesis utilises, in the main, a unique panel survey of youth in Cape Town to gain insights into the functioning of the labour market in relation to transitions from schooling to work for youth. The Cape Area Panel Survey (CAPS) was conducted between 2002 and 2006, a period which coincides with upswing in the South African economy culminating in relatively high economic growth in recent history. The introductory chapters utilise cross-sectional data (Labour Force Survey, 2005) in order to contextualise the panel data analysis that follows in subsequent chapters. A large portion of the South African population is youth. Either this facet of the demography of the country can be converted to a positive social benefit through reaping a demographic dividend or a high price could be paid through carrying a large contingent of unemployed. Indeed, much of the country's social safety net, social returns on investments in education and health and even infrastructure depend on the absorption of youth into a productive place in society. The labour market sits centre stage of all of this. The softest version of the South African dream is that post-apartheid youth cohorts have better opportunities and possibilities than their parents. These intergenerational concerns require the delivery of better education and health care but also the opportunities to use these human capital investments in gainful employment. In the introductory chapter, the perspective taken is to look at the labour market entry situation through the eyes of the youth. What does the employment situation look like to the youth as they consider leaving education to enter the labour market? How does this labour demand picture mesh with their individual, household and community contexts that they bring into the labour market? Through this interrogation, the chapter teases out a few key barriers to youth labour market participation and employment. The operation of these barriers is then illustrated by looking at the reality of securing employment for South Africa's youth. In particular, the disparities in youth unemployment observed by age, race and gender are investigated in Chapter 2. This is done by using the Labour Force 2005 data (LFS 2005) and applying the residual difference method of decomposing group wage differences (Oaxaca, 1973) to discrete choice models. I find that most of the employment gap by age is explained by individual characteristics. Slightly more than half of the racial employment gap however is unexplained by individual characteristics while an even higher percentage of the gender employment gap is unexplained by individual characteristics. In Chapter 3 the nature and degree of duration dependence in the Cape Town labour market is examined using survival analysis. The CAPS has month-by-month data on job search and employment and is ideal for the duration analysis. I find positive duration dependence and a monotonically increasing hazard of exiting unemployment. Chapter 4 then investigates the extent to which the disadvantage experienced in securing employment translates into disadvantage in wages in the first job. A decomposition analysis of the race and gender wage gaps is also carried out. I find racial and gender wage gaps that are largely unexplained by observable individual characteristics.

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Tam, Ki-ping. « An exploratory study of transition from school to work of juvenile probationers / ». [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13115637.

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Crowell, Jeri L. « An exploration of urban teachers' work from an ecological perspective ». Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1172520180.

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Thesis (Dr. of Education)--University of Cincinnati, 2007.
Title from electronic thesis title page (viewed Apr. 6, 2007). Includes abstract. Keywords: ecological counseling; urban teachers' careers; person-environment fit; meaning making is the basis for perceptions Includes bibliographical references.

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Santee, Veronica Vonciele. « Surviving the transition from foster care to adulthood| A phenomenological study ». Thesis, University of Phoenix, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3585974.

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The purpose of this qualitative phenomenological study was to explore the perceptions of foster care support services providers about the most effective support services for transitioning wards from foster care to independent living. Set in a suburb of a large metropolitan area, the data for the study were from pre-interview questionnaires and audio recorded interviews of 10 foster care support services providers. Data collected underwent analysis using NVivo 9 software to identify emerging themes from the interview and to collate the common practices and most effective support services for transitioning from foster care to independent living. The five central themes resulting from 10 participants’ answers to interview and pre-interview questions included (a) beginning the emancipation process, (b) monitoring the emancipation process, (c) primary sources for a successful transition, (d) barriers hindering the successful transition, and (e) tactics developed to improve the transitional outcome. The study findings have implications for foster care support services providers’ leadership. Foster care agencies could hold collaborative meetings every month in a community facility such as a school, church, or hall, to maintain a visual on goal setting practices and to provide foster youth a sense of security and safety to improve the desire to succeed.

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Walker, Clare. « Reflections on the newly qualified social worker's journey : from university training to qualified practice ». Thesis, Anglia Ruskin University, 2014. http://arro.anglia.ac.uk/347147/.

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This qualitative research study explores the experience of graduating social workers making the transition from university training into work as qualified social work practitioners. Most studies in this area look at the practice readiness of the newly qualified professional. This study looks at the participants’ experience in the work place. How do participants experience this journey of transition? What skills, particularly reflective practice and supervision, learned in training, are important to them? Eight graduates were interviewed three times as they began to practice, after six months and at the end of year one. Four people worked in children’s services, four in adult services. The methodology adopted for this research was Interpretative Phenomenological Analysis (IPA). These findings suggest there is a process of transition that has three strands, phased development, a professional strand and a psychological /emotional strand. These strands are unique and taken together give a holistic view of an individual’s journey of transition. Across the eight participants there were commonalities and divergences between transition experiences. However a model of transition did emerge which may be applicable to other professional spheres. Reflective practice and supervision appear to be key elements of a newly qualified social workers practice. All participants received supervision; for the majority supervision was focused on case discussions and the social workers decision making: Little place was given to reflection on practice this was seen as an activity that worker’s carried out on their own in their car following a home visit, or on the way home at the end of the working day. There was no clear model of reflective practice used. A further finding concerns the methodology IPA, particularly this researcher’s experience of bracketing and research journaling as part of the research process.

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Walker, Clare. « Reflections on the newly qualified social worker's journey : From university training to qualified practice ». Thesis, Anglia Ruskin University, 2014. https://arro.anglia.ac.uk/id/eprint/347147/1/Dr%20Clare%20Walker%20Final%20thesis.pdf.

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This qualitative research study explores the experience of graduating social workers making the transition from university training into work as qualified social work practitioners. Most studies in this area look at the practice readiness of the newly qualified professional. This study looks at the participants’ experience in the work place. How do participants experience this journey of transition? What skills, particularly reflective practice and supervision, learned in training, are important to them? Eight graduates were interviewed three times as they began to practice, after six months and at the end of year one. Four people worked in children’s services, four in adult services. The methodology adopted for this research was Interpretative Phenomenological Analysis (IPA). These findings suggest there is a process of transition that has three strands, phased development, a professional strand and a psychological /emotional strand. These strands are unique and taken together give a holistic view of an individual’s journey of transition. Across the eight participants there were commonalities and divergences between transition experiences. However a model of transition did emerge which may be applicable to other professional spheres. Reflective practice and supervision appear to be key elements of a newly qualified social workers practice. All participants received supervision; for the majority supervision was focused on case discussions and the social workers decision making: Little place was given to reflection on practice this was seen as an activity that worker’s carried out on their own in their car following a home visit, or on the way home at the end of the working day. There was no clear model of reflective practice used. A further finding concerns the methodology IPA, particularly this researcher’s experience of bracketing and research journaling as part of the research process.

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Cortijo-Doval, Elin. « Self-Determination for Students with Disabilities from a Hispanic Background in Transition from School to Work ». VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1640.

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Dietrich, Leanne B. « Rural students in transition, the first year university experience from a rural perspective ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ39817.pdf.

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Jacobs, Anne M. « A study of student experiences in transition from college/technical institute to university ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0004/MQ41830.pdf.

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Brown, Jenna. « From home to university : an interpretative phenomenological analysis of students' experiences of transition ». Thesis, University of Surrey, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658835.

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Up to 50% of young people in the UK attend university on leaving school (Adams, 2013). Although different aspects of this transition have been examined empirically, little attention has been paid to how young people experience it, despite the finding that almost 30% of students exhibit clinical levels of distress during their time at university (Kerr, 2013). The present study used qualitative methods to explore how individuals make sense of their experience of the transition to university. Ten undergraduate students (7 women, 3 men) were interviewed, and their responses analysed using Interpretative Phenomenological Analysis (IPA; Smith, Flowers & Larkin, 2009). IP A seeks to provide a psychological interpretation of participants' experiences and identify commonalities between different accounts, whilst remaining grounded in the ideo graphic experiences of individuals. Four super-ordinate themes were produced for men, and four for women. Four whole-group themes were also produced. All participants talked about establishing a secure base at university, finding a secure base in new friendships at university, development and personal growth, and coming to terms with the reality of university life. These applied to both men and women, but men emphasised the importance of personal growth and shaping their self-development, whilst women prioritised developing a sound social platform. A discussion of these themes in relation to extant literature is then presented, followed by a critique of the present study. Recommendations for further research are also made, and implications for policy and practice are explored. The importance of expanding this area of study is also emphasised.

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Birnie-Lefcovitch, Sheldon Jacob. « Adaptation during the transition from high school to university, an examination of selected person, environment and transition perception variables ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21897.pdf.

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Bravo, Daniela. « Parents' perspectives of undocumented students' transition from high school ». Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523275.

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The focus of this qualitative study was to explore the parental experience of raising an undocumented child, particularly during the transition from high school. The sample consisted of 11 parents. Parents reported several negative feelings, including impotencia, guilt, fear, worry, and frustration. Many stated that their undocumented children's challenges increased as they entered high school. These challenges included school trips, driving without a license, and planning for further education. Coping methods for parents included hope, faith and spirituality, and seeking information about educational and immigration options. Parents spoke of instilling in their children a drive to not give up despite the barriers ahead of them. Several mentioned that their undocumented children's experiences inspired their other children to succeed. The results suggest that social workers should provide information and counseling to these families and should advocate for policy changes to help this vulnerable population.

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Ayna, Dinah. « Program evaluation of the Wayne State University (WSU) Transition to Independence Program (TIP) ». Thesis, Wayne State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10153499.

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Background: A significant number of children in the US are placed in the child welfare system every year. Among the multiple negative outcomes associated with being in the foster care system is a wide academic achievement gap between foster students and the general population, as well as other disadvantaged groups (e.g. low income). Low academic achievement is particularly pronounced in college. The government and higher education institutions are recognizing these educational gaps and developing specialized programs to address the unique needs of foster students; however, the effectiveness of these programs remains unclear. This study aims at evaluating the effectiveness of one program, the Transition to Independence Program (TIP), in improving academic outcomes for foster students at Wayne State University (WSU) during the first 2 years of the program initiation (2012-2014). Methods: patterns of TIP service utilization (mentoring; financial aid; contact with campus coach and community partners) among 120 individuals who had been wards of the court, and its association with academic outcomes were examined on the following variables: GPA, academic probation status, first year retention, remedial classes, being on track for graduation, and graduation status. Further, TIP students’ performance on those same academic variables was compared to two groups: (1) 120 low income, non-foster care youth, and (2) 26 former foster care youth who did not receive TIP services. Results: 73% of TIP students used at least one service and students who used any program services were 5.7 times more likely to be retained than those who had not. Additionally, TIP students performed better than foster, non-TIP students on the academic variables, and the academic gap with low-income students was reduced. Discussion: TIP is effective in improving academic outcomes for students from the child welfare system. Implications and future directions are discussed.

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Heard, Edward L. « Overcoming church splits insights from leaders who have survived transition / ». Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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Kim, Najung. « Work Transition, Work Identity Change, and Age : Where Do I Come From ? Who Am I ? Where Am I Going ? » Thesis, Boston College, 2013. http://hdl.handle.net/2345/bc-ir:103539.

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Thesis advisor: Michael G. Pratt
Despite a graying workforce and a growing number of workers experiencing work transitions, extant literature has largely ignored the role of age in work transition experiences and its impact on the process of work identity change. In this dissertation I employ an inductive approach to elaborate theory concerning the relationships among work transitions, work identity change, and age. Contrary to what extant literature suggests, the findings of a longitudinal qualitative study of 47 employees at a large financial services firm make clear that the types of work transition (role-based transition vs. membership-based transition) and employees' age (Gen X and Gen Y workers in early adulthood vs. Baby boomer workers in middle adulthood) did not differentiate the overall identity change processes within the organization. Rather, my data suggest that identity change is best captured as change in the direction of employees' work identity narratives. Moreover, different combinations of intrapersonal/temporal, interpersonal/social, and future time perspective mechanisms lead to three types of change in the direction of the identity narratives: adjusting, progressing, and regressing. Further, significant differences between age groups surfaced. My research enriches emerging perspectives on work identity as narrative by proposing a temporally-oriented model of work identity change that bridges past, present, and future identities; and delimits the role of age in identity change during work-related transitions
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Carroll School of Management
Discipline: Management and Organization

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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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Tan, Toh-Wah. « Male youth cultures and the transition from school to work : a Malaysian case study ». Thesis, University of Cambridge, 1994. https://www.repository.cam.ac.uk/handle/1810/272777.

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Gardiner, Brooke Bridget Anne. « Molecular changes defining the transition from radial to vertical growth phase in melanoma / ». [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19280.pdf.

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Anh, Nguyen Ngoc. « Transition from school to work : high school dropouts, first destination from high school and time to first job ». Thesis, Lancaster University, 2002. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404253.

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Ross, Carla Brice. « A case study of an urban elementary school's transition from failing to distinguished school status ». Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/fall2008/carla_b_ross/Ross_Carla_B_200808_Edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2008.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Dan W. Rea. ETD. Includes bibliographical references (p. 226-232) and appendices.

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Chidzonga, Midion Mapfumo. « Transition from high school to university : perspectives of first year students at the University of Zimbabwe College of Health Sciences ». Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95892.

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Thesis (MPhil)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Introduction: Literature shows that the transition from high school to university is fraught with challenges and that there is need to appreciate these challenges from the students’ perspectives and devise ways of assisting the students navigate them smoothly. - Aim: To explore the perspectives of first year students at the University of Zimbabwe, College of Health Sciences (UZCHS) regarding their transition from high school to the UZCHS and propose possible ways to manage the transition phase based on the students’ perspectives. - Objectives : The objectives of this study were to determine the students’ perspectives with regards to various factors that are known to affect the transition from high school to university. - Design: An evaluative research study design was adopted using a mixed method research approach sequentially applying a quantitative and qualitative method. - Method: Four hundred and eighty six (486) self-administered survey questionnaires with 23 closeended questions were distributed to all first year students in the UZCHS. Only 16 questions were analysed for purposes of this research project. A total of 49 interviews were conducted for the in-depth structured questions interview on a randomly selected group of students from each of the programmes. - Results : The response rate was 51% (246/486) ; 81.4% of students were in the 19 to 20 years age group; 52% males and 48% females; 44.4% of the students were enrolled in the MBChB programme. The major challenges faced by the students were the heavy workload; poor counselling services; sticking to timetables; using the library; poor teacher-student relationships; poor sense of belonging; living with a diverse population Frustrations at the UZCHS were identified as arising from academic issues: examinations marks; poor facilities; inadequate high school preparation for university grades and poor feedback. Students’ financing at university was also of concern to the students. The students found the orientation week most useful. The motivation for joining the UZCHS was for career prospects, personal desires and parental influence. Preparatory information given by the UZCHS was considered adequate but not sufficiently detailed. Factors that helped students settle in were the initial reception, orientation week, and the relationships between students, staff and lecturers. The role of parents, peers and friends in settling in was also highlighted as important. - Conclusions : The students’ perspectives on transition are similar to those reported in the literature:need for pre-university information, better accommodation, improved library facilities, improved counselling services, lengthening the orientation week, more detailed information about UZCHS before admission, improve pre-university contact with students ,reduced workload in order to accommodate extra-curricular social life. Students’ preparation for life and learning at university should start during high school.
AFRIKAANSE OPSOMMING: Inleiding: Uit die literatuur is ditbaieduidelikdat die oorgang van studentevanaf die skoolnauniversiteitbaieuitdagend is. Daar is derhalwe ‘n behoeftedathierdieuitdagingsvanuit die perspektiewe van die studentebeskou word in ‘n poging om hulle op die meeseffektiewemanierteondersteunentebegelei. - Doelstelling: Die doel van hierdie studie is om die perspektiewe van eerstejaarstudente aan die Universiteit van Zimbabwe se Fakulteit Gesondheidswetenskappe (UZCHS) te ondersoek wat betref die oorgang van hoërskool na die UZCHS, en wyses voor te stel om die oorgangsfase te bestuur, gebaseer op die studente se perspektiewe. - Doelwit: Die doelwitte van hierdie studie was om te bepaal wat die studente se perspektiewe was oor die verskeie welbekende problematiese faktore teenwoordig in die oorgang van skool na universiteit. - Ontwerp: ŉ Evaluerende navorsingsontwerp is onderneem deur ŉ gemengde navorsingsmetode te volg. Dit is opeenvolgend deur ŉ kwantitatiewe en kwalitatiewe metode toegepas. - Metode: ŉ Self-administrerende vraelysopname met 23 geslote vrae is ewekansig toegepas en versprei aan vierhonderd ses- en tagtig (486) studente van die UZCHS. Slegs 16 vrae is vir die doeleindes van hierdie studie geanaliseer. ŉ Onderhoud met in-diepte gestruktureerde vrae is ook gevoer met ŉ ewekansig geselekteerde groep studente (49) van elk van die programme wat aangebied word by die UZCHS. - Resultate: Die responskoers was 51% (246/486); 81.4% van die studente was in die ouderdomsgroep 19 tot 20 jaar; 52% was manlik en 48% vroulik; 44.4% van die studente was geregistreer vir die MBChB program. Die uitdagings deur die studente ervaar was onder andere die swaar werklading, swak studente-ondersteuningsdienste, om by te bly by die rooster, die gebruik van die biblioteek, swak dosent-student verhouding, ŉ swak gevoel van behoort aan, en om deel te wees van ŉ diverse samelewing. Frustrasies by die UZCHS het hul oorsprong gehad by akademiese kwessies: eksamenpunte; uitslae en swak terugvoering. Studente-finansiering aan die universiteit was ook ŉ bron van kommer by studente. Studente het die oriëntasieweek die nuttigste gevind. Die motivering om aan te sluit by die UZCHS het verband gehou met loopbaanvooruitsigte, persoonlike behoeftes en ouer-invloed. Voorbereidende inligting verskaf deur die UZCHS is beskou is voldoende maar sonder genoeg besonderhede. Faktore wat studente gehelp het om tuis te voel was die aanvanklike ontvangs, oriëntasieweek, en die verhoudings tussen studente, personeel en lektore. Die rol van ouers, portuurgroep en vriende om hulle te laat tuis voel, is aangedui as belangrik. - Gevolgtrekkings: Die studente se perspektiewe op oorgang is soortgelyk aan dié wat in die literatuur gerapporteer word. Daar is ŉ behoefte aan beter studentebehuising en biblioteekfasiliteite en studente-ondersteuningsdienste, en meer gedetailleerde informasie oor die UZCHS voor toelating. Studente glo ook dat die oriëntasie week verleng moet word en dat die werklading verminder moet word om hul buitemuurse sosiale lewe te akkommodeer. Studente se voorbereiding vir die studentelewe en universiteitstudies behoort reeds op hoërskool te begin.

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Юрченко, Світлана Олександрівна. « From school to university : challenges of adaptation ». Thesis, Національний авіаційний університет, 2019, 2019. http://er.nau.edu.ua/handle/NAU/39045.

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A special accent is placed on finding ways to provide continuity of education in terms of foreign language teaching techniques during the transition period from school to university.
Особое внимание уделяется поиску путей обеспечения преемственности обучения в отношении применения методики обучения иностранному языку во время переходного периода от школы к университету.
Особлива увага приділяється пошуку шляхів забезпечення безперервності навчання стосовно методики навчання іноземної мови протягом перехідного періоду від школи до університету.

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Leksander-Hayes, Aneta Maria. « Students' and teachers' views of transition from secondary education to Western-medical university in Bahrain ». Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/13927.

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This research focuses on the transition of Bahraini students to a Western medical university which has been ‘transplanted’, with its values and context of practice, to the culture of Bahrain. A socio-cultural model of Communities of Practice was adopted as a theoretical framework in this research for it linked in well with the personal context of this study which suggested that students’ transition could be related to the practices in Bahraini schools associated with science and English education, as well as general school pedagogy. Therefore, the aim of this study was to explore how different participants perceive the role of school practices, as well as science and English education in transition. In order to explore these different understandings, a case study methodology was adopted and insights into the practices of students’ school and university community were gained through the use of focus group and individual interviews, as well as a descriptive questionnaire. The data from the qualitative investigation was analysed deductively under the three themes of science background knowledge, the English language and school pedagogy, while the questionnaire data was subject to univariate analysis based on mean responses. The key findings indicated high levels of confidence in students’ science base and approaches to study, which enabled the students to take a number of strategic actions in order to move through the educational outcomes of the university programme. In terms of the English language, a compromised foreign language (L2) proficiency caused by inadequate school practices was perceived not to play an important role in the transition process, which suggested a diminished role of L2 in transitions in the context of language change. As far as school pedagogy is concerned, whilst all participants at the secondary level agreed that general memorisation-based pedagogy in secondary schools could play a negative role in the transition, the participants at the university revealed that rote-based approaches to study formed in school could also be strategically used at university. Hence, the findings from this research have specific implications for the model of Communities of Practice and suggest future work within this theory regarding the role of students’ individual agency. These findings also suggest a new understanding of transitions in the context of language and culture change.

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Lindberg, Ola. « 'Let me through, I'm a Doctor!' : Professional Socialization in the Transition from Education to Work ». Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-53434.

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Based on four articles, this compilation thesis analyses the demonstrated com-petence defining a medical doctor, to the extent to which he or she acquires a high status and high level of employability in professional practice. Overall, the thesis aimed to describe and analyse professional socialization during doctors' transition from education to work. Questions addressed included how higher education should be understood as preparation for professional practice, how ideals of the future professional were conceived and how these ideals differenti-ated 'good' from 'bad' doctors in professional development and recruitment. The research employed a version of practice theory as its theoretical framework, developed with the aid of work by Pierre Bourdieu, Judith Butler, John Dewey and Theodore Schatzki. Throughout the individual studies, ideals were con-structed and understood as moral imperatives, stating how doctors are expected to perform in professional practice. Article I explored the ideals of academia and higher education practices in a general sense. In this study, the ideals involve the perceived function of higher education in relation to work. Three different and conflicting perspectives were constructed with the aid of a literature study. Arti-cle II was a survey investigation of how two cohorts (n=169) of recent graduates from a Swedish medical programme viewed their competence and the prepara-tion they received for work through the medical programme. The results show that graduates might be overly prepared from a knowledge perspective, while lacking in practical skills and preparation for difficult situations in the work-place. Article III investigated the ideals of the medical programme using an interview study with eight medical students and eight medical teachers. The ideals constructed show how conflicting ideals, such as strength and humility, shape conceptions of the future professional. Finally, Article IV reports an inter-view study with recruiters of medical interns in Sweden's 21 most popular hospi-tals. Results showed that the most attractive candidates balanced two traits: orientation towards performance and orientation towards human relations. They also successfully demonstrated possession of these qualities in their appli-cation and subsequent interview. Overall, the results from the studies indicated that there are great differences between views of proper preparation for work and views of the highly-employable doctor. While medical knowledge and skills were seen as important in preparation for work, they were absent in the views of the highly-competent and employable doctor. Instead, generic attributes, such as drive, curiosity, cooperativeness, warmth, maturity and reflectiveness, char-acterised descriptions of the most accomplished medical professionals. These attributes also were seen primarily as developed before or 'beside' the formal medical education programme.

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Griffin, Ann E. « The transition from training to work of newly qualified general practitioners : exploring participation and community ». Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020771/.

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King, William E. « A QUALITATIVE STUDY OF INDIVIDUALS IN TRANSITION FROM WELFARE TO WORK IN AN APPALACHIAN AREA ». Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1187120843.

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