scholarly journals Values and professional identity of student-age population

2020 ◽  
Vol 22 (2) ◽  
pp. 143-170
Author(s):  
I. A. Koch ◽  
В. A. Orlov
Keyword(s):  
Higher Education ◽  
Young People ◽  
Professional Identity ◽  
Social Status ◽  
Labour Market ◽  
University Education ◽  
Russian Society ◽  
Full Time ◽  
Future Work ◽  
High Social Status

Introduction. Profound social transformations in the Russian society, the formation of market relations have led to the deformation of the system of life values among the citizens of the country. Changes in value orientations directly affect the professional identity of new generations. This circumstance requires new forms of work on professional guidance of young people, taking into account their attitudes, as well as unstable labour market conditions.The aim of the present research is to investigate social conditions and values-orientations, which influence the choice of professional niche and employment of students, who pursue higher education.Methodology and research methods. The initial methodological framework is based on axiological and activity-based approaches, as well as sociology of professions. The main empirical methods of sociological research involve observation and mass questionnaire survey of students of Ural State Mining University (Ekaterinburg) and Ural Institute of Management of the Russian Presidential Academy of National Economy and Public Administration (Ekaterinburg). 606 full-time students were interviewed.Results and scientific novelty. The value structure and professional preferences of young people transformed by external causes, their recognition of the acquired profession and their role in the implementation of their own life plans were analysed in a comprehensive manner. It was revealed that half of the respondents made a conscious choice for the profile of university education and they are going to pursue the occupations for which they are qualified. One third of respondents consider their choice as spontaneous and random, and every fifth respondent is ready for any employment. For many respondents, the question of the relationship between future work and the education received remains open, which partly reflected the need driven by the Russian society to receive a diploma acquired at a higher education institution.The social factors influencing the choice of profession and professional self-determination of students are revealed, the main of which are the following: interesting work and popularity of the profession. Choosing his or her profession, every second student is confident that it will be associated with interesting work, which for many of them is one of the key life priorities (42.2%). According to young people, the prestige of profession is very significant and can be expressed in high wages and in demand in the labour market. Among the prestigious professions are doctors, engineers, lawyers, entrepreneurs and civil servants. The majority of students consider their specialty to be prestigious and in-demand. According to every third student, a prestigious job gives a high social status and requires high qualifications to perform it. One third of respondents are confident that it will give them the opportunity to build a career and to become the holders of high social status; thus, the students understand that it is necessary to acquire high qualification and to have individual abilities and skills for the future profession. The fourth part of respondents believe that their future work would help them to realise their potential. At the same time, every sixth student (15.6%) expressed a desire to change the direction of training, which indicates disappointment in profession or initially wrong choice.It is concluded that professional identity of young people is determined by individualistic, conformistic values and motivation for self-affirmation.Practical significance. The research material and results can be employed to organise the pedagogical support for the process of professionalism of university students and to develop the recommendations for vocational guidance work among schoolchildren, college students and young workers.

The Myth of the Digital Native and What It Means for Higher Education

2018 ◽  
pp. 97-114
Author(s):  
Linda Corrin ◽  
Tiffani Apps ◽  
Karley Beckman ◽  
Sue Bennett
Keyword(s):  
Higher Education ◽  
Young Adults ◽  
Young People ◽  
Digital Technology ◽  
University Education ◽  
Childhood And Adolescence ◽  
Digital Native ◽  
College And University ◽  
Radical Transformation

The term “digital native” entered popular and academic discourse in the early 1990s to characterize young people who, having grown up surrounded by digital technology, were said to be highly technologically skilled. The premise was mobilized to criticize education for not meeting the needs of young people, thereby needing radical transformation. Despite being repeatedly discredited by empirical research and scholarly argument, the idea of the digital native has been remarkably persistent. This chapter explores the myth of the digital native and its implications for higher education. It suggests that the myth’s persistence signals a need to better understand the role of technology in young people’s lives. The chapter conceptualizes technology “practices,” considers how young adults experience technology in their college and university education, and how their practices are shaped by childhood and adolescence. The chapter closes with some propositions for educators, institutions, and researchers.

Does university attendance impact students' political tolerance and open-mindedness: the atypical case of Israel?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Zehorit Dadon-Golan ◽  
Adrian Ziderman ◽  
Iris BenDavid-Hadar
Keyword(s):  
Higher Education ◽  
Political Attitudes ◽  
University Education ◽  
Lecture Hall ◽  
Political Tolerance ◽  
Full Time ◽  
Content Type ◽  
Study Programs ◽  
University Experience ◽  
The University

PurposeA major justification for the state subsidy of university education at public institutions (and, in some countries, of private universities too) is the economic and social benefits accruing to society as whole from a significantly university-educated workforce and citizenship. Based upon a broad range of research findings, a particular societal benefit emanating from higher education relates to good citizenship: that it leads to more open mindedness and tolerant political attitudes. We examined these issues using a representative sample of students from Israeli universities to clarify the extent to which these outcomes would be paralleled in the Israeli setting, where the university experience differs markedly from that found typically in the West.Design/methodology/approachThe research is based on a comparison of political tolerance levels between first- and final-year students enrolled in regular undergraduate study programs (of four days a week or more). However since a change in tolerance is likely to be contingent also on the amount of time that the student spends on campus during the study year, we introduce, as a control group, students enrolled in compressed study programs (of three days a week or less) and compare changes in their tolerance levels with tolerance changes of students enrolled in regular programs. Research questionnaires were distributed to undergraduate students at three universities from the three major districts in Israel–north, south and center. The achieved sample size was 329 students.FindingsUsing Difference-in-Differences techniques, we looked for any changes in students' general political tolerance, over the course of their studies. Surprisingly, we found no such effect on political tolerance attitudes. Israeli students are older and often married and though nominally full-time students, they often hold down a full-time job. Thus they come and go to attend lectures but do not otherwise spend much time on campus. Given the somewhat perfunctory nature of the university experience for most Israeli students, it does not to lead to more open-minded and tolerant political attitudes.Practical implicationsSome broader, practical applications of the research, beyond the Israeli case, are presented, particularly related to distance learning and to the impact of COVID-19. Attention is given to more recent “Cancel culture” developments on university campuses.Originality/valueThe results have wider implications, to other university setting in other countries. Changes in political attitudes may occur in university settings where campus life is well developed, with opportunities for student interaction, formally in extra-curricular events or through social mixing outside the lecture hall. Where the university experience is more minimally confined to attendance at lectures these desirable outcomes may not be forth coming. These findings are relevant to other university frameworks where campus attendance is marginal, such as in open university education and, even more explicitly, in purely internet-based higher education study.

‘Staying on’: The Effects of Recent Changes in Educational Participation for 17–19 Year-Olds in Norway and Scotland

1996 ◽  
Vol 44 (4) ◽  
pp. 675-691 ◽  
Author(s):  
Torild Hammer ◽  
Andy Furlong
Keyword(s):  
Higher Education ◽  
Young People ◽  
Middle Class ◽  
Labour Market ◽  
Market Integration ◽  
Compulsory Education ◽  
Compulsory Schooling ◽  
Disadvantaged Youth ◽  
Educational Participation ◽  
Middle Class Families

In this paper we consider some of the implications of the growth of educational participation for the labour market integration of young people between the ages of 17 and 19 in Norway and Scotland. In particular, we focus on the experiences of disadvantaged youth and assess the extent to which they benefit from participation in post-compulsory schooling. We argue that in terms of success on the labour market, post-compulsory secondary education is only beneficial to those intending to continue into Higher Education. We demonstrate the existence of persistent inequalities among ‘non-traditional stayers’, and show that despite greater access to post-compulsory education, young people from middle class families still retain important advantages in both Norway and Scotland. However, we argue that in Scotland, females and those from less advantaged social positions are more disadvantaged than their Norwegian counterparts.

scholarly journals Felnőtt tanulók diplomaszerzési törekvései

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Ágnes Engler
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Academic Life ◽  
Sociological Research ◽  
Full Time ◽  
Mature Students ◽  
Part Time Students ◽  
Part Time ◽  
Asking Questions

A tanulmányban a felsőoktatás ritkán vizsgált hallgatói csoportjának, a munka és (vagy) család mellett, részidős képzésben tanuló felnőtt hallgatók tanulmányi beruházásait vizsgáltuk. A részidős képzésben tanulókat érintő tudományos jellegű megkeresések leginkább a diplomaszerzést követően történnek a diplomás utánkövetéses vizsgálatok keretében. Ennek során a felsőoktatásban végzettek szakmai életútját munkaerő-piaci szemszögből kísérik figyelemmel, érdeklődve a diploma megszerzését követő karrierállomásokról, a diploma beválthatóságáról, munkaerő-piaci pozicionálásról, a tanulmányokba történő befektetések megtérüléséről és hozamairól. A felnőttoktatás felől közelítve ugyancsak elmondható, hogy a kutatási kérdések szintén szűk körben keresnek választ a felnőttek tanulási aspirációjára vagy eredményességére. Vizsgálatunkban a tanulási döntéseket, tanulási motivációkat és az eredményességet kísérjük figyelemmel, mégpedig a tanulmányi életút függvényében.***In this peaper we wish to deal with a group of students in higher education who usually receive little attention: the students pursuing their studies while they have a full-time job and a family. Sociological research dealing with people earning a degree as part-time students usually reaches the students after graduation, in the form of follow-up examinations. These projects follow the career of graduates from the aspects of the labour market, asking questions about the stations in the career of the individuals after graduation, the return of the investment made into education, the value of the degree in the labour market. Even the research projects approaching the issue from the aspects of higher education usually do not seek an answer to questions regarding the aspirations of the students for learning, or the success of their learning process. In our examination we research the learning decision, motivation and efficiency of mature students in the light of the academic life.

scholarly journals PARTNERSHIP AND COLLABORATION IN WORK-ORIENTED LEARNING IN HIGHER EDUCATION

2017 ◽  
Author(s):  
Muir Houston ◽  
Karsten Krueger ◽  
Mike Osborne
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Knowledge Economy ◽  
Trade Unions ◽  
University Education ◽  
Work Related ◽  
Market Experience ◽  
External Stakeholders ◽  
Funded Project ◽  
Labour Market Position

The paper reports preliminary findings from an EU funded project on collaboration and partnership between external stakeholders and universities to deliver work-related learning to adults with existing labour market experience in order to increase skills and competences for the knowledge economy as envisaged in Agenda 2020. The paper engages with debates on the professionalization of vocational education and consequently the vocationalisation of university education. It reports relevant data for the six partner countries of the LETAE project and EU averages to provide some context to debates about relative levels of attainment and labour market position. It briefly introduces some data drawn from case studies of work-related learning in higher education delivered in partnership or collaboration with external stakeholders including local authorities, trade unions, and individual enterprises.

scholarly journals Mind the Gap Between Higher Education and the Labour Market for Students with a Disability in the Netherlands: A Research Agenda

2018 ◽  
Vol 6 (4) ◽  
pp. 149-157
Author(s):  
Marjolein Büscher-Touwen ◽  
Marian De Groot ◽  
Lineke Van Hal
Keyword(s):  
Higher Education ◽  
Young People ◽  
The Netherlands ◽  
Labour Market ◽  
Unemployment Rate ◽  
Research Agenda ◽  
Research Data ◽  
Educational Institutions ◽  
Students With A Disability ◽  
Disability Research

The transition from higher education to the labour market is experienced as difficult by students with a disability. This gap between higher education and the labour market has tangible consequences for the participation of (young) people with a disability. Research shows that these students have a higher unemployment rate. This article addresses this gap by studying existing research data and by exploring experiences of students with a disability and other stakeholders as collected by the Dutch expert centre Handicap + Studie. We focus on the perspectives and responsibilities of the different parties involved: educational institutions, employers, municipalities, ministries and students with a disability. With this exercise, we want to contribute to putting this ‘gap’ and its stakeholders on the research agenda, arguing that more in-depth research on the transition from higher education to the labour market for students with a disability is needed. We will therefore conclude with themes that need to be researched in order to gain more knowledge for reducing the gap.

scholarly journals University education and women's question: ideas and ideals in the reformed Russian society

2020 ◽  
Vol 25 (3) ◽  
pp. 67-71
Author(s):  
Natalya P. Sukhanova
Keyword(s):  
Higher Education ◽  
Human Person ◽  
University Education ◽  
Russian Society ◽  
Public Campaign ◽  
Economic Transformations ◽  
Women's Higher Education ◽  
Xix Century ◽  
The University ◽  
Economic Motives

The influence of reforms on the promotion of female higher education in Russia is examined. Attention is focused on changing the foundations of public life and socio-economic transformations, which result in the need for vocational education for women. It analyzes not only the economic motives that have become the engine of women's higher education, but also spiritual motives, the struggle for the emancipation of the woman’s personality and the human person in principle. It shows the unanimous attitude of the professorial corps on the issue of education for women and the presence of women in the classroom with young people. The situation with the university issue at the end of the XIX century, the emergence of a broad public campaign requiring women's equality in higher education is investigated. The changes in the attitude of Russian society towards higher education for women are conceptualized; female education is supported by the initiative of the society and its material means. It is concluded that the female issue acts as a barometer of public mood, women choose career and social activities instead of arranging the family hearth, and this indicates a change in traditional worldviews and values.

YOUTH PROFESSIONAL CHOICE IN THE CONTEMPORARY RUSSIAN SOCIETY

2019 ◽  
pp. 166-176 ◽  
Author(s):  
Yu.M. Pasovets
Keyword(s):  
Higher Education ◽  
Young People ◽  
Self Determination ◽  
Professional Activity ◽  
Russian Society ◽  
Personal Significance ◽  
Young Professional ◽  
Training Stage ◽  
Professional Self ◽  
Key Indicators

The relevance of the young professional choice study is related to the young people social integration which has the key value for the social and professional structure reproduction and economic growth of society. Problems of professional choice create risks for the successful integration of young people into education, labor and employment. The purpose of the paper is to determine the peculiarities of primary and secondary professional choice of young people, determined by the motives of choosing a future profession that are most common among young people, on the basis of the empirical data analysis. The research methodology is based on the concept of professional self- determination and the author's approach to the distinction between secondary and repeated professional choice.The research method reflects key indicators: the motivation of primary and secondary professional choice, preferences of higher education in the framework of the chosen profession, etc. The empirical basis of the research is the results of the author’s sociological survey of young people. On the example of student youth, author reveals a hierarchy of professional choice motives, characterizes the ratio of internal and external motives of such a choice. The key factors of young preference of higher education in the framework of the chosen profession are revealed. The secondary and repeated professional choice implementation at the vocational training stage of young people is analyzed. The repeated professional choice connection with the personal significance reassessment of the profession and motives associated with the change in the education profile, interaction in the new sphere of professional activity is substantiated. The research results can be in demand for the development of professional self-determination sociological concept and some branches of sociology; in the practice of regulating the interaction of the education system and the labor market.

scholarly journals The Moral Boundary Drawing of Class: Social Inequality and Young Precarious Workers in Poland and Germany

Sociology ◽  
2021 ◽  
pp. 003803852098579
Author(s):  
Vera Trappmann ◽  
Alexandra Seehaus ◽  
Adam Mrozowicki ◽  
Agata Krasowska
Keyword(s):  
Young People ◽  
Middle Class ◽  
Social Status ◽  
Labour Market ◽  
Social Inequality ◽  
Class Structure ◽  
Market Conditions ◽  
Economic Wealth ◽  
Youth Transition ◽  
Country Specific

This article explores the relational and moral aspects of the perception of class structure and class identifications by young people in objectively vulnerable labour market conditions in Poland and Germany. Drawing on 123 biographical interviews with young people in both countries, it demonstrates that young precarious Poles and Germans tend to identify themselves against the ‘middle class’ – understood variously in the two countries – and attribute the sources of economic wealth and social status in their societies to individual merits and entrepreneurship. Positioning oneself in the broad middle and limited identification with the precariat is explained by the youth transition phase, country-specific devaluation of class discourses and the effects of individualisation.

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