Partnership with stakeholders as innovative model of work-integrated learning for unemployed youths

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Celestin Mayombe
Keyword(s):  
Labour Market ◽  
Work Experience ◽  
Market Entry ◽  
Structured Interviews ◽  
Content Type ◽  
Work Transition ◽  
Global Concern ◽  
Stakeholder Partnerships ◽  
Work Integrated Learning ◽  
Labour Market Entry

PurposeThe unemployment rate among disadvantaged youths (aged 15–34 years) in large parts of Africa, Asia and Latin America has become a global concern. The concern in this article is that most WIL programmes could not facilitate a smooth WIL-to-work transition. The purpose of the article is to examine the roles of partner stakeholders in the features of an innovative WIL model influencing the labour market entry of the disadvantaged youths.Design/methodology/approachA qualitative approach was suitable for examining the features of an innovative WIL model. Semi-structured interviews were used to collect data from seven managers of different firms and institutions, and ten trainees to examine the roles of partner stakeholders in the features of an innovative WIL model influencing the labour market entry of disadvantaged youths.FindingsThe main findings reveal that local businesses and enterprises played important roles in participating in the design of the WIL curriculum, providing adequate mentorship for work experience and micro-placement to the trainees. Based on the findings, the author concludes that the partnership with stakeholders as an innovative WIL model contributed to the employability of disadvantaged youths through the acquisition of work experience and work-readiness.Practical implicationsThe implication of the findings is that the commitment of partner stakeholders ensures that WIL graduates continue to be employed. The commitment of partner stakeholders evident in this study is likely to continue creating better employment prospects for WIL graduates.Originality/valueThough stakeholder partnerships are common in WIL programmes and TVET, the innovativeness of this model lies in the features of WIL programmes, the roles and commitment of stakeholders including the outcomes of the partnerships.

Gender and entrepreneurial propensity: risk-taking and prosocial preferences in labour market entry decisions

2021 ◽  
Vol 17 (1) ◽  
pp. 111-139
Author(s):  
Patrick Reichert ◽  
Matthew D. Bird ◽  
Vanina Farber
Keyword(s):  
Labour Market ◽  
Risk Taking ◽  
Business School ◽  
Market Entry ◽  
Framing Effects ◽  
Low Risk ◽  
School Students ◽  
Men And Women ◽  
Content Type ◽  
Labour Market Entry

Purpose This study aims to examine gender differences in risk-taking and prosociality through a hypothetical labour market entry choice experiment. Design/methodology/approach To explore differences between male and female subjects by risk levels and framing effects, a labour market entry choice task that manipulated risk conditions was administered to business school students whereby subjects chose between a managerial job at a company, starting a commercial business or starting a social enterprise. The experimental design isolated and tested the influence of the type of value creation, risk propensity and framing effects. The results were then statistically analysed to test for significant differences between the two gender groups. Findings Results indicate that in low-risk conditions women prefer the prosocial entrepreneurial option while men opt for purely commercial entrepreneurial activities. As risk increases, differences between men and women initially converge and then reverse under conditions of extreme risk, where men select the social entrepreneurial choice at a higher rate than women. Research limitations/implications The research was conducted within the single country context of Peru and carried out using a specific subset of potential entrepreneurs (i.e. business school students). Second and related, the experimental labour entry task was hypothetical. Whether decisions would hold if business school students faced an actual occupational choice remains open to further investigation. Practical implications The practical implication of the paper suggests that Peruvian business school students react differently towards potential labour market opportunities depending on their gender. Perhaps, because of gender biases common in the Latin American context, women appear to respond more positively to low-risk prosocial opportunities. However, as risk increases, contextual factors appear to become less important and reveal core sets of prosocially anchored men and commercially anchored women. Originality/value This research provides new insights into risk-taking and prosocial differences between men and women facing labour entry decisions, especially in a developing country context with strong gender norms, and is particularly useful to those with an interest in entrepreneurial propensity and in the identification and development of entrepreneurial women.

Wage effects of labour market entry via temporary work agency employment

2018 ◽  
Vol 39 (7) ◽  
pp. 937-953
Author(s):  
Tanja Buch ◽  
Annekatrin Niebuhr
Keyword(s):  
Labour Market ◽  
Market Entry ◽  
Wage Gap ◽  
Control Function ◽  
Specific Situation ◽  
Young Workers ◽  
Temporary Workers ◽  
Temporary Work ◽  
Content Type ◽  
Labour Market Entry

Purpose The purpose of this paper is to investigate whether labour market entry via temporary work has any (persistent) effects on labour market outcomes. Design/methodology/approach Using unique data on several cohorts of graduates from the German apprenticeship system, the authors interpret labour market entry via temporary work agency (TWA) work as a treatment and apply propensity score matching and the control function approach to investigate corresponding effects. Findings The results indicate a pronounced wage gap but no significant wage disadvantage in the medium term for graduates who switch to regular employment. Nevertheless, approximately 30 per cent of the graduates do not manage to leave the temporary help sector and, as a result, suffer persistent wage penalties. Originality/value The numerous studies that investigate the consequences of TWA work on individual labour market performance have not considered the specific situation of young workers after graduation. The rapidly increasing percentage of TWA jobs and the above average share of young workers among temporary workers call for corresponding evidence.

A good or bad transition from school to work: who is responsible?

2015 ◽  
Vol 36 (8) ◽  
pp. 1207-1226 ◽  
Author(s):  
Bart Defloor ◽  
Luc Van Ootegem ◽  
Elsy Verhofstadt
Keyword(s):  
Educational Attainment ◽  
Labour Market ◽  
Distance Function ◽  
Market Entry ◽  
Job Quality ◽  
Labour Market Situation ◽  
Content Type ◽  
First Job ◽  
Labour Market Entry

Purpose – The purpose of this paper is to analyse the determinants of the quality of the first job in Flanders (Belgium). The authors differentiate between circumstances on the one hand – individual characteristics beyond the control of the individuals such as gender or the unemployment rate at labour market entry – and efforts on the other hand – characteristics that are at least partly under the individuals’ control such as their educational attainment or labour motivation. The authors specifically take into account the fact that the former might influence the latter. A better understanding of the effects of these determinants can help to formulate (labour market) policy proposals (to ameliorate the school-to-work transition) that are responsibility-sensitive. The authors use the distance function to construct a one-dimensional measure of job quality – based on a list of job characteristics – and explain the variation in job quality in terms of circumstances and efforts. The empirical analysis is based on the 1978 birth cohort of the Flemish SONAR data. The results show that the quality of the first job is to a large extent depending on personal efforts and that circumstances have a considerable influence on the efforts. For this reason circumstances influence job quality twice. This is especially the case for gender and for the educational attainment of the individual’s mother. The labour market situation at labour market entry also plays a considerable role. Design/methodology/approach – The authors use the distance function to construct a one-dimensional measure of job quality – based on a list of job characteristics – and explain the variation in job quality in terms of circumstances and efforts. The empirical analysis is based on the 1978 birth cohort of the Flemish SONAR data. Findings – The results show that circumstances have a considerable influence on the efforts and for this reason circumstances influence job quality twice. This is especially the case for gender and for the educational attainment of the individual’s mother. The labour market situation at labour market entry also plays a considerable role. Originality/value – The paper contributes to the literature in several ways. First, it analyses the quality of the first job individuals get after leaving school and uses an equality of opportunity framework. This approach differs from an approach based on search duration or job satisfaction. Second, job quality is evaluated in a multidimensional way using the distance function. Third, the relation between job quality and circumstances – issues for which the individual is not responsible – and efforts – issues for which the individual is at least partly responsible – is investigated. The authors specifically take into account the fact that circumstances might influence efforts and investigate the consequences for labour market policy.

Return to apprenticeships: a comparison between existing apprentices and newly recruited apprentices

2021 ◽  
Author(s):  
Stefan Speckesser ◽  
Lei Xu
Keyword(s):  
Labour Market ◽  
Market Entry ◽  
Minimum Duration ◽  
Adult Age ◽  
Occupational Roles ◽  
Apprenticeship Training ◽  
Positive Effects ◽  
Younger Age ◽  
New Entrants ◽  
Labour Market Entry

Abstract In England, half of all apprentices are now of adult age. Most of them—and many of younger age, too—worked with their training firm for some time before starting their apprenticeship. In this article, we estimate the benefit of apprenticeship completion making the distinction between groups of newly recruited and existing staff. To deal with sources of endogeneity resulting from apprenticeship completion, we exploit an exogenous change in minimum duration of training affecting apprenticeship completion. Our findings show much higher benefits for new compared with existing staff. Also, increasing apprenticeship training only creates positive effects for new entrants, but not for existing workers. Therefore, policy should aim to refocus apprenticeships to be a mechanism of labour market entry combined with education to provide access to and acquire competences required for actual occupational roles, but not as a generic mechanism to train existing staff.

Academic's perceptions of work-integrated learning in non-vocational disciplines

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gabrielle A. Lloyd ◽  
Bonnie Amelia Dean ◽  
Michelle J. Eady ◽  
Conor West ◽  
Venkata Yanamandram ◽  
...  
Keyword(s):  
Professional Learning ◽  
Personal Growth ◽  
Tertiary Education ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Content Type ◽  
Theoretical Approaches ◽  
Starting Point ◽  
Work Integrated Learning

PurposeWork-integrated learning (WIL) is a strategy that enhances student learning and employability by engaging students in real-world settings, applications and practices. Through WIL, tertiary education institutions forge partnerships with industry to provide students with access to activities that will contribute to their career-readiness and personal growth. The purpose of the paper is to explore academics perceptions of WIL from non-vocational disciplines, where WIL opportunities are less prevalent.Design/methodology/approachThe study employed a qualitative, case-study methodology to unpack academics' reflections on the question “What does WIL mean to you?” Semi-structured interviews were conducted with 33 subject coordinators across a number of non-vocational degrees at one university in Australia. Open coding and thematic analysis was used to explore qualitative data and identify common themes.FindingsData suggest that academics largely have placement-based understandings of WIL that cause tensions for embedding WIL meaningfully in their courses. Tensions surface when WIL is perceived as a pedagogy that contributes to the neoliberal agenda that sits in conflict with theoretical approaches and that restrict notions of career.Originality/valueAlthough WIL is not relevant in all subjects, these understandings are a useful starting point to introduce WIL meaningfully, in various ways and where appropriate, in order to provide students opportunities for learning and employability development. The paper has implications for faculty, professional learning and institutional strategies concerning WIL for all students.

scholarly journals Patterns of Labour Market Entry

2007 ◽  
Vol 50 (3) ◽  
pp. 189-210 ◽  
Author(s):  
Maarten H. J. Wolbers
Keyword(s):  
Labour Market ◽  
Market Entry ◽  
Labour Market Entry

scholarly journals The university-to-work transition: responses of universities and organizations to the COVID-19 pandemic

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
William E. Donald ◽  
Melanie J. Ashleigh ◽  
Yehuda Baruch
Keyword(s):  
Organizational Behavior ◽  
Early Career ◽  
Career Services ◽  
Structured Interviews ◽  
Content Type ◽  
Work Transition ◽  
Global Labor Market ◽  
Career Literature ◽  
The University ◽  
The Impact

PurposeThe purpose of this study is to understand how universities and organizations have responded to the impact of the COVID-19 pandemic in terms of preparing university students and recent graduates to enter the global labor market, using the accounting, banking and finance sector as a case study. The two research questions are (1) How can university career services and organizations work individually and collaboratively to best develop early career talent following the COVID-19 pandemic? (2) What are the challenges that university career services and organizations face when working individually or collaboratively to develop early career talent following the COVID-19 pandemic?Design/methodology/approachThe data for thematic analysis comes from 36 semi-structured interviews with career advisors (CAs) (n = 19) and graduate recruiters (GRs) (n = 17).FindingsThis study offers some of the first findings on the impact of the COVID-19 pandemic, helping to ensure that organizational behavior and career theory literature reflect the dramatically changing landscape in the university-to-work transition.Originality/valueTheoretically, our contribution comes from applying a framework of the career construction theory (CTT) within the context of a career ecosystem to understand the views of the intermediary, meso-level actors, which, to date, have lacked representation within career literature. Practically, we provide an insightful bridge between universities and organizations, offering opportunities for greater collaboration, and enhanced outcomes for all stakeholders.

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